TY - JOUR
T1 - The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates
AU - Wilkes-Gillan, Sarah
AU - Cantrill, Alycia
AU - Cordier, Reinie
AU - Barnes, Gabrielle
AU - Hancock, Nicola
AU - Bundy, Anita
PY - 2017/4/1
Y1 - 2017/4/1
N2 - Introduction We investigated child outcomes and mothers' perspectives following technology-based intervention sessions aimed at improving children's social play skills. Method Participants in this multiple case study included five children with attention deficit hyperactivity disorder, their mothers and five typically developing playmates, who had completed a parent-delivered play-based intervention 18 months previously. The initial intervention included the use of a technology-based interactive DVD at home and clinic-based sessions involving video-modelling. In this study, children received two additional technology-based clinic sessions involving video-modelling. Children's social play skills were measured pre- to post-intervention using the Test of Playfulness. Trends in scores were descriptively analysed by case. Mothers' perspectives were explored through semi-structured interviews; data were descriptively analysed by group and case. Results Two children with attention deficit hyperactivity disorder showed an increase in their social play skills, and three a decrease in skills. Of the playmates, three showed consistent social play skills, one an increase and one a decrease. Qualitative findings suggest parents felt better able to support their child. Parents also suggested next steps for the intervention were necessary as their child continued to develop. Conclusion Additional intervention support using technology after initial intervention may need to be adapted to different developmental stages and for use across different contexts.
AB - Introduction We investigated child outcomes and mothers' perspectives following technology-based intervention sessions aimed at improving children's social play skills. Method Participants in this multiple case study included five children with attention deficit hyperactivity disorder, their mothers and five typically developing playmates, who had completed a parent-delivered play-based intervention 18 months previously. The initial intervention included the use of a technology-based interactive DVD at home and clinic-based sessions involving video-modelling. In this study, children received two additional technology-based clinic sessions involving video-modelling. Children's social play skills were measured pre- to post-intervention using the Test of Playfulness. Trends in scores were descriptively analysed by case. Mothers' perspectives were explored through semi-structured interviews; data were descriptively analysed by group and case. Results Two children with attention deficit hyperactivity disorder showed an increase in their social play skills, and three a decrease in skills. Of the playmates, three showed consistent social play skills, one an increase and one a decrease. Qualitative findings suggest parents felt better able to support their child. Parents also suggested next steps for the intervention were necessary as their child continued to develop. Conclusion Additional intervention support using technology after initial intervention may need to be adapted to different developmental stages and for use across different contexts.
KW - Parent involvement
KW - peer involvement
KW - social skills
KW - technology
KW - video-modelling
UR - http://www.scopus.com/inward/record.url?scp=85018250884&partnerID=8YFLogxK
U2 - 10.1177/0308022617692819
DO - 10.1177/0308022617692819
M3 - Article
AN - SCOPUS:85018250884
SN - 0308-0226
VL - 80
SP - 196
EP - 207
JO - British Journal of Occupational Therapy
JF - British Journal of Occupational Therapy
IS - 4
ER -