A randomised controlled trial of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder (ADHD)

Journal article


Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie, Lincoln, Michelle and Chen, Yu-Wei. (2016) A randomised controlled trial of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder (ADHD). PLoS ONE. 11(8), pp. 1 - 22. https://doi.org/10.1371/journal.pone.0160558
AuthorsWilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie, Lincoln, Michelle and Chen, Yu-Wei
Abstract

There is a need for effective interventions to address the social difficulties of children with ADHD. This randomised controlled trial examined the effectiveness of a play-based intervention for improving the social play skills of children with ADHD in peer-to-peer interactions. Children with ADHD (5 to 11 years) were randomised to an intervention-first (n = 15) or waitlist control-first group (n = 14). Participants allocated to the control-first group received the intervention after a 10-week wait period. Children invited a typically-developing playmate and parents of children with ADHD participated. The intervention involved: six clinic play-sessions, weekly home-modules and a one-month home follow up. The Test of Playfulness (ToP) was scored by a blinded rater. Parent reported treatment adherence was used to assess treatment fidelity. Between group statistics were used to compare the change of the intervention-first (10-week intervention period) and control-first (10-week wait period) groups. Once all children had received the intervention, repeated measures ANOVA, post hoc Least Significance Difference tests and Cohen’s-d were used to measure effect. Changes in ToP social items were analysed using Friedman’s ANOVA. Linear regression analyses were used to identify variables that predicted change. The control-first group did not change during the wait period. The change in the intervention-first group was significantly greater than the change in the control-first group (during the wait period). When the data from the two groups were combined, the mean ToP scores of the children with ADHD (n = 29) improved significantly following the intervention, with a large effect from pre to post intervention and from pre intervention to follow up. Children maintained treatment gains at follow up. All ToP social items improved significantly following the intervention. The findings support the use of play involving parent and peer mediated components to enhance the social play skills of children with ADHD.

Year2016
JournalPLoS ONE
Journal citation11 (8), pp. 1 - 22
PublisherPublic Library of Science
ISSN1932-6203
Digital Object Identifier (DOI)https://doi.org/10.1371/journal.pone.0160558
Scopus EID2-s2.0-84984919849
Open accessOpen access
Page range1 - 22
Research GroupSchool of Allied Health
Publisher's version
License
Additional information

© 2016 Wilkes-Gillan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Place of publicationUnited States of America
Permalink -

https://acuresearchbank.acu.edu.au/item/88163/a-randomised-controlled-trial-of-a-play-based-intervention-to-improve-the-social-play-skills-of-children-with-attention-deficit-hyperactivity-disorder-adhd

Download files

  • 2
    total views
  • 2
    total downloads
  • 1
    views this month
  • 1
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Can I join in? Multiple case study investigation of play performance generalisation for children with autism spectrum disorder from dyad to triad
Kent, Cally, Cordier, Reinie, Joosten, Annette, Wilkes-Gillan, Sarah and Bundy, Anita. (2020) Can I join in? Multiple case study investigation of play performance generalisation for children with autism spectrum disorder from dyad to triad. Australian Occupational Therapy Journal. 67(3), pp. 199 - 209. https://doi.org/10.1111/1440-1630.12635
Applying Item Response Theory (IRT) modeling to an observational measure of childhood pragmatics: The Pragmatics Observational Measure-2
Cordier, Reinie, Munro, Natalie, Wilkes-Gillan, Sarah, Speyer, Renee, Parsons, Lauren and Joosten, Annette. (2019) Applying Item Response Theory (IRT) modeling to an observational measure of childhood pragmatics: The Pragmatics Observational Measure-2. Frontiers in Psychology. 10(408), pp. 1 - 17. https://doi.org/10.3389/fpsyg.2019.00408
The play skills of children with high-functioning autism spectrum disorder in peer-to-peer interactions with their classmates: A multiple case study design
Vousden, Bethany Anne, Wilkes-Gillan, Sarah, Cordier, Reinie and Froude, Elspeth. (2019) The play skills of children with high-functioning autism spectrum disorder in peer-to-peer interactions with their classmates: A multiple case study design. Australian Occupational Therapy Journal. 66(2), pp. 183 - 192. https://doi.org/10.1111/1440-1630.12530
Peer-mediated intervention to improve play skills in children with autism spectrum disorder: A feasibility study
Kent, Cally, Cordier, Reinie, Joosten, Annette, Wilkes-Gillan, Sarah and Bundy, Anita. (2018) Peer-mediated intervention to improve play skills in children with autism spectrum disorder: A feasibility study. Australian Occupational Therapy Journal. 65(3), pp. 176 - 186. https://doi.org/10.1111/1440-1630.12459
The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates
Wilkes-Gillan, Sarah, Cantrill, Alycia, Cordier, Reinie, Barnes, Gabrielle, Hancock, Nicola and Bundy, Anita. (2017) The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates. British Journal of Occupational Therapy. 80(4), pp. 196 - 207. https://doi.org/10.1177/0308022617692819
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, Sarah, Munro, Natalie, Cordier, Reinie, Cantrill, Alycia and Pearce, Wendy. (2017) 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. American Journal of Occupational Therapy. 71(4), pp. 7104220030p1 - 7104220030p10. https://doi.org/10.5014/ajot.2017.019364
Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based intervention
Cordier, Reinie, Munro, Natalie, Wilkes-Gillan, Sarah, Ling, Lydia, Docking, Kimberley and Pearce, Wendy. (2017) Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based intervention. Australian Occupational Therapy Journal. 64(1), pp. 11 - 23. https://doi.org/10.1111/1440-1630.12299
Validity of the Assistance to Participate Scale with Parents of typically developing Australian children aged three to eight years
Joyce, Kahli Soriah, Bourke-Taylor, Helen and Wilkes-Gillan, Sarah. (2017) Validity of the Assistance to Participate Scale with Parents of typically developing Australian children aged three to eight years. Australian Occupational Therapy Journal. 64(5), pp. 381 - 390. https://doi.org/10.1111/1440-1630.12409
The social play, social skills and parent-child relationships of children with ADHD 12 months following a RCT of a play-based intervention
Barnes, Gabrielle, Wilkes-Gillan, Sarah, Bundy, Anita and Cordier, Reinie. (2017) The social play, social skills and parent-child relationships of children with ADHD 12 months following a RCT of a play-based intervention. Australian Occupational Therapy Journal. 64(6), pp. 457 - 465. https://doi.org/10.1111/1440-1630.12417
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, 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
The measurement of visual ability in children with cerebral palsy: A systematic review
Deramore Denver, Belinda, Froude, Elspeth, Rosenbaum, Peter, Wilkes-Gillan, Sarah and Imms, Christine. (2016) The measurement of visual ability in children with cerebral palsy: A systematic review. Developmental Medicine and Child Neurology. 58(10), pp. 1016 - 1029. https://doi.org/10.1111/dmcn.13139
Technology-based interventions were found to have evidence of effectiveness on a range of outcomes, including social problem solving and facial and emotional processing skills for individuals with autism spectrum disorders
Wilkes-Gillan, Sarah. (2016) Technology-based interventions were found to have evidence of effectiveness on a range of outcomes, including social problem solving and facial and emotional processing skills for individuals with autism spectrum disorders. Australian Occupational Therapy Journal. 63(2), pp. 135 - 136. https://doi.org/10.1111/1440-1630.12274
Measurement of visual ability in children with cerebral palsy: A systematic review
Deramore-Denver, Belinda, Froude, Elspeth Heather, Rosenbaum, Peter Leon, Wilkes-Gillan, Sarah and Imms, Christine. (2016) Measurement of visual ability in children with cerebral palsy: A systematic review. Developmental Medicine and Child Neurology. 58(10), pp. 1016 - 1029. https://doi.org/10.1111/dmcn.13139
Evaluating the psychometric quality of social skills measures: A systematic review
Cordier, Reinie, Speyer, Renee, Chen, Yu-Wei, Wilkes-Gillan, Sarah, Brown, Ted, Bourke-Taylor, Helen, Doma, Kenji and Leicht, Anthony. (2015) Evaluating the psychometric quality of social skills measures: A systematic review. PLoS One (online). 10(7), pp. 1 - 32. https://doi.org/10.1371/journal.pone.0132299
Men's sheds and mentoring programs: Supporting teenage boys' connection with school
Wilson, Nathan J., Cordier, Reinie and Wilkes-Gillan, Sarah. (2014) Men's sheds and mentoring programs: Supporting teenage boys' connection with school. International Journal of Men's Health. 13(2), pp. 92 - 100. https://doi.org/10.3149/jmh.1302.92
Child outcomes of a parent-delivered intervention for improving the social play skills of children with ADHD and their playmates
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014) Child outcomes of a parent-delivered intervention for improving the social play skills of children with ADHD and their playmates. Developmental Neurorehabilitation. https://doi.org/10.3109/17518423.2014.948639
Reliability and validity of the Pragmatics Observational Measure (POM) : A new observational measure of pragmatic language for children
Cordier, Reinie, Munro, Natalie, Wilkes-Gillan, Sarah, Speyer, Renee and Pearce, Wendy. (2014) Reliability and validity of the Pragmatics Observational Measure (POM) : A new observational measure of pragmatic language for children. Research in Developmental Disabilities. 35(7), pp. 1588 - 1598. https://doi.org/10.1016/j.ridd.2014.03.050
A peer-mediated school intervention significantly improved the social skills and playground interactions of children with autism spectrum disorder
Wilkes-Gillan, Sarah. (2014) A peer-mediated school intervention significantly improved the social skills and playground interactions of children with autism spectrum disorder. Australian Occupational Therapy Journal. 61(5), pp. 371 - 372. https://doi.org/10.1111/1440-1630.12159
Evaluating a pilot parent-delivered play-based intervention for children with Attention Deficit Hyperactivity Disorder
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014) Evaluating a pilot parent-delivered play-based intervention for children with Attention Deficit Hyperactivity Disorder. American Journal of Occupational Therapy. 68(6), pp. 700 - 709. https://doi.org/10.5014/ajot.2014.012450
Reliability and validity of the Pragmatics Observational Measure (POM): A new observational measure of pragmatic language for children
Cordier, Reinie, Munro, Natalie, Wilkes-Gillan, Sarah, Speyer, Renee and Pearce, Wendy. (2014) Reliability and validity of the Pragmatics Observational Measure (POM): A new observational measure of pragmatic language for children. Research in Developmental Disabilities. 35(7), pp. 1588 - 1598. https://doi.org/10.1016/j.ridd.2014.03.050
Child outcomes of a pilot parent-delivered intervention for improving the social play skills of children with ADHD and their playmates
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014) Child outcomes of a pilot parent-delivered intervention for improving the social play skills of children with ADHD and their playmates. Developmental Neurorehabilitation. https://doi.org/10.3109/17518423.2014.948639
Piloting the use of experience sampling method to investigate the everyday social experiences of children with asperger syndrome/high functioning autism
Cordier, Reinie, Brown, Nicole, Chen, Yu-wei, Wilkes-Gillan, Sarah and Falkmer, Torbjorn. (2014) Piloting the use of experience sampling method to investigate the everyday social experiences of children with asperger syndrome/high functioning autism. Developmental Neurorehabilitation. https://doi.org/10.3109/17518423.2014.915244
Evaluating a pilot parent-delivered play-based intervention for children with attention deficit hyperactivity disorder
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014) Evaluating a pilot parent-delivered play-based intervention for children with attention deficit hyperactivity disorder. American Journal of Occupational Therapy (online version). 68(6), pp. 700 - 709. https://doi.org/10.5014/ajot.2014.012450
Evaluation of a pilot parent-delivered play-based intervention for children with Attention Deficit Hyperactivity Disorder
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014) Evaluation of a pilot parent-delivered play-based intervention for children with Attention Deficit Hyperactivity Disorder. American Journal of Occupational Therapy. 68(6), pp. 700 - 709. https://doi.org/10.5014/ajot.2014.012450
Eighteen month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014) Eighteen month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder. Australian Occupational Therapy Journal. 61(5), pp. 299 - 307. https://doi.org/10.1111/1440-1630.12124
Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014) Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder. Australian Occupational Therapy Journal. 61(5), pp. 299 - 307. https://doi.org/10.1111/1440-1630.12124
Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014) Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder. Australian Occupational Therapy Journal. 61(5), pp. 299 - 307. https://doi.org/10.1111/1440-1630.12124
Evaluation of a pilot parent-delivered play-based intervention for children with attention deficit hyperactivity disorder
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014) Evaluation of a pilot parent-delivered play-based intervention for children with attention deficit hyperactivity disorder. American Journal of Occupational Therapy. 68(6), pp. 700 - 709. https://doi.org/10.5014/ajot.2014.012450
Piloting the use of experience sampling method to investigate the everyday social experiences of children with asperger syndrome/high functioning autism
Cordier, Reinie, Brown, Nicole, Chen, Yu-Wei, Wilkes-Gillan, Sarah and Falkmer, Torbjorn. (2014) Piloting the use of experience sampling method to investigate the everyday social experiences of children with asperger syndrome/high functioning autism. Developmental Neurorehabilitation. https://doi.org/10.3109/17518423.2014.915244
The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions
Cordier, Reinie, Munro, Natalie, Wilkes-Gillan, Sarah and Docking, Kimberley. (2013) The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions. International Journal of Speech-Language Pathology. 15(4), pp. 416 - 428. https://doi.org/10.3109/17549507.2012.713395
The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions
Cordier, Reinie, Munro, Natalie, Wilkes-Gillan, Sarah and Docking, Kimberley. (2013) The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions. International Journal of Speech-Language Pathology. 15(4), pp. 416 - 428. https://doi.org/10.3109/17549507.2012.713395
A play-based intervention for children with ADHD : A pilot study
Wilkes-Gillan, Sarah, Cordier, Reinie, Bundy, Anita, Docking, Kimberley and Munro, Natalie. (2011) A play-based intervention for children with ADHD : A pilot study. Australian Occupational Therapy Journal. 58(4), pp. 231 - 240. https://doi.org/10.1111/j.1440-1630.2011.00928.x