Communication abilities of children with ASD and ADHD: Production, comprehension, and cognitive mechanisms

Sanne Joanna Maria Kuijper

Communication abilities of children with ASD and ADHD: Production, comprehension, and cognitive mechanisms

Sanne Joanna Maria Kuijper

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Samenvatting

Kinderen met een autisme spectrum stoornis (ASS) hebben vaak communicatieproblemen. Bij kinderen met ADHD lijkt er soms sprake te zijn van communicatieproblemen, maar hierover is nog maar weinig bekend.
Voor een geslaagde communicatie is het van cruciaal belang dat de ander begrijpt wat je bedoelt. Daarom moet je als spreker rekening houden met je luisteraar, en omgekeerd. Je moet bijvoorbeeld als spreker voortdurend bepalen hoe specifiek je moet zijn als je naar iemand verwijst. Je kunt het hebben over ‘de zanger’ (specifiek), of ‘hij’ gebruiken (minder specifiek).
Ik heb onderzocht hoe kinderen met ASS en kinderen met ADHD presteerden op taaltaken die taalproductie en taalbegrip testen. Ik keek daarbij of ze in hun taal rekening hielden met hun gesprekspartner. Bovendien onderzocht ik of hun inlevingsvermogen, werkgeheugen en impulscontrole bijdroegen aan succesvolle communicatie.
In gestructureerde taaltaken bleken kinderen met ASS en kinderen met ADHD even goed rekening te houden met hun gesprekspartner als kinderen zonder ontwikkelingsproblemen. Hoe groter hun inlevingsvermogen en impulscontrole, hoe beter ze rekening hielden met hun gesprekspartner. De capaciteit van hun werkgeheugen was vooral belangrijk in complexe situaties waarbij veel informatie onthouden moest worden.
Ondanks hun vermogen om rekening houden met de ander in taal vond ik meerdere taalproblemen bij kinderen met ASS en kinderen met ADHD. Zo hadden beide groepen in minder gestructureerde taaltaken moeite om verbanden te leggen in hun verhalen en om grammaticaal complexe zinnen te maken. Dit laat zien dat taal soms een uitdaging vormt voor zowel kinderen met ASS als kinderen met ADHD.

Originele taal-2	English
Kwalificatie	Doctor of Philosophy
Toekennende instantie	Rijksuniversiteit Groningen
Begeleider(s)/adviseur	Hendriks, Petra, Supervisor Hartman, Catharina, Co-supervisor
Datum van toekenning	28-apr-2016
Plaats van publicatie	[Groningen]
Uitgever	Rijksuniversiteit Groningen
Gedrukte ISBN's	978-90-367-8673-7
Elektronische ISBN's	978-90-367-8672-0
Status	Published - 2016

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Title and contents Final publisher's version, 191 KB
Chapter 1 Final publisher's version, 263 KB
Chapter 2 Final publisher's version, 308 KB
Chapter 3 Final publisher's version, 527 KB
Chapter 4 Final publisher's version, 538 KB
Chapter 5 Final publisher's version, 430 KB
Chapter 6 Final publisher's version, 230 KB
References Final publisher's version, 300 KB
AppendicesFinal publisher's version, 363 KB
Nederlandse samenvattingFinal publisher's version, 249 KB
Dankwoord Final publisher's version, 189 KB
About the authorFinal publisher's version, 118 KB
PublicationsFinal publisher's version, 159 KB
Groningen dissertations in linguistics(GRODIL)Final publisher's version, 176 KB
Complete thesisFinal publisher's version, 1,99 MB
PropositionsFinal publisher's version, 79 KB

Asymmetries corpus: ADHD + TD
Kuijper, S. (Creator) & Hendriks, P. (Creator), CHILDES, apr-2017
DOI: 10.21415/T5SW2X, http://childes.talkbank.org/access/Dutch/Asymmetries.html
Dataset
Asymmetries corpus: ASD
Kuijper, S. (Creator) & Hendriks, P. (Creator), CHILDES, apr-2017
DOI: 10.21415/T5911K, http://childes.talkbank.org/access/Clinical/
Dataset

Citeer dit

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title = "Communication abilities of children with ASD and ADHD: Production, comprehension, and cognitive mechanisms",

abstract = "Children with autism spectrum disorder (ASD) often have communication problems. Children with ADHD may also have communication problems, but little is known about this. For successful communication it is crucial that the listener understands what the speaker means. Therefore, as a speaker you need to take into account the listener, and vice versa. As a speaker, you must constantly decide how specific to be when referring to someone. For example, you can refer to {"}the singer{"} (specific) or the personal pronoun {"}he{"} (less specific). I tested the performance of children with ASD and with ADHD in language production and language comprehension tasks. I investigated whether or not they took into account their conversational partner's perspective. I also examined whether their perspective-taking skills, working memory capacity, and impulse control contributed to successful communication. In the structured tasks, the children with ASD and with ADHD were able to take into account the perspective of their conversational partner equally well as typically developing children. The better their perspective-taking skills and impulse control, the better able they were to take into account their conversational partner. Their working memory capacity was particularly important in complex situations where much information needed to be remembered. Despite children{\textquoteright}s ability to take into account different perspectives in language, I observed several language problems in children with ASD and with ADHD. They had difficulties with telling cohesive stories and with formulating grammatically complex sentences. This shows that language can be challenging for children with ASD and with ADHD.",

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AB - Children with autism spectrum disorder (ASD) often have communication problems. Children with ADHD may also have communication problems, but little is known about this. For successful communication it is crucial that the listener understands what the speaker means. Therefore, as a speaker you need to take into account the listener, and vice versa. As a speaker, you must constantly decide how specific to be when referring to someone. For example, you can refer to "the singer" (specific) or the personal pronoun "he" (less specific). I tested the performance of children with ASD and with ADHD in language production and language comprehension tasks. I investigated whether or not they took into account their conversational partner's perspective. I also examined whether their perspective-taking skills, working memory capacity, and impulse control contributed to successful communication. In the structured tasks, the children with ASD and with ADHD were able to take into account the perspective of their conversational partner equally well as typically developing children. The better their perspective-taking skills and impulse control, the better able they were to take into account their conversational partner. Their working memory capacity was particularly important in complex situations where much information needed to be remembered. Despite children’s ability to take into account different perspectives in language, I observed several language problems in children with ASD and with ADHD. They had difficulties with telling cohesive stories and with formulating grammatically complex sentences. This shows that language can be challenging for children with ASD and with ADHD.

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Communication abilities of children with ASD and ADHD: Production, comprehension, and cognitive mechanisms

Samenvatting

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Datasets

Asymmetries corpus: ADHD + TD

Asymmetries corpus: ASD

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