Purpose: The aim of this study is to examine the pragmatic language skills of children aged 8–10 diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD).
Method: The research was conducted using a descriptive survey design (general survey). The study’s sample consists of 30 children aged 8–10 diagnosed with ADHD accordin to DSM-5 who live in Istanbul during the 2022–2023 academic year. The Pragmatic Language Skills Inventory – Turkish Version (PDBE-TV) was administered to the participants. The PDBE-TV forms have been completed by 30 teachers. The mean (Mean) and standard deviation (SD) values were reported for continuous variables, while categorical variables were presented as frequency and percentage (n, %).
Results: The mean total score on the PDBE-TV was 26.60 (SD = 6.32). Mean subscale scores were 8.60 (SD = 2.21) for classroom interaction, 8.83 (SD = 2.28) for social interaction, and 8.77 (SD = 2.50) for personal interaction. In terms of category distributions, the “Average” level had the highest proportion in total scores (50%). The “Below Average” category was most frequent in social interaction (46.7%), followed by classroom interaction (26.7%) and personal interaction (16.7%). These findings indicate that a substantial proportion of children with ADHD performed at or above average in pragmatic language skills; however, social interaction appeared more challenging, whereas classroom and personal interaction skills were relatively better.
Conclusion: The findings suggest that children aged 8–10 years with ADHD generally demonstrate average pragmatic language skills, with relatively more pronounced difficulties in social interaction, whereas classroom and personal interaction skills show comparatively better performance. Individual assessment processes are critical for identifying which sub-dimensions a child needs more support in, and for supporting communication skills in daily life through appropriate guidance, education, and environmental adjustments. Children diagnosed with ADHD have been shown to exhibit significant difficulties in social interaction skills, suggesting the need for more intensive support in group relationships and peer interactions. While children diagnosed with ADHD have been shown to demonstrate relatively stronger personal interaction skills, they may still require supplementary support in individual interactions and in specific situations. Consequently, the development of educational strategies and interventions centered on enhancing social interaction skills for children diagnosed with ADHD is strongly recommended. The implementation of structured and functional methodologies to enhance individual and social interaction competencies can exert a favorable impact on children's pragmatic language development. School and family collaboration plays a critical role in ensuring that children can effectively use their communication skills in daily life. The capacity of educators and families to discern children's communication requirements and furnish suitable environmental and social assistance will exert a direct influence on children's social participation and learning processes.
Keywords
attention-deficit/hyperactivity disorder, language skills, pragmatic language skills, classroom interaction, social interaction, personal interaction
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