A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD: Outcomes of the typically-developing playmates

被引：2
|
作者：
Wilkes-Gillan, Sarah [1 ]
Cordier, Reinie [2 ,3 ]
Bundy, Anita [4 ]
Lincoln, Michelle [5 ]
Chen, Yu-Wei A. [1 ]
Parsons, Lauren A. [3 ]
Cantrill, Alycia A. [1 ]
机构：
[1] Univ Sydney, Fac Med & Hlth, Sch Hlth Sci, Sydney, NSW, Australia
[2] Univ Northumbria, Fac Hlth & Life Sci, Dept Social Work Educ & Community Wellbeing, Newcastle Upon Tyne, England
[3] Curtin Univ, Fac Hlth Sci, Curtin Sch Allied Hlth, Perth, WA, Australia
[4] Colorado State Univ, Coll Hlth & Human Sci, Dept Occupat Therapy, Ft Collins, CO USA
[5] Univ Canberra, Fac Hlth, Canberra, ACT, Australia
来源：
PLOS ONE | 2022年 / 17卷 / 10期
关键词：
ATTENTION; FRIENDSHIPS; DISORDER; AUTISM;
D O I：
10.1371/journal.pone.0276444
中图分类号：
O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];
学科分类号：
07 ; 0710 ; 09 ;
摘要：
To examine the effectiveness of a play-based intervention for improving social play skills of typically-developing playmates of children with ADHD. Children (5-11 years) were randomised to an intervention (n = 15) or waitlisted control group (n = 14). The Test of Playfulness was scored by a blinded rater. Between-group statistics compared the change of the intervention (10-week intervention) and waitlisted control (10-week wait) groups. Change in the intervention group following intervention was significantly greater than the change in the waitlisted control group. When combining data from the groups, playmates' (n = 29) mean ToP scores improved significantly following intervention, with a large effect pre- to post-intervention and pre-intervention to follow-up. Typically-developing playmates of children with ADHD benefited from participation in a peer-mediated intervention.
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页数：16
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