Comprehension of Televised Stories by Preschool Children With ADHD
Abstract
Investigated visual attention to and story comprehension of televised stories in 4- to 6-year-old children with attention deficit hyperactivity disorder (ADHD) and comparison children. Half of the children in each group watched the program with toys in the room, and the other half watched without toys. Visual attention to the television was recorded, and story comprehension was assessed by performance on cued recall questions. All children attended significantly less when toys were present, but the difference when toys were present was greater for children with ADHD. The groups did not differ on recall of factual information when toys were absent. When toys were present, the comparison children showed no decrement in performance on factual questions, whereas the performance of children with ADHD was significantly worse. On questions testing causal connections, the children with ADHD performed more poorly than comparison children regardless of whether toys were present. Implications of these results for understanding and treating the academic and social difficulties of children with ADHD are discussed.
Document Type
Article
Publication Date
1999
Digital Object Identifier (DOI)
10.1207/S15374424jccp280310
Repository Citation
Sanchez, Rebecca Polley; Lorch, Elizabeth Pugzles; Milich, Richard; and Welsh, Richard, "Comprehension of Televised Stories by Preschool Children With ADHD" (1999). Psychology Faculty Publications. 50.
https://uknowledge.uky.edu/psychology_facpub/50
Notes/Citation Information
This article was available online June 7, 2010.