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 and Alycia Cantrill

PLOS ONE, 2022, vol. 17, issue 10, 1-16

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.

Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0276444

DOI: 10.1371/journal.pone.0276444

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