Abstract
Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have cognitive processing difficulties due to their disinhibition and attention deficits, which influence their scholastic performance. Cognitive processing also impacts on the production of oral narratives, an essential skill required for academic success. Therefore the relationship between cognitive processing and oral narratives is investigated. Thirty males, aged 9–11 years, were selected from English medium remedial schools and were assessed on the Cognitive Assessment System (CAS). The results were correlated to their performance on two narrative tasks, involving a Picture Sequence and a Personal Narrative. Measures of Cohesion and Coherence were analysed quantitatively. Participants' low Planning and Attention scores in this study confirmed the validity of the CAS as a diagnostic device for ADHD but were not significantly related to their oral narrative production. However, their approach to the task indicated insufficient use of planning. The structured task (picture sequence) yielded more complex stories than the unstructured task (personal narrative), which may be reflective of the participants' attention deficits. The findings suggest that narrative measures are useful instruments for oral language evaluation in children with ADHD. In addition, the importance of understanding oral narratives within a therapeutic situation is important for both therapist and child.
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