Abstract
Objective: This pilot study examined the effectiveness of a parent-delivered intervention for improving: the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their typically developing playmates and the empathy of children with ADHD. Methods: Participants were children with ADHD and their typically developing playmates (n = 9/group). The intervention was primarily parent-implemented and involved: parent-training, weekly home-modules, three clinic play-sessions, therapist-parent phone consultations and a one-month follow-up. The Test of Playfulness (ToP) was the primary outcome measure. Cohen’s-d and paired sample t-test calculations were used to measure effect. Results: Social play outcomes of children with ADHD improved significantly from: pre- to post-test (t = 3.2; p = 0.02; d = 1.0) and post-test to follow-up intervention (t = 2.7; p = 0.02; d = 1.1). Playmate’s improved significantly from pre- to post-intervention (t = 3.9; p = 0.03; d = 1.2). Children with ADHD improved significantly on 4/7 ToP empathy items (t = 2.31–3.16; p = 0.02). Conclusion: The intervention successfully improved the social play skills of children with ADHD and their playmates.
Original language | English |
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Pages (from-to) | 238-245 |
Number of pages | 8 |
Journal | Developmental Neurorehabilitation |
Volume | 19 |
Issue number | 4 |
Early online date | 2 Sept 2014 |
DOIs | |
Publication status | Published - 3 Jul 2016 |
Externally published | Yes |
Keywords
- Dyadic friendships
- Parent involvement
- Peer involvement
- Social skills