Online story comprehension among children with ADHD: Which core deficits are involved?
Online story comprehension among children with ADHD: Which core deficits are involved?
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DOI：
10.1007/s10802-006-9070-7
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发表时间：
2006-12-01
影响因子：
3.6
通讯作者：
Welsh, Richard
中科院分区：
文献类型：
--
作者：
Flory, Kate;Milich, Richard;Welsh, Richard
患有ADHD的儿童很难理解故事中的因果关系和目标计划。这项研究检查了7-9岁患有和不患有ADHD的儿童之间故事叙述的群体差异的中介，包括ADHD的核心缺陷（即，注意力不集中，去抑制，计划/工作记忆）以及语音处理和语言技能的测量。49名ADHD儿童和67名非转诊儿童讲述了一本无字的书，并完成了评估ADHD核心缺陷、语音处理和语言技能的任务。结果显示，虽然不短于非转介儿童，ADHD儿童的叙述包含较少的元素有关的故事的因果结构和目标计划。在这些差异中，持续注意力的不足占了最大的方差。研究结果对理解和改善ADHD儿童所经历的学业问题具有重要意义。
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.