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

Journal article

Wilkes-Gillan, Sarah, Cantrill, Alycia, Parsons, Lauren, Smith, Cally and Cordier, Reinie. (2017). 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. Developmental Neurorehabilitation. 20(5), pp. 317 - 322. https://doi.org/10.1080/17518423.2016.1188861
AuthorsWilkes-Gillan, Sarah, Cantrill, Alycia, Parsons, Lauren, Smith, Cally and Cordier, Reinie
Abstract

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.

KeywordsCommunication; parents; peer interactions; pragmatic language; social interactions
Year2017
JournalDevelopmental Neurorehabilitation
Journal citation20 (5), pp. 317 - 322
PublisherTaylor & Francis
ISSN1751-8423
Digital Object Identifier (DOI)https://doi.org/10.1080/17518423.2016.1188861
Scopus EID2-s2.0-84975126869
Page range317 - 322
Research GroupSchool of Allied Health
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
EditorsW. Machalicek
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