ERIC Number: EJ920409
Record Type: Journal
Publication Date: 2011-Apr
Abstractor: As Provided
Reference Count: 0
The Role of Pragmatic Language Use in Mediating the Relation between Hyperactivity and Inattention and Social Skills Problems
Leonard, Melinda A.; Milich, Richard; Lorch, Elizabeth P.
Journal of Speech, Language, and Hearing Research, v54 n2 p567-579 Apr 2011
Purpose: In the present study, the authors explored whether pragmatic language use was associated with, and perhaps accounted for, the social skills problems that children with varying levels of hyperactivity and inattention experience. Method: A community sample of 54 children aged 9-11 years participated. Pragmatic language use, hyperactivity and inattention, and social skills were examined utilizing data collected from standardized parent-report rating scales. Results: Pragmatic language use fully mediated the relation between hyperactivity and social skills problems and partially mediated the relation between inattention and social skills problems. Further, pragmatic language use provided a unique contribution in the estimate of children's social skills of 21.6% above and beyond the contribution of hyperactivity and 17.2% above and beyond the contribution of inattention. Conclusions: Possible explanations for these mediation results are discussed in terms of children with attention-deficit/hyperactivity disorder and the problems that they experience with social relations.
Descriptors: Interpersonal Competence, Pragmatics, Language Usage, Children, Hyperactivity, Attention, Attention Deficit Hyperactivity Disorder
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A