Attention Deficit Hyperactivity Disorder (ADHD) is a commonly diagnosed psychiatric condition among children (Hill, 2000). Approximately 35%-50% of children diagnosed with ADHD have a language disorder (Cohen, Vallance, Barwick, Im, Menna, & Horodezky, 2000). Because children with ADHD have short attention spans, low tolerance for frustration, inability to recognize possible consequences, and difficulty completing tasks, their behaviors can be disruptive (Barkley, 2003). They may have difficulty sitting still, controlling their impulses, and thinking before speaking. Children with ADHD often face difficulties with the development of language and communication skills, including pragmatics, behavioral problems, and metacognition. Speech-language pathologists (SLPs) play a critical role in treating children with language or communication deficits caused by ADHD through the use of social skills training. By understanding the link between ADHD and language deficits, speech-language pathologists can understand how to identify and treat children with ADHD. Impact on Language Pragmatics is the appropriate use of language in social and situational context (Bruce, Thernlund, & Nettelbladt, 2006). Children with ADHD (hereafter referred to as children) demonstrate deficits in pragmatics. For example, the child might be sitting in the middle of the classroom shouting out the answers to a test imperceptibly curious to know the correct answer. These children may also demonstrate inappropriate turn-taking within conversational discourse, such as talking excessively or interrupting people (Geurts et al., 2008). Often, children with ADHD may be unaware of what is happening around them and feel the need to move (Mahone, 2011). This in turn discor...... middle of the paper...... doi: 10.1007/s10803-008-0587-1Gremillion, M. & Martel, M. (2012). Semantic language as a mechanism explaining the association between ADHD symptoms and poor achievement in reading and mathematics. Journal of Abnormal Child Psychology, 40, 1339-1349. doi: 10.1007/s10802-012-9650-7. Ketelaars, M. P., Cuperus, J., Jansonius, K., & Verhoeven, L. (2010). Research report: Pragmatic language impairment and associated behavioral problems. International Journal of Speech and Communication Disorders, 45(2), 204-214. Mahone, M. (2011). The effects of ADHD (beyond decoding accuracy) on reading fluency and comprehension. Neuropsychology, 11, 1-8. Palmer, J., & Thompson, J. (2013). First-year English: Welcoming diverse students to the table.CEA Critic, 75(3), 293-302. doi: 10.1353/ce.2013.0024