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 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.
authors.affiliation: University of Kentucky.
authors.forename: Karen J
authors.initials: KJ
authors.lastname: Derefinko
authors.affiliation: University of Kentucky.
authors.forename: Angela
authors.initials: A
authors.lastname: Hayden
authors.affiliation: Florida International University.
authors.forename: Margaret H
authors.initials: MH
authors.lastname: Sibley
authors.affiliation: University of Kentucky.
authors.forename: Jake
authors.initials: J
authors.lastname: Duvall
authors.affiliation: University of Kentucky.
authors.forename: Richard
authors.initials: R
authors.lastname: Milich
authors.affiliation: University of Kentucky.
authors.forename: Elizabeth P
authors.initials: EP
authors.lastname: Lorch
keywords: ADHD; adolescence; comprehension; story map; story recall