Browsing by Author "Harmaja, Reetta"

Attention-deficit hyperactivity disorder (ADHD) is a developmental disorder that causes difficulties in pragmatic language and social interactions. This study aimed to examine what kind of interventions have been offered to children with ADHD and how these interventions have affected pragmatic language skills. This study is a literature review. The search of empirical literature was conducted using four different databases. The search statement was (”attention deficit hyperactivity disorder” OR ADHD) AND pragmatic* AND (language OR communication) AND (therapy OR intervention OR program OR treatment). Six articles met the review inclusion criteria. Participants in the studies were aged between 5 and 11. There were 5 to 16 participants in each study. In four studies pragmatic language skills were practiced with playmates. The focus was on children’s self-knowledge as well as their verbal and nonverbal communication. Parents were involved in all interventions and school teachers participated in one study. The most common assessment measures used were Children’s Communication Checklist (CCC) and Pragmatics Observational Measure (POM). The pragmatic skills of children with ADHD did improve as a result of the studied interventions. Whilst the effect size was large (d=0,97-1,67), children’s pragmatic skills remained lower compared to their play mates and typically developed children of the same age. However, the sample sizes were small and there were no control groups or randomized participation. So far there is very little evidence on which spesific pragmatic skills can be improved in interventions and how different intervention techniques work. According to the reviewed studies interventions are beneficial when they involve parents and peer-to-peer interactions.