Etichetă: reading and writing disorders

Importanța dezvoltării comunicării și limbajului în ADHD

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Importanța dezvoltării comunicării și limbajului în ADHD

The importance of speech and language development in ADHD

Ioana Mădălina ORIAN, Andreea Garofița BACIU
Abstract

ADHD is the most common behavioral and learning problem in children and one of the most common reasons for medical examination. The DSM-5 classifies ADHD as a neurodevelopmental disorder that appears before the age of 12 and may persist into adulthood.
Although ADHD is not accompanied by significant language delays in the use of syntax and semantics, recent studies show a notable association between ADHD and communication disorders. These disorders are present at the level of expressive language, the pragmatic component and the organization of speech. The mentioned disorders are present both in social communication and in the intrapersonal sphere (the language used for self-control).
Through the analysis of several studies, the present paper wishes to highlight the importance of speech and language development to children with ADHD, which helps both socially and in self-control.

Keywords: attention deficit hyperactivity disorder, communication disorders, reading and writing disorders, speech language impairments, learning disabilities
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DOI: 10.26744/rrttlc.2022.8.2.05

References
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Green, C., Chee, K. (2017). Să înțelegem ADHD: deficitul de atenție însoțit de tulburarea hiperkinetică, editura Aramis, București
Hoseini, B.L., Moghaddam, H.T., Khademi, G., Ajilian, M., Saeidi, M. (2014). Attention Deficit Hyperactivity Disorder (ADHD) in Children: A Short Review and Literature. International Journal of Pediatrics 2(4.3):443-450. DOI:10.22038/ijp.2014.3749
Jensen, P.S., Martin, D., Cantwell, D.P. (1997). Comorbidity in ADHD: Implications for research, practice, and DSM-V
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Povestea – Instrument de stimulare cognitivă pentru copiii cu intelect de limită integrați în școala de masă

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Povestea – Instrument de stimulare cognitivă pentru copiii cu intelect de limită integrați în școala de masă

The story as a tool for cognitive stimulation for children with mild intellectual disabilities integrated in mainstream school

Aura-Liliana BRÎNZILĂ
Abstract The study focused on students with liminal intellect integrated in the mainstream school and was based on adapting the teaching-learning-recovery methods to the students` developmental particularities. It started from the premise that students’ cognitive Rehabilitation process would be improved through cognitive stimulation programs based on the storytelling method. The storytelling as a therapeutic method accompanied a set of exercises for cognitive stimulation influenced children` s cognitive performances. Participants in the research were 32 students from the second grade based on the results they obtained on „Progressive Reaven Matrices” test (QI values in the range 68-85). Participants were organized in two groups: 16 in the experimental group and 16 in the control group. Test-retest method with a single dependent variable was used. Qualitative results of this research are: the metaphors used in the stories taught the students to overcome the emotional barriers, they learned that they can ask several times about something they did not understand, without being criticized or stigmatized for their lack of knowledge; the symbols used in the construction of the stories led to the development of an efficient communication between the parents and the students included in the experimental group; the cognitive stimulation program facilitated the structuring and restructuring of learning leading to the improvement of learning difficulties.

Keywords: learning disabilities, early intervention, reading and writing

DOI: 10.26744/rrttlc.2021.7.2.09

Published on line: 31/10/2021

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Language features in children with ADHD

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Particularități ale limbajului la elevii cu ADHD

Language features in children with ADHD

Angela VEREŞEZAN
Abstract

This article presents aspects of cognitive functioning in children with ADHD and how the cognitive deficits influence the language skills. The symptoms of this affection have a negative influence on the process of acquiring and developing of language abilities. The hiperactivity, the lack of attention, the weak impulse control, the meager capacity to inhibit the prepotent answers, the weak organizing skills, the time and effort management problems trigger, in time, disturbances in higher language functions. These disturbances signify a weak capacity of configuration in the field of perception, of organization and orientation in space and time, difficulties of phonological processing, of working with symbols and in categorial processing of concepts, poor analysis and synthesis abilities, deficits of working memory. All these difficulties that are specific for a student with ADHD interact and lead to associated learning disabilities, including difficulties in leaning the written language. An intervention for this type of difficulties will not be efficient without comprising the main aspects that are deficient in the field of cognitive functioning.

Keywords: attention deficit hyperactivity disorder, cognitive deficits, speech language impairments, reading and writing disorders, learning disabilities.
pdf

DOI: 10.26744/rrttlc.2017.3.1.09

Published on line: 15/03/2017

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DuPaul, C. J., Stoner, C. (2003). ADHD in the schools: Assessment and intervention strategies. New York: Guilford.

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Methods to develop reading-writing skills in children with attention deficit disorder and hyperactivity

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Metode de dezvoltare a abilităţilor de scris-citit la copiii cu deficit de atenţie şi hiperactivitate

Methods to develop reading-writing skills in children with attention deficit disorder and hyperactivity

Irina GANĂ
Abstract

This article is focused on attention deficit hyperactivity disorder and its implication on reading and writing skills.
The negative implication of attention deficit and hyperactivity on children is reported since the early ages but they expenad during the school age period, when the parent faces child`s difficulty to adjust his behavior in the educational setting. Thus, children facing ADHD also face reading and writing difficulties.
In order to prevent reading and writing disorders for 10 children diagnosed with AHDH we compared the efficacity of two different intervention programs. Results demonstrated that the intervention program which combined different approaches from the speech and language therapy area (Meixnar and Sindelar approaches), in comparison with the intervention program based on the phonetic-analitic-syinthetic method ensured a higher and more stable level of reading and writing skills for children with ADHD. These results bring into light the need to adjust and find more flexible ways in order to approach children with ADHD and also the fact that the implamentation of prevention programs for reading and writing disorders is a necesity in ADHD context.

Keywords: attention deficit hyperactivity disorder-ADHD, reading and writing disorders, prevention, complementary methods.
pdf

DOI: 10.26744/rrttlc.2016.2.2.09

Published on line: 15/10/2016

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