TY - JOUR
T1 - The role of pragmatic language use in mediating the relation between hyperactivity and inattention and social skills problems
AU - Leonard, Melinda A.
AU - Milich, Richard
AU - Lorch, Elizabeth P.
PY - 2011/4/1
Y1 - 2011/4/1
N2 - Purpose: In the present study, the authors explored whether pragmatic language use was associated with, and perhaps accounted for, the social skills problems that children with varying levels of hyperactivity and inattention experience. Method: A community sample of 54 children aged 9-11 years participated. Pragmatic language use, hyperactivity and inattention, and social skills were examined utilizing data collected from standardized parent-report rating scales. Results: Pragmatic language use fully mediated the relation between hyperactivity and social skills problems and partially mediated the relation between inattention and social skills problems. Further, pragmatic language use provided a unique contribution in the estimate of children's social skills of 21.6% above and beyond the contribution of hyperactivity and 17.2% above and beyond the contribution of inattention. Conclusions: Possible explanations for these mediation results are discussed in terms of children with attention-deficit/hyperactivity disorder and the problems that they experience with social relations.
AB - Purpose: In the present study, the authors explored whether pragmatic language use was associated with, and perhaps accounted for, the social skills problems that children with varying levels of hyperactivity and inattention experience. Method: A community sample of 54 children aged 9-11 years participated. Pragmatic language use, hyperactivity and inattention, and social skills were examined utilizing data collected from standardized parent-report rating scales. Results: Pragmatic language use fully mediated the relation between hyperactivity and social skills problems and partially mediated the relation between inattention and social skills problems. Further, pragmatic language use provided a unique contribution in the estimate of children's social skills of 21.6% above and beyond the contribution of hyperactivity and 17.2% above and beyond the contribution of inattention. Conclusions: Possible explanations for these mediation results are discussed in terms of children with attention-deficit/hyperactivity disorder and the problems that they experience with social relations.
KW - Hyperactivity
KW - Inattention
KW - Mediation
KW - Pragmatic language use
KW - Social skills
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UR - http://www.scopus.com/inward/citedby.url?scp=79955601713&partnerID=8YFLogxK
U2 - 10.1044/1092-4388(2010/10-0058)
DO - 10.1044/1092-4388(2010/10-0058)
M3 - Article
C2 - 20719870
AN - SCOPUS:79955601713
SN - 1092-4388
VL - 54
SP - 567
EP - 579
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 2
ER -