The Comparison of Narrative Skill between Children with ADHD and Normal Children

• Main Authors: Shih, Shu-Li, 石素里
• Other Authors: Chi, Pao-Hsiang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/32176707289112254284

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 96 === The Comparison of Narrative Skills between Children with ADHD and Normal Children Shih, Shu-Li Abstract The main purpose of this study was to investigate the narrative skills of children with ADHD. Using discourse context of story telling of Pingu cartoon films, the current study obtained oral narrative samples from 28 fourth-grade and fifth-grade normal students and 30 same grade students with ADHD. Story grammar components were analyzed for each narrative sample. In addition, the narrative contents and characteristics were also analyzed. Overall, the results of story grammar analysis showed that the performance of children with ADHD was poorer than normal children. The counts of ‘internal response’, ‘attempt’, ‘outcome’ and ‘reaction’ appeared in the narratives of children with ADHD were significantly less than those in normal children’s narratives. However, it was found that both groups did not differ in the counts of ‘setting’, ‘initiating event’ and ‘plan of action’ in the narratives. Moreover, it was also found that children with ADHD produced significantly less ‘complete episode’ than normal children. Furthermore, the characteristics of the narratives produced by students with ADHD could be summarized as follows: (1) Students with ADHD evidenced disorganized structure, asunder contents, imprecise usage of words, more wordage, and lack of fluency in their narratives. Students with ADHD could use openings and endings, ‘conversation mode’, sound effects, and body language to make story more interesting to attract listener’s attention. (2) Students with ADHD provided unclear and imprecise message, left important and necessary information out, and skipped a great deal of details. (3) While some plots were passed by, there was no problem in the sequence of events in their narratives. (4) Students with ADHD could maintain the story theme during narration, and didn’t add irrelevant message to the story. (5) The narratives of students with ADHD were scanty of appropriate coherence between episodes, and didn’t show the continuity between episodes. (6) The relationship between causes and effects was usually ambiguous in the narratives of students with ADHD. (7) Students with ADHD can recognize and depict the protagonist’s state of mind. Key words: ADHD, normal children, narrative skill, story grammar analysis