The pragmatic language, communication skills, parent–child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention
Objective: This study examined the communication skills, pragmatic language, parent–child relationships, and attention deficit hyperactivity disorder (ADHD) symptoms of children with ADHD and their playmates 18-months after a pilot parent-delivered intervention for improving social play skills and p...
| Main Authors: | , , , , |
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| Format: | Journal Article |
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Informa Healthcare
2016
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| Online Access: | http://hdl.handle.net/20.500.11937/8790 |
| _version_ | 1848745762083569664 |
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| author | Wilkes-Gillan, S. Cantrill, A. Parsons, L. Smith, C. Cordier, Reinie |
| author_facet | Wilkes-Gillan, S. Cantrill, A. Parsons, L. Smith, C. Cordier, Reinie |
| author_sort | Wilkes-Gillan, S. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Objective: This study examined the communication skills, pragmatic language, parent–child relationships, and attention deficit hyperactivity disorder (ADHD) symptoms of children with ADHD and their playmates 18-months after a pilot parent-delivered intervention for improving social play skills and pragmatic language. Methods: Participants were five children with ADHD, their parents, and five typically-developing playmates. Outcomes were measured immediately post and 18-months following the intervention. Parent-rated norm-based assessments and an observational measure were used. Differences within and between the ADHD and playmate groups were examined. Results: Children maintained all skills gained 18-months following the intervention. Compared to a normative sample, children with ADHD remained below the average range on aspects of communication skills, parent–child relationships, and ADHD symptom levels 18-months following intervention. Conclusions: After intervention, children with ADHD still experienced pragmatic language skills below those of their peers on norm-based assessments that measure their skills across contexts. School-based interventions are needed to facilitate ongoing skill development and generalization. |
| first_indexed | 2025-11-14T06:22:30Z |
| format | Journal Article |
| id | curtin-20.500.11937-8790 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:22:30Z |
| publishDate | 2016 |
| publisher | Informa Healthcare |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-87902017-09-13T16:09:22Z The pragmatic language, communication skills, parent–child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention Wilkes-Gillan, S. Cantrill, A. Parsons, L. Smith, C. Cordier, Reinie Objective: This study examined the communication skills, pragmatic language, parent–child relationships, and attention deficit hyperactivity disorder (ADHD) symptoms of children with ADHD and their playmates 18-months after a pilot parent-delivered intervention for improving social play skills and pragmatic language. Methods: Participants were five children with ADHD, their parents, and five typically-developing playmates. Outcomes were measured immediately post and 18-months following the intervention. Parent-rated norm-based assessments and an observational measure were used. Differences within and between the ADHD and playmate groups were examined. Results: Children maintained all skills gained 18-months following the intervention. Compared to a normative sample, children with ADHD remained below the average range on aspects of communication skills, parent–child relationships, and ADHD symptom levels 18-months following intervention. Conclusions: After intervention, children with ADHD still experienced pragmatic language skills below those of their peers on norm-based assessments that measure their skills across contexts. School-based interventions are needed to facilitate ongoing skill development and generalization. 2016 Journal Article http://hdl.handle.net/20.500.11937/8790 10.1080/17518423.2016.1188861 Informa Healthcare restricted |
| spellingShingle | Wilkes-Gillan, S. Cantrill, A. Parsons, L. Smith, C. Cordier, Reinie The pragmatic language, communication skills, parent–child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention |
| title | The pragmatic language, communication skills, parent–child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention |
| title_full | The pragmatic language, communication skills, parent–child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention |
| title_fullStr | The pragmatic language, communication skills, parent–child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention |
| title_full_unstemmed | The pragmatic language, communication skills, parent–child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention |
| title_short | The pragmatic language, communication skills, parent–child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention |
| title_sort | pragmatic language, communication skills, parent–child relationships, and symptoms of children with adhd and their playmates 18-months after a parent-delivered play-based intervention |
| url | http://hdl.handle.net/20.500.11937/8790 |