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Paper 2026-49

ЕЗИКОВО-МЕДИИРАНО РАЗВИТИЙНО НАТОВАРВАНЕ ПРИ ХАДВ: DLQ-25 КАТО ДИГИТАЛНО СВЪРЗВАЩО ЗВЕНО МЕЖДУ DSM-5-TR И МКФ-CY

Албена Игнатова
Communication Clinique, София

LANGUAGE-MEDIATED DEVELOPMENTAL LOAD IN ADHD: THE DLQ-25 AS A^DIGITAL LINKING INSTRUMENT BETWEEN DSM-5-TR AND ICF-CY

Albena Ignatova
Communication Clinique, Sofia

Abstract: Categorical diagnosis of attention-deficit/hyperactivity disorder (ADHD) under DSM-5-TR identifies the presence and presentation of the disorder, but not how a student functions under the language-borne demands of the classroom, where learning, self-regulation and participation are largely mediated by language. This paper frames such functioning through language-mediated developmental load. Here it is defined as the strain that arises when the language-mediated demands of the environment exceed the child’s available resource. The ICF-CY and the revised ICF Core Sets for ADHD offer a functional framework, but full assessment remains broad, team-based and time-consuming. The paper presents the Developmental Load Questionnaire (DLQ-25) as a brief complementary screening tool that operationalizes this load across five domains and a summary Developmental Load Index, can be completed by parents, teachers or specialists, and prepares and directs further functional assessment. Through an illustrative multiple-case demonstration of three constructed profiles corresponding to the DSM-5-TR presentations, the same diagnosis is shown to yield qualitatively different patterns of language-mediated developmental load. Psychometric validation on a Bulgarian school sample is outlined as the next step.

Keywords: ADHD, language-mediated developmental load, DLQ-25, ICF Core Sets, educational diplomacy

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(Endnotes:)

1. American Speech-Language-Hearing Association. (n.d.). School-Based Interprofessional Team Assesses Student with ADHD and Developmental Language Disorder to Improve Literacy Outcomes [konstruiran eksperten kazus]. www.asha.org/practice/ipe-ipp/case-studies/case-study-27/

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