患有多动症儿童的对话:在患有或没有多动症儿童中使用结构性和务实的语言
Hend Samniya1, Shelley Taylor2, Miho O Tatsuki3
1Okinawa Institute of Science and Technology Graduate University, Japan.
Journal of attention disorders
|June 27, 2025
概括
与通常发育的同龄人相比,患有注意力缺陷/多动障碍 (ADHD) 的儿童在对话中表现出更多的语言错误和难以修复它们的困难. 这些发现凸显了监测和解决ADHD儿童对话语言技能的必要性.
科学领域:
- 发展心理学 发展心理学
- 临床心理学 临床心理学
- 神经发育障碍 神经发育障碍
背景情况:
- 患有注意力缺陷/多动障碍 (ADHD) 的儿童在标准化语言测试中往往得分较低.
- 与ADHD儿童在正式评估中的表现相比,ADHD儿童的对话语言技能被理解得更少.
研究的目的:
- 调查有或没有ADHD的儿童在社会话语中监测和修复他们的语言的能力.
- 为了比较被诊断患有多动症和典型发育 (TD) 儿童之间的对话语言技能.
主要方法:
- 49名9-14岁的儿童,包括ADHD患者 (部分缓解) 和TD对照者,参与了对话.
- 会话被记录,转录,并分析结构和务实语言错误和修复尝试.
- 语言错误和校正率在各组之间进行了比较,包括满足ADHD标准的儿童子组.
主要成果:
- 患有ADHD的儿童产生了显著更多的结构性语言错误 (形态语法,重复) 和务实错误 (无关的发言).
- 患有ADHD的孩子在谈话期间修复不流的反应方面不太成功.
- 与ADHD儿童相比,对话伙伴报告了与TD儿童的更大参与度和更积极的经验.
结论:
- 在ADHD和没有ADHD的儿童的对话语言使用中存在微妙但显著的差异.
- 对话伙伴更积极地看待与TD儿童的互动,这表明语言差异的潜在社会影响.
- 建议监测和准对话语言技能,以对患有多动症儿童进行干预.
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