The communicative competency of boys with attention deficit hyperactivity disorder

dc.contributor.authorRennie, Terry James
dc.contributor.supervisorMayfield, Margie
dc.date.accessioned2018-11-21T23:54:40Z
dc.date.available2018-11-21T23:54:40Z
dc.date.copyright2002en_US
dc.date.issued2018-11-21
dc.degree.departmentDepartment of Curriculum and Instructionen_US
dc.degree.levelDoctor of Philosophy Ph.D.en_US
dc.description.abstractLanguage is one of the features that define us as human beings. We use language to communicate with others. Children learn and develop competencies in different aspects of language that enable them to communicate in various social situations. In short, they develop communicative competency. Learning in the classroom requires children to meet an accepted set of language and communicative competency standards described in the curriculum. Those children who do not meet expectations for language and communication are at a serious disadvantage in school. One group of children who experience difficulties in the classroom are those diagnosed with attention deficit hyperactivity disorder (ADHD). The research literature on ADHD tends to focus on children's problems with attention span, self-regulation and impulse control. There is, however, growing recognition in the literature that language and communication are implicated in ADHD. While literature has examined important aspects of language in relation to ADHD, it has not looked at critical aspects of language with respect to children's ability to communicate effectively. The major objectives of this study were to examine the language of children diagnosed with ADHD to learn more about how they communicate by comparing their communicative competency with that of a group of non-ADHD children. This study examined the communicative competency of a sample of 10 boys aged 6 to 9 years (5 boys with ADHD and 5 boys without ADHD) using a purposive, typical case sampling procedure. The boys were video-taped through a one-way mirror engaging the researcher in conversations, building a Lego model, providing the researcher with instructions regarding the Lego model they had built, and playing with the model and the researcher. Overall, participants in both groups were similar with respect to some components of grammatical competency: language production, phonology, and certain aspects of morphology and syntax. Substantial differences were found in the semantic components of grammatical competency, sociolinguistic and discourse competency. The ADHD participants were strongly connected to the immediate study context as indicated by their language and communication. They had difficulty making connections or references beyond the “here-and-now” and using complex and abstract concepts. The non-ADHD participants did not demonstrate such difficulties. The ADHD participants also demonstrated more dependence on the researcher to maintain the conversations. This finding suggests that the ADHD participants' reliance on the immediate sociocultural context may reflect problems with cognitive functioning for abstract relations. The results of this study indicated that cognitive functioning in relation to language was different for the ADHD participants than for the non-ADHD participants. The finding that the ADHD participants communicated differently than did the non-ADHD participants has important implications for learning in the classroom. Implications for understanding ADHD and directions for future research are also discussed.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/10346
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectAttention-deficit hyperactivity disorderen_US
dc.subjectCommunicative competencyen_US
dc.subjectCommunication and the artsen_US
dc.titleThe communicative competency of boys with attention deficit hyperactivity disorderen_US
dc.typeThesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
Rennie_TerryJames_PhD_2002.pdf
Size:
14.64 MB
Format:
Adobe Portable Document Format
Description:
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description: