PI004: Targeting Written Expression through Story-Mapping for Children with ADHD

Thursday, February 20, 2014 9:00 AM–9:45 AM


Children with ADHD display varied academic deficits, including written expression products deficient in quantitative and qualitative outcomes. The current presentation demonstrates novel usage of a story mapping intervention as a pre-writing, planning-aid for 3 children with ADHD. Results indicated increases in Total Words Written and Correct Writing Sequences for all children when prompted to use a story map prior to writing. Attendees will gain knowledge of applying a story map to written expression outcomes.


Gregory E. Everett, Southern Illinois University Edwardsville, Edwardsville, IL