Narrative abilities in children with attention deficit hyperactivity disorder and normal peers

Abstract

A story retelling task was used to assess narrative abilities in 30 boys with attention deficit hyperactivity disorder (ADHD) and 30 normally developing boys, matched on age and IQ. Each boy listened to two stories and retold them for another child. Results indicated that the two groups did not differ in their ability to comprehend and extract the main ideas from the stories, but did differ in the production of narratives. Boys with ADHD provided less information overall, and their stories were more poorly organized and less cohesive and contained more inaccuracies. As a result, their stories were often confused and hard to follow. Organization and monitoring of information are functions of executive control. Thus the observed deficits in narrative production in children with ADHD may reflect underlying deficits in executive processes.

Verbal Output Profile in Children with Attention Deficit Hyperactivity Disorder

“…Tannock, Purvis, and Schachar [17] Children with ADHD (30 boys aged 7-11 years) versus TD that matched in age and sex.…”

“…On the other hand, Tannock et al [17] studied the narrative abilities of children with ADHD (30 boys aged 7-11 years) versus TD, matched in age and sex. Tannock and her colleagues concluded that the participants with ADHD produced significantly fewer units (a unit was defined as one which contained an idea) and less information overall than the TD boys' group, which they counted as evidence of a production deficit in the children with ADHD.…”

Alteraciones del relato: los niños con TDAH

“…Utilizaron los mismos estímulos que Tannock et al (1993) pero emplearon un modelo de análisis distinto: el análisis de la red causal (Trabasso, Secco y van den Broek, 1.984; Trabasso y van den Broek, 1985). Los resultados que obtuvieron mostraban que, en general, los niños con TDAH presentan déficits tanto en la cantidad de recursos cognitivos que dedican a la comprensión de la historia como en la forma en que distribuyen esos recursos.…”

“…Tannock, Purvis y Schachar (1993) analizaron las habilidades narrativas observando el tipo de errores de producción. Los niños con TDAH cometieron más errores de secuenciación y más errores en la interpretación de la información.…”

Young children's use of causal connections during storytelling : The role of context and individual differences in attention.

“…Tannock, Purvis, and Schachar (1993) Sanchez et al (1999) found no significant differences in recall between the ADHD and comparison groups of children. The study did show that causal structure aided the recall of 4-to 7-year-old children, but had less of an effect on the recall of those with ADHD.…”