A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD: Outcomes of the typically-developing playmates

Sarah Wilkes-Gillan, Reinie Cordier, Anita Bundy, Michelle Lincoln, Yu Wei Chen, Lauren Parsons, Alycia Cantrill

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    3 Citations (Scopus)
    33 Downloads (Pure)

    Abstract

    To examine the effectiveness of a play-based intervention for improving social play skills of typically-developing playmates of children with ADHD. Children (5–11 years) were randomised to an intervention (n = 15) or waitlisted control group (n = 14). The Test of Playfulness was scored by a blinded rater. Between-group statistics compared the change of the intervention (10-week intervention) and waitlisted control (10-week wait) groups. Change in the intervention group following intervention was significantly greater than the change in the waitlisted control group. When combining data from the groups, playmates’ (n = 29) mean ToP scores improved significantly following intervention, with a large effect pre- to post-intervention and pre-intervention to follow-up. Typically-developing playmates of children with ADHD benefited from participation in a peer-mediated intervention.

    Original languageEnglish
    Article numbere0276444
    Pages (from-to)1-16
    Number of pages16
    JournalPLoS One
    Volume17
    Issue number10 October
    DOIs
    Publication statusPublished - Oct 2022

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