Written composition performance of students with attention-deficit/hyperactivity disorder
Written composition performance of students with attention-deficit/hyperactivity disorder
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注意力缺陷/多动障碍学生的写作表现
DOI：
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发表时间：
2011
影响因子：
2.1
通讯作者：
Inmaculada Baixauli Fortea
中科院分区：
文献类型：
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作者：
Ana Miranda Casas;M. Ferrer;Inmaculada Baixauli Fortea
摘要注意力缺陷多动障碍（ADHD）常与学习障碍有关。本研究检查了多动症儿童的书面作文，这在很大程度上取决于组织信息和保持努力水平的持续自我调节和注意力控制技能。50名ADHD儿童和50名发育正常的儿童，年龄和智商相匹配，使用作文写作任务进行评估。结果有助于先前的研究结果表明，ADHD儿童的表现显着不如对照组的大多数的规划，翻译和修改过程中的措施通常用于评估书面作文的质量。执行功能缺陷或语言和元语言能力差可以解释这些结果，需要更多的研究来阐明ADHD儿童书面作文表现的根本原因。
ABSTRACT Attention-deficit/hyperactivity disorder (ADHD) is frequently associated with learning disabilities. The present study examined the written composition of children with ADHD, which depends to a large degree on continuous self-regulation and attentional control skills for organizing information and maintaining the level of effort. Fifty children with ADHD and 50 normally developing children, matched on age and IQ, were assessed using a composition writing task. The results contribute to prior research findings by showing that the children with ADHD performed significantly worse than the comparison groups on the majority of the planning, translation, and revision process measures usually employed to assess the quality of written compositions. Deficiencies in executive functioning or poor linguistic and metalinguistic competence could account for the results found. More research is needed to clarify the underlying causes of the written composition performance profile of children with ADHD.
影响因子：
22.4
作者：
J. Nigg
通讯作者：
J. Nigg