Date of Award
1993
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
Self-regulation of Attention Deficit Hyperactivity Disordered (ADHD) boys was assessed by examining differences in task-directive verbalizations between boys with ADHD and their peers using Meichenbaum et al.'s (1992) coding system. Eleven dyads of ADHD/normal boys and eleven dyads of normal/normal boys were asked to work on a Lego block task. All of the boys were between the ages of 7 and 10 years and were rated to be average or above in intelligence. Videotapes of the interactions were transcribed and coded for task functions, dialogue features, affect, attribution, and behavioral ratings. Correlated and independent sample t-tests showed that the non-ADHD boys in the mixed dyads made significantly fewer total verbalizations and significantly fewer verbalizations that served a planning function than the non-ADHD boys in non-ADHD dyads. Non-ADHD boys in mixed dyads also made significantly fewer planning verbalizations than the ADHD boys.
Recommended Citation
Marquier, Megan Lee, "Self-Regulatory Speech In Attention Deficit Hyperactivity Disordered Children" (1993). All-Inclusive List of Electronic Theses and Dissertations. 861.
https://scholars.indianastate.edu/etds/861