Abstract

EXCEED THE SPACE PROVIDED. The proposed studies are designed to extend work initiated by the present investigators examining story comprehension and its relation to attention in children with attention deficit hyperactivity disorder (ADHD). The results of earlier studies suggest important differences between the two groups of children in the development of story comprehension and its relation to attention. Early on, children with ADHD have a general deficit in understanding causal relations, and they lose factual information only when their attention is disrupted. As they develop, their skills at acquiring factual informationbecomes indistinguishable from those of the comparison children,but their understandingof causal connections is deficient when their attention is reduced. Although these results suggest important developmental changes in story comprehension for children with ADHD, they are based on cross-sectional comparisons that preclude definitiveconclusions. This issue is particularly important when studying ADHD, where referral patterns change across ages. To address these limitations,a cohort-sequential, longitudinal study is proposed in which story comprehension of children with ADHD can be examined from the preschool through the school-age years. In addition, the proposed project will allow for a systematic investigation of attentions! and story structure factors that influence specific components of story comprehension, and how these may differ developmentally for comparison children and childrenwith ADHD. Another emphasis of the proposed project is to examine factors (e.g., allocation of attention, story structure) that influencethe components (e.g., encoding, representation, retrieval) of story comprehension, and how these may differ developmentally for the two groups of children. FORMANCE SITE(S) (organization, city, state) University of Kentucky, Lexington, KY KEY PERSONNEL ========================================Section End===========================================

  Funding Agency

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project (R01)
Project #
5R01MH047386-09
Application #
6862780
Study Section
Special Emphasis Panel (ZRG1-BBBP-6 (01))
Program Officer
Rumsey, Judith M
Project Start
2001-03-20
Project End
2007-08-31
Budget Start
2005-03-01
Budget End
2007-08-31
Support Year
9
Fiscal Year
2005
Total Cost
$302,691
Indirect Cost

  Institution

Name
University of Kentucky
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
939017877
City
Lexington
State
KY
Country
United States
Zip Code
40506

  Publications

Derefinko, Karen J; Hayden, Angela; Sibley, Margaret H et al. (2014) A Story Mapping Intervention to Improve Narrative Comprehension Deficits in Adolescents with ADHD. School Ment Health 6:251-263
Lorch, Elizabeth P; Milich, Richard; Flake, Rebecca A et al. (2010) A developmental examination of story recall and coherence among children with ADHD. J Abnorm Child Psychol 38:291-301
Berthiaume, Kristen S; Lorch, Elizabeth P; Milich, Richard (2010) Getting clued in: inferential processing and comprehension monitoring in boys with ADHD. J Atten Disord 14:31-42
Bailey, Ursula L; Lorch, Elizabeth P; Milich, Richard et al. (2009) Developmental changes in attention and comprehension among children with attention deficit hyperactivity disorder. Child Dev 80:1842-55
Leonard, Melinda A; Lorch, Elizabeth P; Milich, Richard et al. (2009) Parent--child joint picture-book reading among children with ADHD. J Atten Disord 12:361-71
Flake, Rebecca A; Lorch, Elizabeth P; Milich, Richard (2007) The effects of thematic importance on story recall among children with attention deficit hyperactivity disorder and comparison children. J Abnorm Child Psychol 35:43-53
Lorch, Elizabeth P; Milich, Richard; Astrin, Clarese C et al. (2006) Cognitive engagement and story comprehension in typically developing children and children with ADHD from preschool through elementary school. Dev Psychol 42:1206-19
Flory, Kate; Milich, Richard; Lorch, Elizabeth P et al. (2006) Online story comprehension among children with ADHD: which core deficits are involved? J Abnorm Child Psychol 34:853-65
Acevedo-Polakovich, Ignacio David; Lorch, Elizabeth Pugzles; Milich, Richard et al. (2006) Disentangling the relation between television viewing and cognitive processes in children with attention-deficit/hyperactivity disorder and comparison children. Arch Pediatr Adolesc Med 160:354-60
Pugzles Lorch, Elizabeth; Eastham, David; Milich, Richard et al. (2004) Difficulties in comprehending causal relations among children with ADHD: the role of cognitive engagement. J Abnorm Psychol 113:56-63

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