Private Speech In Children With ADHD Summary

In the article, “Private Speech in children with ADHD,” written by multiple authors: Penny Corkum, Kelly Humphries, Jennifer C. Mullane, and France Theriault, it discusses principles of private speech in regards to children that have attention deficit hyperactivity disorder. Private speech is a form of speech where a child speaks to his or herself for self-guidance, communication, and self-regulation of behavior (Corkum, 2007). Piaget called this child utterances egocentric speech, thinking of only oneself without regard for the feelings of desires of others (Corkum, 2007). Piaget believes that the children have a belief that is known only in the individual's mind but diminishes as the child becomes more social with his or her own peers. He believed children had
However, the first finding of evidence did, in fact, determine that private speech was not related to measuring language ability (Corkum, 2007). Children ADHD did have lower verbal skills and have more difficulty when testing compared to their peers without ADHD. On the contrast, there was no evidence that was found that determined if children with ADHD performed more poorly on problem-solving tasks constructed in a one-to-one setting (Corkum, 2007). Vygotsky believed individual development is rooted in society, culture, and history (Feigenbaum, 2009). He recognized that a child could transfer and apply his or her own individual activity to the social, cultural, and cognitive functions of speech that arise in everyday dialogue. Material objects are a part of the foundation of private speech and dialogue. Material objects include spoken words and sentences that are used to help to convey concepts and ideas (Feigenbaum, 2009). By conversing with oneself, a child enables coordinate speech and learning roles which help develop a child’s