Post-graduate theses
Current Record: 234 of 437
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| Identifier |
000419256 |
| Title |
Development of narrative skills in greek-speaking children with ASD and ADHD |
| Alternative Title |
Ανάπτυξη των αφηγηματικών δεξιοτήτων παιδιών με ΔΑΦ και ΔΕΠ/Υ στην Ελλάδα |
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Author
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Φιορέντζη, Κρυσταλλένια
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Thesis advisor
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Μουζάκη Αγγελική
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Reviewer
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Μανωλίτσης Γεώργιος
Ράλλη Ασημίνα
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| Abstract |
Narrative development has been linked to children’s social skills and academic achievement.Narratives are part of children’s everyday life. This has led researchers to utilize narrativesfor assessment purposes in developmental disorders. In the present thesis we were concernedwith children with Autism Spectrum Disorders (ASD) and children with Attention DeficitHyperactivity Disorder (ADHD). Both groups present difficulties in macro- (e.g. overallorganization, temporal and causal connections, theory of mind) and micro-structural (e.g.syntactic and grammatical aspects of language) levels of narration, although research data hasproduced inconsistent findings. The present study employed data from a larger studyutilizing the assessment battery of Logometro (Mouzaki, Ralli, Antoniou, Diamanti&Papaioannou, 2017). More specifically, a retelling and a free-narration task wereadministered to children with ASD and ADHD and analyses were carried out based (a) on theprotocol of Logometro, (b) on the model of causal networks and (c) based on linguisticfeatures of children’s narratives. The analyses aimed at detecting differences among childrenwith ASD and children with ADHD in relation to typically developing (TD) children. Resultsshowed significant differences between ADHD and matched TD children in both the retellingand the free narration task. In the retelling task, the parameters of sequencing, reference to theproblem as well as vocabulary quality were found to differ significantly between childrenwith ADHD and TD children. Children with ASD and TD children differed significantly inthe quality of the vocabulary. In the free-narration task reference to the problem approachedsignificance between children with ADHD and TD children. As for the model of causalnetworks, it was applied in free narration data and goal-attempt-outcome units and use ofsubordinate goals found differed between children with ADHD and TD children. In addition,children with ADHD and ASD differed significantly in the amount of events the produced.Finally, the linguistic feature analysis showed differences among the three groups in aspectslike temporal, causal and goals terms, theory of mind, conjunction and subordination. Insome areas TD children exhibited a higher performance while in other parameters, ADHDchildren performed higher than the other two groups.
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| Language |
English |
| Subject |
ADHD |
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ASD |
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Logometro |
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Narrative skills |
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Αφηγηματικές δεξιότητες |
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ΔΑΦ |
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ΔΕΠ/Υ |
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Λογόμετρο |
| Issue date |
2018-09 |
| Collection
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School/Department--School of Education--Department of Primary education--Post-graduate theses
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Type of Work--Post-graduate theses
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| Permanent Link |
https://elocus.lib.uoc.gr//dlib/7/0/d/metadata-dlib-1542614956-293803-16547.tkl
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| Views |
355 |
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