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Gepubliceerd in: Journal of Abnormal Child Psychology 6/2006

01-12-2006 | Original Paper

Online Story Comprehension among Children with ADHD: Which Core Deficits are Involved?

Auteurs: Kate Flory, Richard Milich, Elizabeth P. Lorch, Angela N. Hayden, Chandra Strange, Richard Welsh

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 6/2006

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Abstract

Children with ADHD have difficulty understanding causal connections and goal plans within stories. This study examined mediators of group differences in story narrations between children ages 7–9 with and without ADHD, including as potential mediators both the core deficits of ADHD (i.e., inattention, disinhibition, planning/working memory) as well measures of phonological processing and verbal skills. Forty-nine children with ADHD and 67 non-referred children narrated a wordless book and completed tasks assessing the core deficits of ADHD, phonological processing, and verbal skills. Results revealed that, although no shorter than those of non-referred children, the narratives of children with ADHD contained fewer elements relating to the story’s causal structure and goal plan. Deficits in sustained attention accounted for the most variance in these differences. Results have implications for understanding and ameliorating the academic problems experienced by children with ADHD.

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Voetnoten
1
We chose to utilize a narrow conceptualization of EF in our study, because a broad view of this core deficit would include aspects of inattention and disinhibition. Such a broad conceptualization would overlap with the other core deficits under investigation and make interpretation of results more difficult.
 
2
Significant group differences in failing to inhibit responses were noted only for the two stop signals presented closest to the go stimuli, with the children with ADHD making more inhibitory errors. The difficulty all children experienced in inhibiting responses to the three stop signals furthest from the go stimuli appeared to preclude significant group differences on these measures, although there was a trend for the children with ADHD to make more inhibitory errors. Thus, we chose to include only the first two stop signals in the disinhibition composite.
 
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Metagegevens
Titel
Online Story Comprehension among Children with ADHD: Which Core Deficits are Involved?
Auteurs
Kate Flory
Richard Milich
Elizabeth P. Lorch
Angela N. Hayden
Chandra Strange
Richard Welsh
Publicatiedatum
01-12-2006
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 6/2006
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-006-9070-7