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

doi:10.1371/journal.pone.0276444

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

Health Research Institute

Research output: Contribution to journal › Article › peer-review

6 Citations (Scopus)

55 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 language	English
Article number	e0276444
Pages (from-to)	1-16
Number of pages	16
Journal	PLoS One
Volume	17
Issue number	10 October
DOIs	https://doi.org/10.1371/journal.pone.0276444
Publication status	Published - Oct 2022

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Wilkes-Gillan, S., Cordier, R., Bundy, A., Lincoln, M., Chen, Y. W., Parsons, L., & Cantrill, A. (2022). 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. PLoS One, 17(10 October), 1-16. Article e0276444. https://doi.org/10.1371/journal.pone.0276444

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title = "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",

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{\textquoteright} (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.",

author = "Sarah Wilkes-Gillan and Reinie Cordier and Anita Bundy and Michelle Lincoln and Chen, \{Yu Wei\} and Lauren Parsons and Alycia Cantrill",

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Wilkes-Gillan, S, Cordier, R, Bundy, A, Lincoln, M, Chen, YW, Parsons, L & Cantrill, A 2022, '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', PLoS One, vol. 17, no. 10 October, e0276444, pp. 1-16. https://doi.org/10.1371/journal.pone.0276444

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. / Wilkes-Gillan, Sarah; Cordier, Reinie; Bundy, Anita et al.
In: PLoS One, Vol. 17, No. 10 October, e0276444, 10.2022, p. 1-16.

Research output: Contribution to journal › Article › peer-review

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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

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