The pragmatic language, communication skills, parent-child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention
| Autor: | Sarah Wilkes-Gillan, Alycia Cantrill, Reinie Cordier, Lauren Parsons, Cally Smith |
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| Rok vydání: | 2016 |
| Předmět: |
Male
Parents 030506 rehabilitation education peer interactions pragmatic language behavioral disciplines and activities Peer Group Developmental psychology Social Skills 03 medical and health sciences Developmental Neuroscience mental disorders medicine Attention deficit hyperactivity disorder Humans 0501 psychology and cognitive sciences Social play Parent-Child Relations Child Peer interaction Verbal Behavior Communication 05 social sciences Rehabilitation General Medicine medicine.disease Play Therapy Attention Deficit Disorder with Hyperactivity Pediatrics Perinatology and Child Health social interactions Observational study Female Norm (social) Communication skills 0305 other medical science Psychology Normative sample 050104 developmental & child psychology |
| Zdroj: | Developmental neurorehabilitation. 20(5) |
| ISSN: | 1751-8431 |
| Popis: | Objective: This study examined the communication skills, pragmatic language, parent–child relationships, and attention deficit hyperactivity disorder (ADHD) symptoms of children with ADHD and their playmates 18-months after a pilot parent-delivered intervention for improving social play skills and pragmatic language. Methods: Participants were five children with ADHD, their parents, and five typically-developing playmates. Outcomes were measured immediately post and 18-months following the intervention. Parent-rated norm-based assessments and an observational measure were used. Differences within and between the ADHD and playmate groups were examined. Results: Children maintained all skills gained 18-months following the intervention. Compared to a normative sample, children with ADHD remained below the average range on aspects of communication skills, parent–child relationships, and ADHD symptom levels 18-months following intervention. Conclusions: After intervention, children with ADHD still experienced pragmatic language skills below those of their peers on norm-based assessments that measure their skills across contexts. School-based interventions are needed to facilitate ongoing skill development and generalization. |
| Databáze: | OpenAIRE |
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