On-line story representation in boys with attention deficit hyperactivity disorder

Kelly Renz, Elizabeth Pugzles Lorch, Richard Milich, Clarese Lemberger, Anna Bodner, Richard Welsh

Research output: Contribution to journalArticlepeer-review

62 Scopus citations

Abstract

Children with attention deficit hyperactivity disorder (ADHD) face an increased risk of poor achievement in school. Thus, knowledge of the cognitive processing abilities of children with ADHD is critical to understanding and improving their academic performance. Although many studies have focused on the specific nature of the attention deficit experienced by children with ADHD, few have examined higher order cognitive processing such as comprehension of stories. The present study examined the processes of encoding story information, building a story representation, and modifying a story representation in boys with ADHD and nonreferred boys. Boys were asked to narrate a story from a picture book twice. Boys with ADHD showed deficits in representing goals and goal plans in their narrations, as compared to nonreferred boys. Boys with ADHD also committed more errors than nonreferred boys, but did correct certain types of errors on their second telling. Implications are discussed in terms of future research needed to identify the cognitive deficits that account for these narrative deficits.

Original languageEnglish
Pages (from-to)93-104
Number of pages12
JournalJournal of Abnormal Child Psychology
Volume31
Issue number1
DOIs
StatePublished - Feb 2003

Bibliographical note

Funding Information:
This research was supported by National Institute of Mental Health Grant MH47386 to the second author.

Keywords

  • ADHD
  • On-line
  • Story comprehension

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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