TY - JOUR
T1 - The social play, social skills and parent–child relationships of children with ADHD 12 months following a RCT of a play-based intervention
AU - Barnes, Gabrielle
AU - Wilkes-Gillan, Sarah
AU - Bundy, Anita
AU - Cordier, Reinie
PY - 2017/12/5
Y1 - 2017/12/5
N2 - Background/aim: There is an urgent need to investigate the long-term impact of social skill interventions for children with attention deficit hyperactivity disorder (ADHD). Interventions targeting the social skills of children with ADHD have limited short-term effectiveness and rarely investigate the long-term impact. Furthermore, these interventions are most frequently conducted in the clinic setting, without including the child's natural settings and interactants, such as their regular playmates and parents. Methods: The present study investigated the social play, social skills and parent–child relationships of children with ADHD and their playmates (n = 13/group) aged 5–13 years. A two-group before and after design with a longitudinal component was applied. Participant data compared over two time points, immediately following a randomised, controlled trial (RCT) of a play-based intervention and 12 months post-RCT. Results: From immediately following the RCT to the 12-month follow-up, children with ADHD maintained social play skill gains in the home environment. Playmates maintained social play skill gains across the home and clinic environments. Children scored within a developmentally appropriate range, falling within 1 standard deviation of the mean for social skills and most parent–child relationship scales using norm-based assessments. Conclusion: Results support the long-term effectiveness of the intervention.
AB - Background/aim: There is an urgent need to investigate the long-term impact of social skill interventions for children with attention deficit hyperactivity disorder (ADHD). Interventions targeting the social skills of children with ADHD have limited short-term effectiveness and rarely investigate the long-term impact. Furthermore, these interventions are most frequently conducted in the clinic setting, without including the child's natural settings and interactants, such as their regular playmates and parents. Methods: The present study investigated the social play, social skills and parent–child relationships of children with ADHD and their playmates (n = 13/group) aged 5–13 years. A two-group before and after design with a longitudinal component was applied. Participant data compared over two time points, immediately following a randomised, controlled trial (RCT) of a play-based intervention and 12 months post-RCT. Results: From immediately following the RCT to the 12-month follow-up, children with ADHD maintained social play skill gains in the home environment. Playmates maintained social play skill gains across the home and clinic environments. Children scored within a developmentally appropriate range, falling within 1 standard deviation of the mean for social skills and most parent–child relationship scales using norm-based assessments. Conclusion: Results support the long-term effectiveness of the intervention.
KW - ADHD
KW - parent–child relationships
KW - play
KW - psycho-social intervention
KW - social skills
UR - http://www.scopus.com/inward/record.url?scp=85031502609&partnerID=8YFLogxK
U2 - 10.1111/1440-1630.12417
DO - 10.1111/1440-1630.12417
M3 - Article
C2 - 29044556
AN - SCOPUS:85031502609
SN - 0045-0766
VL - 64
SP - 457
EP - 465
JO - Australian Occupational Therapy Journal
JF - Australian Occupational Therapy Journal
IS - 6
ER -