This study assessed the effects of a school-based television viewing skills curriculum on the television-related knowledge and attitudes of emotionally disturbed (ED) children. Three classes (n = 21; age: M = 11.4 years) received the 12-lesson curriculum over a 4-week period and three classes (n = 21; age: M = 11.4 years) served as a control group. Analyses of covariance using the pretest as a covariate revealed that the children who received the curriculum made significantly more accurate reality-fantasy discriminations concerning television program content than those in the control group; however, the curriculum was not effective in increasing knowledge about commercials. The social and educational implications of the findings for ED children are discussed.
Get full access to this article
View all access options for this article.
References
1.
Anderson, J.A. (1983). Television literacy and the critical viewer. In J. Bryant & D.R. Anderson (Eds.), Children's understanding of television (pp. 297–330). New York: Academic Press.
2.
Atkin, C. (1983). Effects of realistic TV violence vs. fictional violence on aggression. Journalism Quarterly, 60, 615–621.
3.
Comstock, G., Chaffee, S.Katzman, N.McCombs, M. & Roberts, D. (1978). Television and human behavior. New York: Columbia University Press.
4.
Cullinan, D., Epstein, M.H. & Dembinski, R.J. (1979). Behavior problems of educationally handicapped and normal pupils. Journal of Abnormal Child Psychology, 7, 495–502.
5.
Cullinan, D., Epstein, M.H. & Kauffman, J.M. (1984). Teachers' ratings of students' behaviors: What constitutes behavior disorder in school?Behavioral Disorders, 10(1), 9–19.
6.
Feshbach, S. (1976). The role of fantasy in the response to television. Journal of Social Issues, 32, 71–85.
7.
Ford Foundation. (1975). Television and children: Priorities for research. New York: Author.
8.
Gadow, K.D., Sprafkin, J. (1987). Effects of viewing high versus low aggression cartoons on emotionally disturbed children. Journal of Pediatric Psychology, 12, 413–427.
9.
Gadow, K.D., Sprafkin, J. & Ficarrotto, T. (1987). Effects of viewing aggression-laden cartoons on preschool-aged emotionally disturbed children. Child Psychiatry and Human Development, 17, 257–274.
10.
Gajar, A. (1979). Educable mentally retarded, learning disabled, emotionally disturbed: Similarities and differences. Exceptional Children, 45, 470–472.
11.
Liebert, R.M., & Sprafkin, J. (in press). The early window: Effects of television on children and youth. New York: Pergamon Press.
12.
McCarthy, J.M., & Paraskevopoulos, J. (1969). Behavior patterns of learning disabled, emotionally disturbed, and average children. Exceptional Children, 36, 69–74.
13.
Pearl, D., Bouthilet, L. & Lazar, J. (1982a). Television and behavior: Ten years of scientific progress and implications for the eighties (Vol. 1). (DHHS Publication No. ADM 82–1195). Washington, DC: U.S. Government Printing Office.
14.
Pearl, D., Bouthilet, L. & Lazar, J. (1982b). Television and behavior: Ten years of scientific progress and implications for the eighties (Vol. 2). (DHHS Publication No. ADM 82–1196). Washington, DC: U.S. Government Printing Office.
15.
Sawin, D.B. (1981). The fantasy-reality distinction in televised violence: Modifying influences on children's aggression. Journal of Research in Personality, 15, 323–330.
16.
Singer, D.G., Singer, J.L. & Zuckerman, D.M. (1981). Getting the most out of TV.Santa Monica, CA: Goodyear.
17.
Singer, D.G., Zuckerman, D.M. & Singer, J.L. (1980). Helping elementary school children learn about TV. Journal of Communication, 30, 84–93.
18.
Sprafkin, J., & Gadow, K.D. (1986). Television viewing habits of emotionally disturbed, learning disabled, and mentally retarded children. Journal of Applied Developmental Psychology, 7, 45–59.
19.
Sprafkin, J., & Gadow, K.D. (1987). An observational study of ED and LD children in school settings. Journal of Abnormal Child Psychology, 15, 393–408.
20.
Sprafkin, J., & Gadow, K.D. (in press). The immediate impact of aggressive cartoons on emotionally disturbed and learning disabled children. Journal of Genetic Psychology.
21.
Sprafkin, J., Gadow, K.D. & Dussault, M. (1986). Reality perceptions of television: A preliminary comparison of emotionally disturbed and nonhandicapped children. American Journal of Orthopsychiatry, 56, 147–152.
22.
Sprafkin, J., Gadow, K.D. & Grayson, P. (1984). Television and the emotionally disturbed, learning disabled, and mentally retarded child: A review. In K.D. Gadow (Ed.), Advances in learning and behavioral disabilities (Vol. 3, pp. 151–213). Greenwich, CT: JAI Press.
23.
Sprafkin, J., Gadow, K.D. & Grayson, P. (in press). The effects of cartoons on emotionally disturbed children's social behavior in school settings. Journal of Child Psychology and Psychiatry.
24.
Sprafkin, J., Gadow, K.D.Kant, G. & Zusmer, M. (1984). TV curriculum: Teaching viewing skills to the handicapped child. Unpublished curriculum, State University of New York, Department of Psychiatry, Stony Brook.
25.
Sprafkin, J., Kelly, E. & Gadow, K.D. (1987). Reality perceptions of television: A comparison of emotionally disturbed, learning disabled, and nonhandicapped children. Journal of Developmental and Behavioral Pediatrics, 8, 149–153.
