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.
|Number of pages||13|
|Journal||School Mental Health|
|State||Published - Dec 2014|
Bibliographical noteFunding Information:
The authors gratefully acknowledge research support from the National Institute on Drug Abuse of the National Institutes of Health (DA007304 and T32DA035200) and from the Institute of Education Sciences, US Department of Education (R305A120171) to the University of Kentucky. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or the US Department of Education.
© 2014, Springer Science+Business Media New York.
- Story map
- Story recall
ASJC Scopus subject areas
- Developmental and Educational Psychology