The role of pragmatic language use in mediating the relation between hyperactivity and inattention and social skills problems

Melinda A. Leonard, Richard Milich, Elizabeth P. Lorch

Research output: Contribution to journalArticlepeer-review

75 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)567-579
Number of pages13
JournalJournal of Speech, Language, and Hearing Research
Volume54
Issue number2
DOIs
StatePublished - Apr 1 2011

Keywords

  • Hyperactivity
  • Inattention
  • Mediation
  • Pragmatic language use
  • Social skills

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

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