A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD: Outcomes of the typically-developing playmates

Sarah Wilkes-Gillan; Reinie Cordier; Anita Bundy; Michelle Lincoln; Yu-Wei Chen; Lauren Parsons; Alycia Cantrill

doi:10.1371/journal.pone.0276444

A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD: Outcomes of the typically-developing playmates

Sarah Wilkes-Gillan, Reinie Cordier^*, Anita Bundy, Michelle Lincoln, Yu-Wei Chen, Lauren Parsons, Alycia Cantrill

^*Corresponding author for this work

Social Work, Education & Community Wellbeing

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Abstract

To examine the effectiveness of a play-based intervention for improving social play skills of typically-developing playmates of children with ADHD. Children (5–11 years) were randomised to an intervention (n = 15) or waitlisted control group (n = 14). The Test of Playfulness was scored by a blinded rater. Between-group statistics compared the change of the intervention (10-week intervention) and waitlisted control (10-week wait) groups. Change in the intervention group following intervention was significantly greater than the change in the waitlisted control group. When combining data from the groups, playmates’ (n = 29) mean ToP scores improved significantly following intervention, with a large effect pre- to post-intervention and pre-intervention to follow-up. Typically-developing playmates of children with ADHD benefited from participation in a peer-mediated intervention.

Original language	English
Article number	e0276444
Journal	PLoS One
Volume	17
Issue number	10
DOIs	https://doi.org/10.1371/journal.pone.0276444
Publication status	Published - 25 Oct 2022

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journal.pone.0276444Final published version, 753 KBLicence: CC BY

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Wilkes-Gillan, S., Cordier, R., Bundy, A., Lincoln, M., Chen, Y.-W., Parsons, L., & Cantrill, A. (2022). A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD: Outcomes of the typically-developing playmates. PLoS One, 17(10), Article e0276444. https://doi.org/10.1371/journal.pone.0276444

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title = "A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD: Outcomes of the typically-developing playmates",

abstract = "To examine the effectiveness of a play-based intervention for improving social play skills of typically-developing playmates of children with ADHD. Children (5–11 years) were randomised to an intervention (n = 15) or waitlisted control group (n = 14). The Test of Playfulness was scored by a blinded rater. Between-group statistics compared the change of the intervention (10-week intervention) and waitlisted control (10-week wait) groups. Change in the intervention group following intervention was significantly greater than the change in the waitlisted control group. When combining data from the groups, playmates{\textquoteright} (n = 29) mean ToP scores improved significantly following intervention, with a large effect pre- to post-intervention and pre-intervention to follow-up. Typically-developing playmates of children with ADHD benefited from participation in a peer-mediated intervention.",

author = "Sarah Wilkes-Gillan and Reinie Cordier and Anita Bundy and Michelle Lincoln and Yu-Wei Chen and Lauren Parsons and Alycia Cantrill",

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A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD: Outcomes of the typically-developing playmates

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