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 article

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
AuthorsKent, Cally, Cordier, Reinie, Joosten, Annette, Wilkes-Gillan, Sarah and Bundy, Anita
Abstract

Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6–11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6–11-year-old children with ASD.

Keywordsautism; play; intervention; video modeling
Year2021
JournalJournal of Autism and Developmental Disorders
Journal citation51, pp. 1823-1838
PublisherSpringer
ISSN0162-3257
Digital Object Identifier (DOI)https://doi.org/10.1007/s10803-020-04671-5
Scopus EID2-s2.0-85090081699
Open accessPublished as green open access
Page range1823-1838
FunderResearch Training Program Scholarship (RTP), Australian Government
Curtin University
Author's accepted manuscript
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All rights reserved
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Open
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File Access Level
Controlled
Output statusPublished
Publication dates
Online01 Sep 2020
Publication process dates
Deposited29 Jun 2021
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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
The experiences of mothers of children with autism: Managing multiple roles
Safe, Anneleise P., Joosten, Annette V. and Molineux, Matthew. (2012). The experiences of mothers of children with autism: Managing multiple roles. Journal of Intellectual and Developmental Disability. 37(4), pp. 294 - 302. https://doi.org/10.3109/13668250.2012.736614
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
The motivation of stereotypic and repetitive Behavior: Examination of construct validity of the Motivation Assessment Scale.
Joosten, Annette and Bundy, Anita. (2008). The motivation of stereotypic and repetitive Behavior: Examination of construct validity of the Motivation Assessment Scale. Journal of Autism and Developmental Disorders. 38(7), pp. 1341 - 1348. https://doi.org/10.1007/s10803-007-0523-9