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

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Article numbere0276444
JournalPLoS One
Volume17
Issue number10
DOIs
Publication statusPublished - 25 Oct 2022

Fingerprint

Dive into the research topics of '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'. Together they form a unique fingerprint.

Cite this