Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder
Background/aim: There is a well-documented need for interventions to successfully address the social difficulties of children with attention deficit hyperactivity disorder. This study aimed to further the development of a previously conducted pilot of a play-based intervention. To achieve this, chi...
| Main Authors: | , , , |
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| Format: | Journal Article |
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Wiley-Blackwell Publishing Asia
2014
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| Online Access: | http://hdl.handle.net/20.500.11937/44047 |
| _version_ | 1848756885805596672 |
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| author | Wilkes-Gillan, Sarah Bundy, A. Cordier, Reinie Lincoln, M. |
| author_facet | Wilkes-Gillan, Sarah Bundy, A. Cordier, Reinie Lincoln, M. |
| author_sort | Wilkes-Gillan, Sarah |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Background/aim: There is a well-documented need for interventions to successfully address the social difficulties of children with attention deficit hyperactivity disorder. This study aimed to further the development of a previously conducted pilot of a play-based intervention. To achieve this, children’s social play outcomes pre–post and 18-month following the intervention were examined by raters unaware of the study’s purpose. Additionally, parents’ experiences of the intervention were explored. Methods: Participants included five children with attention deficit hyperactivity disorder who had participated in a play-based intervention and their typically developing playmates; parents of children with attention deficit hyperactivity disorder also participated. Children and their playmates attended an 18-month follow-up play session and parents participated in semi-structured interviews. The Test of Playfulness was used to measure children’s play outcomes in the context of social play with a peer, pre–post and 18-months following the intervention. Wilcoxon signed-ranks (Z) and Cohen’s-d were used to measure effect. Thematic analysis was used to analyse reoccurring themes from parents’ interviews.Results: Children’s social play outcomes improved pre–post intervention (Z = 2.02; P = 0.04; d = 1.6) and were maintained 18-month post intervention (Z = 0.14; P = 0.89; d = -0.4). Core themes included: the intervention as an enjoyable experience, a common language for talking about play/social interactions, an observable change in children’s skills, transference of skills and the need for support to refresh learnt lessons over time. Conclusions: The intervention demonstrated preliminary and long-term efficacy in developing the social play skills of children with attention deficit hyperactivity disorder. Further research is required to optimise intervention feasibility and parent involvement prior to conducting a large-scale research. |
| first_indexed | 2025-11-14T09:19:19Z |
| format | Journal Article |
| id | curtin-20.500.11937-44047 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:19:19Z |
| publishDate | 2014 |
| publisher | Wiley-Blackwell Publishing Asia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-440472017-09-13T14:03:55Z Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder Wilkes-Gillan, Sarah Bundy, A. Cordier, Reinie Lincoln, M. research related social skills psycho-social intervention development evidence-based practice programme evaluation Background/aim: There is a well-documented need for interventions to successfully address the social difficulties of children with attention deficit hyperactivity disorder. This study aimed to further the development of a previously conducted pilot of a play-based intervention. To achieve this, children’s social play outcomes pre–post and 18-month following the intervention were examined by raters unaware of the study’s purpose. Additionally, parents’ experiences of the intervention were explored. Methods: Participants included five children with attention deficit hyperactivity disorder who had participated in a play-based intervention and their typically developing playmates; parents of children with attention deficit hyperactivity disorder also participated. Children and their playmates attended an 18-month follow-up play session and parents participated in semi-structured interviews. The Test of Playfulness was used to measure children’s play outcomes in the context of social play with a peer, pre–post and 18-months following the intervention. Wilcoxon signed-ranks (Z) and Cohen’s-d were used to measure effect. Thematic analysis was used to analyse reoccurring themes from parents’ interviews.Results: Children’s social play outcomes improved pre–post intervention (Z = 2.02; P = 0.04; d = 1.6) and were maintained 18-month post intervention (Z = 0.14; P = 0.89; d = -0.4). Core themes included: the intervention as an enjoyable experience, a common language for talking about play/social interactions, an observable change in children’s skills, transference of skills and the need for support to refresh learnt lessons over time. Conclusions: The intervention demonstrated preliminary and long-term efficacy in developing the social play skills of children with attention deficit hyperactivity disorder. Further research is required to optimise intervention feasibility and parent involvement prior to conducting a large-scale research. 2014 Journal Article http://hdl.handle.net/20.500.11937/44047 10.1111/1440-1630.12124 Wiley-Blackwell Publishing Asia restricted |
| spellingShingle | research related social skills psycho-social intervention development evidence-based practice programme evaluation Wilkes-Gillan, Sarah Bundy, A. Cordier, Reinie Lincoln, M. Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder |
| title | Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder |
| title_full | Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder |
| title_fullStr | Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder |
| title_full_unstemmed | Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder |
| title_short | Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder |
| title_sort | eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder |
| topic | research related social skills psycho-social intervention development evidence-based practice programme evaluation |
| url | http://hdl.handle.net/20.500.11937/44047 |