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
Journal article
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
Authors | Wilkes-Gillan, Sarah, Cantrill, Alycia, Cordier, Reinie, Barnes, Gabrielle, Hancock, Nicola and Bundy, Anita |
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Abstract | Introduction: We investigated child outcomes and mothers' perspectives following technology-based intervention sessions aimed at improving children's social play skills. Method: Participants in this multiple case study included five children with attention deficit hyperactivity disorder, their mothers and five typically developing playmates, who had completed a parent-delivered play-based intervention 18 months previously. The initial intervention included the use of a technology-based interactive DVD at home and clinic-based sessions involving video-modelling. In this study, children received two additional technology-based clinic sessions involving video-modelling. Children's social play skills were measured pre- to post-intervention using the Test of Playfulness. Trends in scores were descriptively analysed by case. Mothers' perspectives were explored through semi-structured interviews; data were descriptively analysed by group and case. Results: Two children with attention deficit hyperactivity disorder showed an increase in their social play skills, and three a decrease in skills. Of the playmates, three showed consistent social play skills, one an increase and one a decrease. Qualitative findings suggest parents felt better able to support their child. Parents also suggested next steps for the intervention were necessary as their child continued to develop. Conclusion: Additional intervention support using technology after initial intervention may need to be adapted to different developmental stages and for use across different contexts. |
Keywords | parent involvement; peer involvement; social skills; technology; video-modelling |
Year | 2017 |
Journal | British Journal of Occupational Therapy |
Journal citation | 80 (4), pp. 196 - 207 |
Publisher | Sage Publications Ltd. |
ISSN | 0308-0226 |
Digital Object Identifier (DOI) | https://doi.org/10.1177/0308022617692819 |
Scopus EID | 2-s2.0-85018250884 |
Page range | 196 - 207 |
Research Group | School of Allied Health |
Publisher's version | File Access Level Controlled |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/8v5q2/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
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