Child outcomes of a parent-delivered intervention for improving the social play skills of children with ADHD and their playmates

Journal article

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
AuthorsWilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle
Abstract

Objective: This pilot study examined the effectiveness of a parent-delivered intervention for improving: the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their typically developing playmates and the empathy of children with ADHD.

Year2014
JournalDevelopmental Neurorehabilitation
ISSN1751-8423
Digital Object Identifier (DOI)https://doi.org/10.3109/17518423.2014.948639
Page range1 - 8
Research GroupSchool of Allied Health
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/8v186/child-outcomes-of-a-parent-delivered-intervention-for-improving-the-social-play-skills-of-children-with-adhd-and-their-playmates

Log in to edit

Restricted files

Publisher's version

  • 114
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Can we play together? A closer look at the peers of a peer-mediated intervention to improve play in children with autism spectrum disorder
Kent, Cally, Cordier, Reinie, Joosten, Annette, Wilkes-Gillan, Sarah and Bundy, Anita. (2021). Can we play together? A closer look at the peers of a peer-mediated intervention to improve play in children with autism spectrum disorder. Journal of Autism and Developmental Disorders. 50(8), pp. 2860-2873. https://doi.org/10.1007/s10803-020-04387-6
Can I learn to play? Randomized control trial to assess effectiveness of a peer-mediated intervention to improve play in children with autism spectrum disorder
Kent, Cally, Cordier, Reinie, Joosten, Annette, Wilkes-Gillan, Sarah and Bundy, Anita. (2021). Can I learn to play? Randomized control trial to assess effectiveness of a peer-mediated intervention to improve play in children with autism spectrum disorder. Journal of Autism and Developmental Disorders. 51, pp. 1823-1838. https://doi.org/10.1007/s10803-020-04671-5
The effectiveness of protection orders in reducing recidivism in domestic violence : A systematic review and meta-analysis
Cordier, Reinie, Chung, Donna, Wilkes-Gillan, Sarah and Speyer, Renée. (2021). The effectiveness of protection orders in reducing recidivism in domestic violence : A systematic review and meta-analysis. Trauma, Violence, and Abuse. 22(4), pp. 804-828. https://doi.org/10.1177/1524838019882361
A systematic review and meta-analysis of interventions to improve play skills in children with autism spectrum disorder
Kent, Cally, Cordier, Reinie, Joosten, Annette, Wilkes-Gillan, Sarah, Bundy, Anita and Speyer, Renée. (2020). A systematic review and meta-analysis of interventions to improve play skills in children with autism spectrum disorder. Review Journal of Autism and Developmental Disorders. 7(1), pp. 91-118. https://doi.org/10.1007/s40489-019-00181-y
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
Parents' perceptions of the long-term appropriateness of a psychosocial intervention for children with attention deficit hyperactivity disorder
Allan, Nicola, Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Volkert, Anita. (2018). Parents' perceptions of the long-term appropriateness of a psychosocial intervention for children with attention deficit hyperactivity disorder. Australian Occupational Therapy Journal. 65(4), pp. 259-267. https://doi.org/10.1111/1440-1630.12460
Peer inclusion in interventions for children with adhd: A systematic review and meta-analysis
Reinie Cordier, Brandon Vilaysack, Kenji Doma, Sarah Wilkes-Gillan and Renee Speyer. (2018). Peer inclusion in interventions for children with adhd: A systematic review and meta-analysis. BioMed Research International. 2018(7693479), pp. 1-51. https://doi.org/10.1155/2018/7693479
Effects of telehealth by allied health professionals and nurses in rural and remote areas: A systematic review and meta-Analysis
Renee Speyer, Deborah Denman, Bsppath Hons, Sarah Wilkes-Gillan, Yu-Wei Chen, Hans Bogaardt, Jae-Hyun Kim, Dani-Ella Heckathorn and Reinie Cordier. (2018). Effects of telehealth by allied health professionals and nurses in rural and remote areas: A systematic review and meta-Analysis. Journal of Rehabilitation Medicine. 50(3), pp. 225-235. https://doi.org/10.2340/16501977-2297
Video modelling interventions improve social communication skills for individuals with Autism Spectrum Disorder
Kate Laver and Sarah Wilkes-Gillan. (2018). Video modelling interventions improve social communication skills for individuals with Autism Spectrum Disorder. Australian Occupational Therapy Journal. 65(4), pp. 340-341. https://doi.org/10.1111/1440-1630.12505
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
A randomised controlled trial of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder (ADHD)
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
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
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
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