نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار زبانشناسی دانشگاه ولیعصر (عج) رفسنجان
2 رفسنجان. دانشگاه ولیعصر رفسنجان. بلوار ولایت. میدان 22 بهمن. کدپستی: 7718897111
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Early language development is critical for a child's cognitive and social growth. In preschool-aged children diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD), early linguistic abilities, particularly morphosyntax are frequently disrupted. This study has focused pecifically on morphosyntactic deficits in children aged 4 to 7 years with a diagnosis of pure ADHD. A particular emphasis has been placed on understanding the children's use of ad-positions, such as the Persian “az” (from),“tɑ” (towards), “be” (to), “bɑ” (by/with), “dar” (in), “barɑje” (for), “tɑ” (towards), “zir” (under/below), “ru” (on/above), “mi-“ (verb marker: present-cont),“-and” (verb suffix: 3rd-pl), and the plural makers, such as “-hɑ” and “-ɑn”, because they are fundamental for constructing meaningful relationships within a language. To address these challenges, the study has evaluated two non-pharmacologic interventions designed to enhance language skills: storytelling therapy and play therapy. The research design employed a quasi-experimental approach with three phases: pretest, posttest, and follow-up assessment. 50 children with pure ADHD were randomly assigned to the intervention group and a control group. Results showed that significant difficulties in correctly using morphosyntactic forms compared to typical development norms, particularly with the targeted prepositions “az” and “tɑ.” These deficits were statistically significant, confirming the impact of ADHD on specific grammatical domains even before formal schooling begins. After participating in the combined storytelling and play therapy interventions, the children in the ADHD group demonstrated notable improvements in their accurate use of morphosyntax and prepositions. These gains were not only observed immediately after the intervention but were also sustained at the follow-up evaluation.
کلیدواژهها [English]
)