Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component
Objective: The pragmatic language outcomes of children with attention deficit hyperactivity disorder (ADHD) were explored across two feasibility studies. Method: Five children with ADHD (ages 6-11 yr), their parents, and 5 typically developing peers completed an assessment 18 mo after a therapist-de...
| Main Authors: | , , , , |
|---|---|
| Format: | Journal Article |
| Published: |
American Occupational Therapy Association, Inc.
2017
|
| Online Access: | http://hdl.handle.net/20.500.11937/59564 |
| _version_ | 1848760514271772672 |
|---|---|
| author | Wilkes-Gillan, S. Munro, N. Cordier, Reinie Cantrill, A. Pearce, W. |
| author_facet | Wilkes-Gillan, S. Munro, N. Cordier, Reinie Cantrill, A. Pearce, W. |
| author_sort | Wilkes-Gillan, S. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Objective: The pragmatic language outcomes of children with attention deficit hyperactivity disorder (ADHD) were explored across two feasibility studies. Method: Five children with ADHD (ages 6-11 yr), their parents, and 5 typically developing peers completed an assessment 18 mo after a therapist-delivered intervention (Study 1). Participants then completed a parent-delivered intervention (Study 2). Blinded ratings of peer-to-peer play interactions documented changes in children's pragmatic language 18 mo after the Study 1 intervention and before, immediately after, and 1 mo after the Study 2 intervention. Nonparametric statistics and Cohen's d were used to measure change. Results: Children's pragmatic language outcomes were maintained 18 mo after the therapist-delivered intervention and significantly improved from before to 1 mo after the parent-delivered intervention. Conclusion: Interventions involving occupational therapist and speech-language pathologist collaboration, play, and parent and peer involvement may facilitate children's pragmatic language skills. |
| first_indexed | 2025-11-14T10:16:59Z |
| format | Journal Article |
| id | curtin-20.500.11937-59564 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:16:59Z |
| publishDate | 2017 |
| publisher | American Occupational Therapy Association, Inc. |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-595642018-04-04T01:12:30Z Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component Wilkes-Gillan, S. Munro, N. Cordier, Reinie Cantrill, A. Pearce, W. Objective: The pragmatic language outcomes of children with attention deficit hyperactivity disorder (ADHD) were explored across two feasibility studies. Method: Five children with ADHD (ages 6-11 yr), their parents, and 5 typically developing peers completed an assessment 18 mo after a therapist-delivered intervention (Study 1). Participants then completed a parent-delivered intervention (Study 2). Blinded ratings of peer-to-peer play interactions documented changes in children's pragmatic language 18 mo after the Study 1 intervention and before, immediately after, and 1 mo after the Study 2 intervention. Nonparametric statistics and Cohen's d were used to measure change. Results: Children's pragmatic language outcomes were maintained 18 mo after the therapist-delivered intervention and significantly improved from before to 1 mo after the parent-delivered intervention. Conclusion: Interventions involving occupational therapist and speech-language pathologist collaboration, play, and parent and peer involvement may facilitate children's pragmatic language skills. 2017 Journal Article http://hdl.handle.net/20.500.11937/59564 10.5014/ajot.2017.019364 American Occupational Therapy Association, Inc. restricted |
| spellingShingle | Wilkes-Gillan, S. Munro, N. Cordier, Reinie Cantrill, A. Pearce, W. Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component |
| title | Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component |
| title_full | Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component |
| title_fullStr | Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component |
| title_full_unstemmed | Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component |
| title_short | Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component |
| title_sort | pragmatic language outcomes of children with attention deficit hyperactivity disorder after therapist- and parent-delivered play-based interventions: two one-group pretest-posttest studies with a longitudinal component |
| url | http://hdl.handle.net/20.500.11937/59564 |