Purpose Children with attention-deficit/hyperactivity disorder (ADHD) are at elevated risk for language impairment (LI). This study examined the feasibility of using the Children's Communication Checklist—2 (CCC–2; Bishop, 2006) to classify risk for LI in young children, ages 5–8 years, with ADHD.

Method Parents of 32 children with ADHD and 12 typically developing peers completed the CCC–2. The Clinical Evaluation of Language Fundamentals, Fourth Edition (Semel, Wiig, & Secord, 2003) and the Test of Narrative Language (Gillam & Pearson, 2004) were administered to diagnose LI. Language samples were collected to examine clinical markers of LI.

Results CCC–2 General Communication Composite scores ≤ 85 correctly classified 10 participants with ADHD diagnosed with LI as defined by composite scores ≤ 85 on the Clinical Evaluation of Language Fundamentals, Fourth Edition, or on the Test of Narrative Language. Five of these participants demonstrated 1 or more clinical markers of LI in language samples. Three additional participants, who received a General Communication Composite score ≤ 85 yet scored above 85 on the language tests, demonstrated CCC–2 profiles suggestive of pragmatic impairment. Sensitivity and specificity rates were 100% and 85.29%, respectively. CCC–2 scores and most measures were significantly correlated.

Conclusion The results support the feasibility of using the CCC–2 as a screener to identify children with ADHD who are at elevated risk for LI and need referral for comprehensive assessment.