Zenaro Mariana Pereira, Rossi Natalia Freitas, Souza Ana Luiza Decanini Miranda de, Giacheti Célia Maria
Faculdade de Filosofia e Ciências de Marília, Universidade Estadual Paulista "Júlio de Mesquita Filho" - UNESP - Marília (SP), Brasil.
Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino - INCT-ECCE, Universidade Federal de São Carlos - UFSCar - São Carlos (SP), Brasil.
Codas. 2019 Nov 25;31(6):e20180197. doi: 10.1590/2317-1782/20192018197. eCollection 2019.
This study aimed to characterize and compare the use of typical story grammar elements and global coherence level in the oral narrative of children with Attention Deficit Hyperactivity Disorder with the narrative of children without the disorder and with typical development.
A total of 40 children of both sexes aged 5 to 10 years who attended elementary school participated in the study, 20 of whom were diagnosed with Attention Deficit Hyperactivity Disorder (ADHD Group), and 20 with typical development (TD Group). Participants from each group were similar in sex, chronological age, schooling and socioeconomic status. The wordless picture book Frog, Where Are You? was used to elicit the oral narrative analyzed for the presence of the main typical elements of the story schema (character, theme/topic, event/plot and outcome), and afterwards their narration was classified according to four different levels of organization corresponding to the global story coherence level.
The ADHD Group presented lower scores on the structural elements "theme/ topic" and "outcome" and a narrative with lower degree of coherence compared to the TD Group.
The children with ADHD included in this study presented difficulties to use typical story grammar elements, mainly related to the maintenance of the central theme and outcome of the story. These elements are considered fundamental for construction of narrative coherence, which justifies the lower levels of global coherence found in the oral narrative of the ADHD Group.
本研究旨在对注意力缺陷多动障碍儿童与无该障碍且发育正常儿童的口头叙述中典型故事语法元素的使用情况及整体连贯水平进行特征描述和比较。
共有40名5至10岁的小学在读儿童参与了本研究，其中20名被诊断为注意力缺陷多动障碍（多动症组），20名发育正常（发育正常组）。每组参与者在性别、实足年龄、受教育程度和社会经济地位方面相似。使用无字图画书《青蛙，你在哪儿？》来引出用于分析故事模式主要典型元素（角色、主题/话题、事件/情节和结局）是否存在的口头叙述，之后根据与整体故事连贯水平相对应的四种不同组织水平对他们的叙述进行分类。
与发育正常组相比，多动症组在“主题/话题”和“结局”等结构元素上得分较低，叙述的连贯程度也较低。
本研究中纳入的多动症儿童在使用典型故事语法元素方面存在困难，主要与故事中心主题和结局的维持有关。这些元素被认为是构建叙述连贯性的基础，这也解释了在多动症组口头叙述中发现的较低整体连贯水平。
