Aspects of Language in Children with ADHD: Applying Functional Analyses to Explore Language Use

Autor/in	Mathers, Margaret E.
Titel	Aspects of Language in Children with ADHD: Applying Functional Analyses to Explore Language Use
Quelle	In: Journal of Attention Disorders, 9 (2006) 3, S.523-533 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054705282437
Schlagwörter	Written Language; Comparative Analysis; Oral Language; Spelling; Punctuation; Discourse Analysis; Attention Deficit Disorders; Hyperactivity; Symptoms (Individual Disorders); Children; Language Usage; Elementary School Students; Foreign Countries; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Oral interpretation; Mündlicher Sprachgebrauch; Schreibweise; Interpunktion; Diskursanalyse; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Psychiatrische Symptomatik; Child; Kind; Kinder; Sprachgebrauch; Ausland; Fragebogen; Australien
Abstract	This article reports some outcomes from an exploratory study that compares children diagnosed with ADHD and without language impairment with typically developing children for aspects of language use. Discourse analysis based on a systemic functional linguistics approach is applied to spoken and written samples from three different text types that are supplied by 11 children diagnosed with ADHD and 11 typically developing children. Comparisons of multiple variables most often show differences in use between the groups. Closer examination of these differences shows that relative to the controls, the ADHD group uses fewer strategies of textual organization and more avoidance, tangential, and unrelated meanings and more abandoned utterances and spelling and punctuation errors. Clinical implications suggest that careful linguistic analysis of spoken and written language of children with ADHD cannot only identify the linguistic resources they use within everyday contexts but may also indicate areas where intervention may be beneficial. (Contains 4 tables and 9 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10