Attention Deficit Hyperactivity Disorder

Reinie Cordier; Sarah Wilkes-Gillan; Natalie Munro

doi:10.1007/978-3-030-74985-9_11

Attention Deficit Hyperactivity Disorder

Reinie Cordier^*, Sarah Wilkes-Gillan, Natalie Munro

^*Corresponding author for this work

Social Work, Education & Community Wellbeing

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Citation (Scopus)

Abstract

This chapter will introduce the reader to the pragmatic language difficulties experienced by school-aged children who have attention deficit hyperactivity disorder (ADHD). We briefly review the evidence for pragmatic language difficulties and then discuss measurement of pragmatic language abilities in children with ADHD, with particular emphasis on observational measurement of peer-peer pragmatic language during play. Specifically, we present the development and application of the Pragmatic Observational Measure-2. The chapter will also address intervention approaches and techniques that target pragmatic language abilities in children with ADHD.

Original language	English
Title of host publication	Handbook of Pragmatic Language Disorders
Subtitle of host publication	Complex and Underserved Populations
Editors	Louise Cummings
Place of Publication	Cham, Switzerland
Publisher	Springer
Pages	283-309
Number of pages	27
Edition	1
ISBN (Electronic)	9783030749859
ISBN (Print)	9783030749842, 9783030749873
DOIs	https://doi.org/10.1007/978-3-030-74985-9_11
Publication status	Published - 22 Sept 2021

Keywords

Attention deficit hyperactivity disorder (ADHD)
Observation
Peer-peer interaction
Pragmatic language
School-aged children
Social communication
Social competence

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10.1007/978-3-030-74985-9_11

Cite this

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KW - Observation

KW - Peer-peer interaction

KW - Pragmatic language

KW - School-aged children

KW - Social communication

KW - Social competence

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Attention Deficit Hyperactivity Disorder

Abstract

Keywords

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