Date of Award
12-2011
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Legacy Department
Rhetorics, Communication, and Information Design
Committee Chair/Advisor
Denham, Bryan
Committee Member
Ding , Huiling
Committee Member
Linvill , Darren
Committee Member
Stewart , Arlene
Abstract
This study seeks to explore the phenomenon of why some adults with attention deficit/hyperactivity disorder (ADHD) have difficulties in communicating in groups at school and work, despite the integration of collaboration within the curricula of college oral and written communication courses. The purpose of this multiple case study was to explore a sample of college writers' with ADHD perceptions on difficulties with their writing, as well as to evaluate an intervention which utilized communication-based classroom scenarios. The research employed qualitative methods to investigate the phenomenon under study. Participants in the study consisted of a criterion-sampled group of 10 individuals from Clemson University aged 18 and over, had documented evidence of ADHD, and were previously and/or currently enrolled in a college writing course. Findings from this project inform higher educational practice across several disciplines.
Recommended Citation
Bose, Dev, "Communication Crossroads: Assertiveness Pedagogy for College Writers with Attention-Deficit/Hyperactivity Disorder" (2011). All Dissertations. 821.
https://tigerprints.clemson.edu/all_dissertations/821