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Oral narratives and Theory of mind in children with Attention Deficit/ Hyperactivity Disorder (ADHD)

Grant number: 14/19634-2
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): November 01, 2014
Effective date (End): October 31, 2015
Field of knowledge:Health Sciences - Speech Therapy
Principal Investigator:Jacy Perissinoto
Grantee:Renata Santos Pedroso Graça
Home Institution: Escola Paulista de Medicina (EPM). Universidade Federal de São Paulo (UNIFESP). Campus São Paulo. São Paulo , SP, Brazil

Abstract

Introduction: The Attention Deficit Hyperactivity Disorder (ADHD) have high prevalence on the pediatric population and affects development aspects. There are neuropsychomotor agitation and attention deficit observed that impact interpersonal relationships, academic performance, oral and written language, theory of mind, organization and planning of narrative macrostructure. These features allow the hypothesis that oral narratives of children with ADHD are different from those of typical children, presenting narratives with less complex level of intentionality and fewer words per sentence. Objective: To characterize the oral narrative and the ability to use the theory of mind in children and adolescents with ADHD. Method: Analysis of 13 individuals with multidisciplinary diagnosis of ADHD (12 boys), aged between 6 and 13 years, normal hearing and enrolled in regular school period. Will be analysed narratives previously classified as intentional from 15 sequences (Baron Cohen et al, 1986; Perissinoto, 2003). It is considered as intentional when the narrator used the verbs denoting feeling or desire, not linguistic expressions, mental states, or speaks of the character narrated in direct speech. In this study, the oral narratives from sequences of images are classified into four categories of intentionality (ARTONI, 2001). Will be of interest to analyze and statistically correlate the characteristics of the narratives and the variables age, sex, type of ADHD, educational and intellectual level of individuals.