Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity

5.00
Hdl Handle:
http://hdl.handle.net/10545/292466
Title:
Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity
Authors:
Bignell, Simon; Cain, Kate
Abstract:
Children with attention-deficit hyperactivity disorder (ADHD) experience pragmatic language deficits, but it is not known whether these difficulties are primarily associated with high levels of inattention, hyperactivity, or both. We investigated pragmatic aspects of communication and language comprehension in relation to poor attention and/or high hyperactivity in a nondiagnosed population of 7- to 11-year olds. Classroom teachers rated their pupils' attention and hyperactivity/impulsivity on the ADD-H Comprehensive Teacher Rating scale (ACTeRS). Three groups were formed: children with poor attention and low hyperactivity (poor attention group), children with good attention and high hyperactivity (high hyperactivity group), and children with both poor attention and high hyperactivity (poor attention/high hyperactivity group). Their performance was compared with that of same-age controls in two studies: Study 1 (N = 94) investigated the comprehension of figurative language in and out of context and Study 2 (N = 100) investigated the pragmatic aspects of communication using the Children's Communication Checklist – Second Edition. Two groups, the poor attention and the poor attention/high hyperactivity groups, were impaired in both their comprehension of figurative language and their communication skills. The high hyperactivity group was impaired in their comprehension of figurative language but they did not exhibit communication impairments. The findings extend work with clinical populations of children with ADHD: even in a nondiagnosed sample of children, poor attention and elevated levels of hyperactivity are associated with pragmatic language weaknesses.
Affiliation:
University of Derby; University of Lancaster
Citation:
Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity 2007, 25 (4):499 British Journal of Developmental Psychology
Publisher:
British Psychological Society
Journal:
British Journal of Developmental Psychology
Issue Date:
2007
URI:
http://hdl.handle.net/10545/292466
DOI:
10.1348/026151006X171343
Additional Links:
http://doi.wiley.com/10.1348/026151006X171343
Type:
Article
Language:
en
ISSN:
0261510X
Appears in Collections:
Centre for Psychological Research

Full metadata record

DC FieldValue Language
dc.contributor.authorBignell, Simonen_GB
dc.contributor.authorCain, Kateen_GB
dc.date.accessioned2013-05-21T08:53:45Z-
dc.date.available2013-05-21T08:53:45Z-
dc.date.issued2007-
dc.identifier.citationPragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity 2007, 25 (4):499 British Journal of Developmental Psychologyen_GB
dc.identifier.issn0261510X-
dc.identifier.doi10.1348/026151006X171343-
dc.identifier.urihttp://hdl.handle.net/10545/292466-
dc.description.abstractChildren with attention-deficit hyperactivity disorder (ADHD) experience pragmatic language deficits, but it is not known whether these difficulties are primarily associated with high levels of inattention, hyperactivity, or both. We investigated pragmatic aspects of communication and language comprehension in relation to poor attention and/or high hyperactivity in a nondiagnosed population of 7- to 11-year olds. Classroom teachers rated their pupils' attention and hyperactivity/impulsivity on the ADD-H Comprehensive Teacher Rating scale (ACTeRS). Three groups were formed: children with poor attention and low hyperactivity (poor attention group), children with good attention and high hyperactivity (high hyperactivity group), and children with both poor attention and high hyperactivity (poor attention/high hyperactivity group). Their performance was compared with that of same-age controls in two studies: Study 1 (N = 94) investigated the comprehension of figurative language in and out of context and Study 2 (N = 100) investigated the pragmatic aspects of communication using the Children's Communication Checklist – Second Edition. Two groups, the poor attention and the poor attention/high hyperactivity groups, were impaired in both their comprehension of figurative language and their communication skills. The high hyperactivity group was impaired in their comprehension of figurative language but they did not exhibit communication impairments. The findings extend work with clinical populations of children with ADHD: even in a nondiagnosed sample of children, poor attention and elevated levels of hyperactivity are associated with pragmatic language weaknesses.en_GB
dc.language.isoenen
dc.publisherBritish Psychological Societyen_GB
dc.relation.urlhttp://doi.wiley.com/10.1348/026151006X171343en_GB
dc.rightsArchived with thanks to British Journal of Developmental Psychologyen_GB
dc.subjectADHDen_GB
dc.subjectPragmatic languageen_GB
dc.subjectHyperactivityen_GB
dc.subjectInattentionen_GB
dc.titlePragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivityen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen_GB
dc.contributor.departmentUniversity of Lancasteren_GB
dc.identifier.journalBritish Journal of Developmental Psychologyen_GB
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