Private Speech In Children With ADHD Summary
In the article, “Private Speech in children with ADHD,” written by multiple authors: Penny Corkum, Kelly Humphries, Jennifer C. Mullane, and France Theriault, it discusses principles of private speech in regards to children that have attention deficit hyperactivity disorder. Private speech is a form of speech where a child speaks to his or herself for self-guidance, communication, and self-regulation of behavior (Corkum, 2007). Piaget called this child utterances egocentric speech, thinking of only oneself without regard for the feelings of desires of others (Corkum, 2007). Piaget believes that the children have a belief that is known only in the individual's mind but diminishes as the child becomes more social with his or her own peers. He believed children had
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difficulty taking in the perspective of others. However, Vygotsky, Marxist psychologist, saw the private speech as a language that was the foundation for higher cognitive abilities.
Attention deficit hyperactivity disorder, ADHD, is one most common mental disorders affecting children. Common symptoms of ADHD include hyperactivity, impulsive acts, and inattention. ADHD is diagnosed when the symptoms are present before age seven, and interfered with social, academic, or occupational tasks and not be the result of another mental disorder (Corkum, 2007). George Still, a British Physician, believed that “children were restless and exhibit problems” that he presumed to be a result of brain injury or dysfunction (Feigenbaum, 2009). Children with ADHD have been known to differ from typically from what critics call average children in the amount of usage of private speech.
In the study, researchers wanted to determine if the difference in private speech of children with ADHD are replicated using a problem-solving task conducted in a one-to-one setting. Secondly, researchers sought to determine if similar patterns of private speech differences emerge or discriminate between children with and without ADHD (Corkum, 2007). Researchers predicted that private speech in a one-to-one setting would capture the performance of private speech.
As a result of the study, private speech was used to determine if the concept is related to general language ability in both ADHD and children without ADHD.
However, the first finding of evidence did, in fact, determine that private speech was not related to measuring language ability (Corkum, 2007). Children ADHD did have lower verbal skills and have more difficulty when testing compared to their peers without ADHD. On the contrast, there was no evidence that was found that determined if children with ADHD performed more poorly on problem-solving tasks constructed in a one-to-one setting (Corkum, 2007). Vygotsky believed individual development is rooted in society, culture, and history (Feigenbaum, 2009). He recognized that a child could transfer and apply his or her own individual activity to the social, cultural, and cognitive functions of speech that arise in everyday dialogue. Material objects are a part of the foundation of private speech and dialogue. Material objects include spoken words and sentences that are used to help to convey concepts and ideas (Feigenbaum, 2009). By conversing with oneself, a child enables coordinate speech and learning roles which help develop a child’s
perspective.
Children with ADHD have a different obstacle to face compared to children without this diagnosis. These individuals have a hard time paying attention, staying still, and do things out of spite. However, the reputation of ADHD does not determine if they are intelligent or not intelligent. Children with ADHD may use private speech to keep themselves focus but cannot have a distraction such as peers in the room to focus. A one-to-one room setting may be the only thing allowing the student to branch off and help his or herself stay focus academically, socially, and occupationally.
difficulty taking in the perspective of others. However, Vygotsky, Marxist psychologist, saw the private speech as a language that was the foundation for higher cognitive abilities.
Attention deficit hyperactivity disorder, ADHD, is one most common mental disorders affecting children. Common symptoms of ADHD include hyperactivity, impulsive acts, and inattention. ADHD is diagnosed when the symptoms are present before age seven, and interfered with social, academic, or occupational tasks and not be the result of another mental disorder (Corkum, 2007). George Still, a British Physician, believed that “children were restless and exhibit problems” that he presumed to be a result of brain injury or dysfunction (Feigenbaum, 2009). Children with ADHD have been known to differ from typically from what critics call average children in the amount of usage of private speech.
In the study, researchers wanted to determine if the difference in private speech of children with ADHD are replicated using a problem-solving task conducted in a one-to-one setting. Secondly, researchers sought to determine if similar patterns of private speech differences emerge or discriminate between children with and without ADHD (Corkum, 2007). Researchers predicted that private speech in a one-to-one setting would capture the performance of private speech.
As a result of the study, private speech was used to determine if the concept is related to general language ability in both ADHD and children without ADHD.
However, the first finding of evidence did, in fact, determine that private speech was not related to measuring language ability (Corkum, 2007). Children ADHD did have lower verbal skills and have more difficulty when testing compared to their peers without ADHD. On the contrast, there was no evidence that was found that determined if children with ADHD performed more poorly on problem-solving tasks constructed in a one-to-one setting (Corkum, 2007). Vygotsky believed individual development is rooted in society, culture, and history (Feigenbaum, 2009). He recognized that a child could transfer and apply his or her own individual activity to the social, cultural, and cognitive functions of speech that arise in everyday dialogue. Material objects are a part of the foundation of private speech and dialogue. Material objects include spoken words and sentences that are used to help to convey concepts and ideas (Feigenbaum, 2009). By conversing with oneself, a child enables coordinate speech and learning roles which help develop a child’s
perspective.
Children with ADHD have a different obstacle to face compared to children without this diagnosis. These individuals have a hard time paying attention, staying still, and do things out of spite. However, the reputation of ADHD does not determine if they are intelligent or not intelligent. Children with ADHD may use private speech to keep themselves focus but cannot have a distraction such as peers in the room to focus. A one-to-one room setting may be the only thing allowing the student to branch off and help his or herself stay focus academically, socially, and occupationally.