Κατεύθυνση Ειδική Αγωγή
Library of the School of Philosophy

2024-04-01

2024

Mpragoudaki Maria

Αντωνίου Φαίη, Αναπληρώτρια Καθηγήτρια ΠαιΤΔΕ, ΕΚΠΑ
Γαλάνης Πέτρος, Μέλος ΕΔΙΠ ΠαιΤΔΕ, ΕΚΠΑ
Ασβεστάς Αναστάσιος, Συντονιστής Εκπαιδευτικού Έργου, PhD, ΕΚΠΑ

Η προβλεπτική αξία της πραγματολογίας στην ανάδειξη προβλημάτων συμπεριφοράς: Μία συγκριτική και διαχρονική μελέτη εξισωμένων ομάδων παιδιών 5,5-7,5 ετών με ΔΕΠ-Υ, με Μαθησιακές Δυσκολίες και Τυπικής Ανάπτυξης

Greek

The predictive value of pragmatics in the emergence of behavioral problems: A comparative and longitudinal study of matched groups of children aged 5.5-7.5 years with Attention Deficit and/or Hyperactivity Disorder, with Learning Difficulties and with Typical Development

Language and behavior are interrelated dimension of development (Karousou, 2014). Modern international literature highlights that children who face language deficits often have psychosocial difficulties too (Ralli et al., 2021). The purpose of this longitudinal study is to investigate the relationship between the pragmatic aspect of language and behavior problems. In particular, it is studied whether and to what extent pragmatic impairmaint function as a predictive factor for behavior problems in children with typical development, children with Learning Difficulties and children with Attention Deficit and/or Hyperactivity Disorder (ADHD). The research was carried out in two phases. The aim of studying is the evolution of pragmatic speech and the increase of behavioral problems, within six months, after the first assessment. In the research, participants were 108 children, aged 5.5-7.5, attending the first class of elementary school. The sample was equalized by group. The 25 students with Learning Disabilities were age- and gender-matched with 25 typically developing students end 29 students with ADHD were matched with 29 typically developing students. All participants were assessed by weighted tools to detect Learning Difficulties and ADHD and to assess pragmatic discourse. The RAVEN intelligence test, the DADA detection tool and the Logometro for the detection of Learning Difficulties and the ADHD scale for teachers were used to detect ADHD. The Logometro was used to assess pragmatic language, and the psychosocial adjustment scale was used to assess behavioral problems. According to the research of the study, there were moderate correlations between pragmatic discourse and behavioral problems. Furthermore, pragmatic skills are predictive factors for the emergence of behavioral problems. Further analyses were performed, which identified IQ and reading decoding as predictors. In addition, the three groups showed an improvement in pragmatic language. Their behavior problems did not worsen. At the same time, differences were noted in the pragmatics for the students with Learning Difficulties and in the behavioral problems for the students with ADHD, compared to the typically developing students. The findings of this research study enrich the existing literature. Furthermore, the findings highlight the need to investigate the various factors that contribute to the appearance of behavioral problems, but also the need for a deeper study and understanding of the evolution of pragmatic skills and the deterioration of behavioral problems of the two neurodevelopmental disorders of ADHD and Learning Difficulties.

Education - Sport science

pragmatology, pragmatic impairment, problem behaviors, psychosocial adaption, Learning Difficulties, Attention Deficit Hyperactivity Disorder

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https://pergamos.lib.uoa.gr/uoa/dl/object/3394093