A Story Mapping Intervention to Improve Narrative Comprehension Deficits in Adolescents with ADHD

Karen J. Derefinko, Angela Hayden, Margaret H. Sibley, Jake Duvall, Richard Milich, Elizabeth P. Lorch

Research output: Contribution to journalArticlepeer-review

7 Scopus citations


The current study examined the effects of an 8-week story mapping intervention (SMI) to improve narrative comprehension in adolescents with attention-deficit hyperactivity disorder (ADHD). Thirty 12–16-year-old adolescents with ADHD who were participating in a summer treatment program for adolescents with ADHD received the SMI instruction ten times and completed SMI homework ten times in a structured environment with teacher feedback. Recall of fables and story creation were assessed before and after the SMI. At post-test, fable recalls included more of the most important events, were more coherent, and included a greater number of plausible inferences than pre-test fable recalls. SMI homework scores accounted for increases in recall of important events and plausible inferences, suggesting that consistent practice and feedback with story mapping could contribute to important recall gains. In contrast, the inclusion of goal-based events and the rated coherence of created stories did not improve, suggesting that more explicit instruction in applying story mapping to story creation may be required.

Original languageEnglish
Pages (from-to)251-263
Number of pages13
JournalSchool Mental Health
Issue number4
StatePublished - Dec 2014

Bibliographical note

Publisher Copyright:
© 2014, Springer Science+Business Media New York.


  • ADHD
  • Adolescence
  • Comprehension
  • Story map
  • Story recall

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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