The question of what types of children are most influenced by -- or can best benefit from -- television is a recurrent theme in the scientific literature as well as a frequently raised issue for pediatric associations, educators, and parent/citizen groups concerned about the welfare and advancement of young children. To effectively address this question, this book focuses on a wide variety of children with highly divergent cognitive abilities, social skills, and educational capacities -- that is, those labeled as emotionally disturbed, learning disabled, mentally retarded, and intellectually gifted. These children not only possess characteristics that place them at the greatest risk with regard to television's negative impact, but also in a position to most benefit from the purposeful use of the medium at home and in the classroom.
Combining literature from the fields of mass communication, developmental psychology, and special education, the authors present a comprehensive analysis of television and its "forgotten audience." Practical implications and applications in the home and school are also extracted from research findings making this volume a valuable resource for students, educators, and researchers in the fields of communication and special education, and for the parents and teachers of exceptional children.

Authored by Sprafkin, Joyce; Gadow, Kenneth D.; Abelman, Robert

Contents: Foreword. Preface. Introduction and Overview. Television Viewing Habits. Reality Perceptions. Comprehension of Television Information. Media Effects: Antisocial and Prosocial Behavior. Parental Mediation of Television Viewing. Teaching Critical Viewing Skills in School. Instructional Applications. Practical Implications and Future Directions.