Parent--child joint picture-book reading among children with ADHD.
OBJECTIVE
Children with AD/HD exhibit two disparate areas of difficulty: disrupted interactions with parents and significant problems in story comprehension. This study links these two difficulties by examining parent-child joint picture-book reading to determine whether there were diagnostic group differences in parent and child storytelling.


METHODS
Parents of 25 children with ADHD and 39 comparison children (mean age = 7.5 years) told their children a story based on a wordless picture-book, and children then retold the story to an examiner from memory.


RESULTS
Parents in both groups told stories of similar length and complexity and demonstrated similar affective and responsive quality. The length of the child's retell of the parent's story did not differ across groups but children with ADHD included fewer goal-based events.


CONCLUSIONS
RESULTS are discussed in terms of implications for enhancing the quality and frequency of parent-child storytelling among children with ADHD.
Leonard
Melinda A
MA
University of Kentucky, Lexington, KY 40506, USA.
Lorch
Elizabeth P
EP
Milich
Richard
R
Hagans
Neomia
N
D000328:Adult; D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology* / Q000523:psychology*; D001638:Bibliotherapy; D002648:Child; D002675:Child, Preschool; D003071:Cognition; D003299:Cooperative Behavior; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D033262:Narration; D010287:Parent-Child Relations; D011932:Reading; D011795:Surveys and Questionnaires