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

doi:10.1007/s12310-014-9127-7

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 journal › Article › peer-review

7 Scopus citations

Abstract

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 language	English
Pages (from-to)	251-263
Number of pages	13
Journal	School Mental Health
Volume	6
Issue number	4
DOIs	https://doi.org/10.1007/s12310-014-9127-7
State	Published - Dec 2014

Bibliographical note

Funding 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.

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

Keywords

ADHD
Adolescence
Comprehension
Story map
Story recall

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

Access to Document

10.1007/s12310-014-9127-7

Cite this

@article{18f31c9153824f31bd927621c8053b76,

title = "A Story Mapping Intervention to Improve Narrative Comprehension Deficits in Adolescents with ADHD",

abstract = "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.",

keywords = "ADHD, Adolescence, Comprehension, Story map, Story recall",

author = "Derefinko, {Karen J.} and Angela Hayden and Sibley, {Margaret H.} and Jake Duvall and Richard Milich and Lorch, {Elizabeth P.}",

note = "Funding 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. Publisher Copyright: {\textcopyright} 2014, Springer Science+Business Media New York.",

year = "2014",

month = dec,

doi = "10.1007/s12310-014-9127-7",

language = "English",

volume = "6",

pages = "251--263",

number = "4",

}

TY - JOUR

T1 - A Story Mapping Intervention to Improve Narrative Comprehension Deficits in Adolescents with ADHD

AU - Derefinko, Karen J.

AU - Hayden, Angela

AU - Sibley, Margaret H.

AU - Duvall, Jake

AU - Milich, Richard

AU - Lorch, Elizabeth P.

N1 - Funding 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. Publisher Copyright: © 2014, Springer Science+Business Media New York.

PY - 2014/12

Y1 - 2014/12

N2 - 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.

AB - 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.

KW - ADHD

KW - Adolescence

KW - Comprehension

KW - Story map

KW - Story recall

UR - http://www.scopus.com/inward/record.url?scp=85017425852&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85017425852&partnerID=8YFLogxK

U2 - 10.1007/s12310-014-9127-7

DO - 10.1007/s12310-014-9127-7

M3 - Article

AN - SCOPUS:85017425852

VL - 6

SP - 251

EP - 263

IS - 4

ER -

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

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this