TY - JOUR
T1 - A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD
T2 - Outcomes of the typically-developing playmates
AU - Wilkes-Gillan, Sarah
AU - Cordier, Reinie
AU - Bundy, Anita
AU - Lincoln, Michelle
AU - Chen, Yu Wei
AU - Parsons, Lauren
AU - Cantrill, Alycia
N1 - Publisher Copyright:
© 2022 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.
PY - 2022/10
Y1 - 2022/10
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85140855371&partnerID=8YFLogxK
U2 - 10.1371/journal.pone.0276444
DO - 10.1371/journal.pone.0276444
M3 - Article
C2 - 36282854
AN - SCOPUS:85140855371
SN - 1932-6203
VL - 17
SP - 1
EP - 16
JO - PLoS One
JF - PLoS One
IS - 10 October
M1 - e0276444
ER -