PROBLEMS OF LANGUAGE DEVELOPMENT IN CHILDREN ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Authors

  • Wita Oktavia Universitas Negeri Padang
  • Agustina Universitas Negeri Padang

DOI:

https://doi.org/10.37301/culingua.v2i2.18

Keywords:

problems, language development, pragmatics, phonology, ADHD

Abstract

The purpose of this study is to provide an overview of language development in children with ADHD. Researchers use literature study research methods. The data that has been collected is then analyzed qualitatively with the Miles and Huberman model. Some of the problems in language development in children are ADHD, namely, not responding to questions or statements addressed to them, the focus of attention last for a short period, absence of eye contact when communicating, often answering in inappropriate context questions, and a lack of understanding of the explanation of the material that has been submitted by the teacher. In addition, phonological errors are also a problem experienced by ADHD children such as problems when pronouncing the last letter in words, pronouncing words, removing or changing phonemes, and removing phonemes when speaking. Language development in ADHD children also has disturbances in the delivery of speech intent, is less able to carry out conversations with a complete structure, does not pay attention to whether the interlocutor has the same knowledge or information as him, often makes ambiguous sentences, pragmatic language development in ADHD children has not yet developed well.

References

Abdullah, M., Benjamin, J., Paula, J. W., & Lesley, P. (2018). The Effectiveness of Omega-3 Supplementation in Reducing ADHD Associated Symptoms in Children as Measured by the Conners’ Rating Scales: A Systematic Review of Randomized Controlled Trials. Journal of Psychiatric Research, 1-33.

Al-Dakroury, W. (2018). Speech and Language Disorders in ADHD. Abnormal and Behavioural Psychology, (1), 1-3.

Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi, (1), 27-33.

Benita, C. G., Katherine, A. J., & Lesley, B. (2013). Pragmatic language difficulties in children with hyperactivity and attention problems: an integrated review. International Journal of Language & Communication Disorders, 9(1), 15–29.

Darmawati, S & Nuryani. (2020). Perkembangan Bahasa Pragmatik pada Anak Attention Deficit Hyperactivity Disorder (ADHD): Kajian Neurolinguistik. JECE (Journal of Early Childhood Education). (1), 21-36.

Davidson, G. C. (2010). Abnormal Psychology. New Jersey: Wiley.

Fitriyani, F., Mohamad, S. S., & Asep, S. (2019). Perkembangan Bahasa dan Emosi Sosial pada Anak dengan Keterlambatan Berbicara: Studi Kasus Anak Usia 9 Tahun di Sekolah Dasar. Jurnal Konseling dan Pendidikan, 7(1), 23-29.

Hartiningsih, N. (2013). Play Therapy untuk Meningkatkan Konsentrasi pada Anak Attention Deficit Hyperactive Disorder (ADHD). Jurnal Ilmiah Psikologi Terapan, 1(2), 324-342.

Hawkins, E., Susan, G., Duncan, A., The, C. T., & Joni, H. (2016). Language Problems and ADHD Symptoms: How Specific Are the Links?. Brain Sciences, (4), 1-17.

Honkasilta, J., Simo, V., & Tanja, V. (2016). Self-pathologizing, self-condemning, self-liberating: Youths’ accounts of their ADHD-related behavior. Social Science & Medicine, 150, 248–255.

Lalusu, R., Kaunang, T. M., & Kandou, L. F. (2014). Hubungan Gangguan Pemusatan Perhatian dan Hiperaktivitas dengan Prestasi Belajar pada Anak SD Kelas I di Kecamatan Wenang Kota Manado. Jurnal e-CliniC (eCl), 2(1), 1-5

Lola, H. M., Habte, B., Abebaw, G., Aemro, Z., Solomon, Y., & Kassech, L. (2019). Attention Deficit Hyperactivity Disorder (ADHD) among Children Aged 6 to 17 Years Old Living in Girja District, Rural Ethiopia. Hindawi Behavioural Neurology, 1-8.

Pujiati, T & Dien, M.Y. (2018). Gangguan Berbahasa Pada Anak dengan Ciri Attention Deficit Hyperactivity Disorder (ADHD). DIALEKTIKA: Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia, 5(1), 34-49.

Putra, A. P. (2018). Meningkatkan Kreativitas Anak dengan ADHD Melalui Literasi. Jurnal Pendidikan Madrasah Ibtidaiyah, 1(2), 354-370.

Prasetya, H., Rahman., & Ika, A. A (2018). Layanan Pembelajaran untuk Anak Inklusi: Memahami Karakteristik dan Mendesain Pelayanan Pembelajaran dengan Baik. Sidoarjo: Dwiputra Pustaka Jaya.

Sady, S. R.E., Ahlam, A. S. N., Eman, M. A. M., & Abdelrahim, A. S. (2013). Language impairment in attention deficit hyperactivity disorder in preschool children. Egyptian Journal of Medical Human Genetics, 14(4), 383–389.

Sari, A. N & Afifatu, r. (2020). Penanganan Anak ADHD di MI Amanah Tanggung Turen. Juraliansi, 1(2), 1-10.

Staikova, E., Hilary, G., Vivien, T., Allyssa, M., & Jeffrey, M. H. (2013). Pragmatic deficits and social impairment in children with ADHD. Journal of Child Psychology and Psychiatry, 4(12), 1275–1283.

Sugiyono. (2012). Memahami Penelitian Kualitatif. Bandung: Alfabeta.

Wilens, T. E., & Spencer, T. J. (2010). Understanding Attention-Deficit/Hyperactivity Disorder from Childhood to Adulthood. Postgraduate Medicine, 122(5), 97–109.

Wiyani, N. A. (2014). Buku ajar penanganan anak usia dini berkebutuhan khusus. Yogyakarta: Ar-Ruzz Media.

Zaviera, F. (2007). Anak Hiperaktif-Cara Cerdas Menghadapi Anak Hiperaktif dan Gangguan Konsentrasi. Jakarta: Katahati.

Downloads

Published

2021-05-28

Issue

Section

Articles