The social play, social skills and parent–child relationships of children with ADHD 12 months following a RCT of a play-based intervention
© 2017 Occupational Therapy Australia 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 e...
| Main Authors: | , , , |
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| Format: | Journal Article |
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Wiley-Blackwell Publishing Asia
2017
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| Online Access: | http://hdl.handle.net/20.500.11937/63229 |
| _version_ | 1848761029356421120 |
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| author | Barnes, G. Wilkes-Gillan, S. Bundy, A. Cordier, Reinie |
| author_facet | Barnes, G. Wilkes-Gillan, S. Bundy, A. Cordier, Reinie |
| author_sort | Barnes, G. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | © 2017 Occupational Therapy Australia 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. |
| first_indexed | 2025-11-14T10:25:10Z |
| format | Journal Article |
| id | curtin-20.500.11937-63229 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:25:10Z |
| publishDate | 2017 |
| publisher | Wiley-Blackwell Publishing Asia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-632292018-02-06T06:23:52Z The social play, social skills and parent–child relationships of children with ADHD 12 months following a RCT of a play-based intervention Barnes, G. Wilkes-Gillan, S. Bundy, A. Cordier, Reinie © 2017 Occupational Therapy Australia 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. 2017 Journal Article http://hdl.handle.net/20.500.11937/63229 10.1111/1440-1630.12417 Wiley-Blackwell Publishing Asia restricted |
| spellingShingle | Barnes, G. Wilkes-Gillan, S. Bundy, A. Cordier, Reinie The social play, social skills and parent–child relationships of children with ADHD 12 months following a RCT of a play-based intervention |
| title | The social play, social skills and parent–child relationships of children with ADHD 12 months following a RCT of a play-based intervention |
| title_full | The social play, social skills and parent–child relationships of children with ADHD 12 months following a RCT of a play-based intervention |
| title_fullStr | The social play, social skills and parent–child relationships of children with ADHD 12 months following a RCT of a play-based intervention |
| title_full_unstemmed | The social play, social skills and parent–child relationships of children with ADHD 12 months following a RCT of a play-based intervention |
| title_short | The social play, social skills and parent–child relationships of children with ADHD 12 months following a RCT of a play-based intervention |
| title_sort | social play, social skills and parent–child relationships of children with adhd 12 months following a rct of a play-based intervention |
| url | http://hdl.handle.net/20.500.11937/63229 |