Thinking outside the executive functions box: Theory of mind and pragmatic abilities in attention deficit/hyperactivity disorder

Children with stronger executive functioning and fewer ADHD traits produce more effective referential statements

“…The results are consistent with recent accounts that posit that the executive difficulties faced by children with elevated ADHD traits lead to difficulties with various aspects of communication (e.g., Geurts et al, 2010;Green et al, 2014;Nilsen & Fecica, 2011). For example, Nilsen and Fecica (2011) suggest that in addition to recognizing the informational needs of a conversational partner, speakers require the executive functioning skills to support the use of this information in order to be successful.…”

“…Specifically, the behavioural traits of attention-deficit/hyperactivity disorder (ADHD) were examined given their association with executive dysfunction (Willcutt, Doyle, Nigg, Faraone, & Pennington, 2005). By examining the cognitive and behavioural features together, we were able to gather empirical data to evaluate recent theoretical accounts which posit that executive functioning plays an important role in communicative processes for both typical and atypical populations of children, including those with elevated ADHD traits (Geurts, Broeders, & Nieuwland, 2010;Green, Johnson, & Bretherton, 2014;Nilsen & Fecica, 2011).…”

“…Difficulties in other areas of communication have been found for individuals with ADHD (Bruce, Thernlund, & Nettelbladt, 2006;Geurts et al, 2010;Green et al, 2014). For example, numerous studies have found that parents of school-aged children with a diagnosis, or elevated traits, of ADHD, report that their children show more communication difficulties relative to their peers, such as, difficulties with initiating conversation, changing topics, inappropriately using phrases, and weaker rapport building skills (Bignell & Cain, 2007;Bishop & Baird, 2001;Geurts et al, 2010;Helland, Biringer, Helland, & Heimann, 2012;Helland, Helland, & Heimann, 2014). Studies using observations of the speech of 6-8-year-old children found that children with ADHD showed difficulties in a range of communicative behaviour such as failing to answer questions, interrupting others, and providing less feedback (Kim & Kaiser, 2000).…”

Pragmatic language difficulties in children with hyperactivity and attention problems: an integrated review

“…More specifically, in order to hold a coherent reciprocal conversation one needs to pay attention to and remember what one's conversational partner is saying, which relies on the executive functions of sustained attention and working memory (Geurts et al . ). At the same time, one needs to inhibit excessive talking, and to ensure that one's contributions are relevant, which relies on the executive functions of response inhibition and planning (Tannock and Schachar , Westby and Cutler ).…”

Özel Öğrenme Güçlüğü Ve Zi̇hi̇n Kurami İli̇şki̇si̇

“…Örneğin, işitme engelli (Peterson, Wellman ve Liu, 2005), görme engeli olan (Peterson, Peterson ve Webb, 2000), özgül dil bozukluğu (Farrant, Fletcher & Maybery , 2006;Miller, 2004), ağır düzeyde konuşma ve fiziksel yetersizliği (Falkman, Dahlgren Sandberg ve Hjelmquist, 2005), dikkat eksikliği ve hiperaktivite bozukluğu olan (Geurts ve Broeders, 2010), beyin hasarlı (Tompkins ve ark., 2006), şizofren (Langdon ve Coltheart, 2001) ve zihinsel engelli (Giaouri, Alevriadou ve Tsakiriodu, 2010), Down sendromlu ve William Sendromu (Karmiloff-Smith, Klima, Bellugi, Grant, & Baron-Cohen, 1995) gibi bilişssel fonksiyonların bozulduğu bireylere yönelik farklı araştırmalar da yapılmıştır. Genel olarak araştırmalar bu bireylerin de zihin kuramı becerilerinde yetersizlikleri olduğunu göstermektedir.…”