Television viewing habits of emotionally disturbed, learning disabled, and mentally retarded children

Sprafkin, Joyce; Gadow, Kenneth D.

doi:10.1016/0193-3973(86)90018-3

Cited by 22 publications

(18 citation statements)

References 18 publications

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“…This is in line with Rubin's (1985) finding that students aged nine mostly use TV for excitement, but that this decreases with increasing age. Evidence was not found that aligned with findings that children who name crime shows as favourites are more likely to identify with aggressive characters (Sprafkin and Gadow 1986). We found that the main characters identified with were the least aggressive ones, the forensic scientists in both NCIS and Bones, and the team leader in Criminal Minds.…”

Section: Discussioncontrasting

confidence: 55%

Exploring the influence of the mass media on primary students’ conceptual understanding of genetics

Donovan

Venville

2012

Education 3-13

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The new Australian Curriculum ignites debate about science content appropriate for primary school children. Abstract genetics concepts such as genes and DNA are still being avoided in primary school, yet research has shown that by age 10, many students have heard of DNA and/or genes. Scientific concepts appear in the mass media, but primary students' exposure to the media and the potential influence it has on their understandings is a neglected area of science education research. This study explores the conceptions that Years 5-7 students in one Australian school hold about genes and DNA and compares that with their levels of exposure to the mass media. Quantitative and qualitative data from detailed media questionnaires and in-depth interviews with 25 children were examined for any indication of a relationship between media exposure and knowledge of genes and DNA. Findings indicate television was the participating students' major source of information about genetics, but generally, as knowledge about genetics increased, so did the incidence of misconceptions.

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Section: Discussioncontrasting

confidence: 55%

Exploring the influence of the mass media on primary students’ conceptual understanding of genetics

Donovan

Venville

2012

Education 3-13

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“…A literature review by Sprafkin et al (1984), for example, located only two studies that examined the television viewing habits of children with ED. These studies (Donohue, 1978;Rubinstein, Fracchia, Kochnower, &L Sprafkin, 1977) showed that institutionalized children with ED watch a relatively large number of aggressionladen programs and prefer aggressive over nonaggressive television characters.…”

Section: Television Viewing Habitsmentioning

confidence: 99%

“…A recent review of the literature on television and children with disabilities (Sprafkin et al, 1984) located only one investigation that was relevant to this topic, an early modeling study by Walters and Willows (1968). They compared the behavior of institutionalized children with ED and nondisturbed children following their exposure to a 4-minute aggressive or nonaggressive videotaped model.…”

Section: Laboratory Studiesmentioning

confidence: 99%

“…Because children with disabilities have until recently been virtually ignored by scientists conducting research on television and child behavior (Sprafkin et al, 1984), much additional research needs to be done on the formulation of conceptual models of reactivity to the medium and measurement issues associated with the assessment of viewing habits, comprehension, and behavior change subsequent to viewing different types of media content (see Sprafkin et al, in press). For example, future research efforts should be directed toward examining more homogeneous subgroups of children with ED rather than the school-labeled samples studied to date.…”

Section: Summary and Clinical Implicationsmentioning

confidence: 99%

“…Because very little research into the effects of television viewing on children with learning and behavior disorders had ever been conducted (Sprafkin, Gadow, <SL Abelman, in press;Sprafkin, Gadow, &L Grayson, 1984), the authors initiated a 10-year program of research to examine the purported role of viewing television violence in the etiology of antisocial behavior and the clinical relevance of such content to the care and management of children with ED. The organization of this research effort was shaped to a certain extent by observational learning theory, which assumes that in order for television content to affect a viewer, the viewer must (a) be exposed to the content, (b) comprehend it to some degree, and (c) accept the message and adopt the behaviors or attitudes portrayed (Liebert, Neale, & Davidson, 1973).…”

mentioning

confidence: 99%

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Television “Violence” and Children with Emotional and Behavioral Disorders

Gadow

Sprafkin

1993

Journal of Emotional and Behavioral Disorders

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The role of television viewing in the etiology and exacerbation of aggressive behavior has been a topic of controversy for many years, and popular sentiment supports a causal link between viewing "violent" content and behaving aggressively. To better understand television's effect on children who meet public school criteria for emotional disturbance (ED), the authors conducted a 10-year program of research into their television viewing habits, comprehension of and reactivity to aggressive-and nonaggressivecontent material, and responsiveness to a viewing skills curriculum. Research findings showed that children with ED viewed relatively large amounts of violent material, preferred aggressive characters, and were more likely to believe fictional content to be true. However, they were no more likely to behave aggressively in naturalistic social situations following the viewing of aggression-laden material than nonaggressive content. A curriculum designed to enhance viewing skills did increase knowledge but did not appear

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Effects of viewing aggression-laden cartoons on preschool-aged emotionally disturbed children

Gadow

Sprafkin

Ficarrotto

1987

Child Psych Hum Dev

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Television viewing habits of emotionally disturbed, learning disabled, and mentally retarded children

Cited by 22 publications

References 18 publications

Exploring the influence of the mass media on primary students’ conceptual understanding of genetics

Exploring the influence of the mass media on primary students’ conceptual understanding of genetics

Television “Violence” and Children with Emotional and Behavioral Disorders

Effects of viewing aggression-laden cartoons on preschool-aged emotionally disturbed children

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