Abstract
Narrative is a useful tool for science communicators to engage audiences and increase comprehension of scientific information. However, it is unclear whether this applies to people with attention deficit hyperactivity disorder (ADHD). Key symptoms of ADHD include inattention, hyperactivity, reductions in social function, and working memory. Studies in children with ADHD demonstrate deficits in non-scientific narrative competence and production. This study aimed to determine, using the RIRC method, if scientific narrative is effective at communicating science to adults with ADHD. A 2 (condition: expository vs narrative text) x 2 (ADHD: presence or absence) mixed factorial study was conducted, using a cohort of 208 participants. No significant interaction effects between condition and the presence of ADHD were found, implying that scientific narrative is as effective as expository text at communicating science to adults with ADHD. Thus, science communication does not need to differ between audiences with and without ADHD, in terms of the inclusion of narrative.