Document Type



Master of Science (MS)


Speech-Language Pathology

First Advisor's Name

Eliane Ramos

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Monica Hough

Third Advisor's Name

Erika Coles

Fourth Advisor's Name

Ana Gouvea


ADHD, Daily Report Card, Attention deficit hyperactivity disorder, classroom intervention, integrity

Date of Defense



The purpose of this research was to determine if a multi-component consultation intervention was effective in improving pragmatic performance in students with ADHD. Participants for this study consisted of 7 children for whom 3 data points were obtained by a parent or 2 data points by a teacher. Changes in pragmatic performance were measured by comparing reports provided by parents or teachers pre- and post- intervention. Descriptive analysis procedures were completed to summarize changes in pragmatic behavior.

Results revealed the mean overall change in pragmatic behavior for children in the MCC condition (Χ=1.133) was greater than the change seen in the CAU condition (.334) after 2 months of intervention as per parent reported data. Data indicated improvement in each behavior but incongruence between teachers and parents was found. Results support the hypothesis that the multi-component consultation intervention is effective in improving the pragmatic language performance of children with ADHD.





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