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
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, t...
| Main Authors: | , , , , , |
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| Format: | Journal Article |
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The College of Occupational Therapists - UK
2017
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| Online Access: | http://hdl.handle.net/20.500.11937/53910 |
| _version_ | 1848759257097306112 |
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| author | Wilkes-Gillan, S. Cantrill, A. Cordier, Reinie Barnes, G. Hancock, N. Bundy, A. |
| author_facet | Wilkes-Gillan, S. Cantrill, A. Cordier, Reinie Barnes, G. Hancock, N. Bundy, A. |
| author_sort | Wilkes-Gillan, S. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T09:57:00Z |
| format | Journal Article |
| id | curtin-20.500.11937-53910 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:57:00Z |
| publishDate | 2017 |
| publisher | The College of Occupational Therapists - UK |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-539102017-10-23T06:18:40Z 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 Wilkes-Gillan, S. Cantrill, A. Cordier, Reinie Barnes, G. Hancock, N. Bundy, A. 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. 2017 Journal Article http://hdl.handle.net/20.500.11937/53910 10.1177/0308022617692819 The College of Occupational Therapists - UK restricted |
| spellingShingle | Wilkes-Gillan, S. Cantrill, A. Cordier, Reinie Barnes, G. Hancock, N. Bundy, A. 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 |
| title | 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 |
| title_full | 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 |
| title_fullStr | 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 |
| title_full_unstemmed | 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 |
| title_short | 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 |
| title_sort | use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (adhd) and their playmates |
| url | http://hdl.handle.net/20.500.11937/53910 |