چکیده (انگلیسی):

Introduction: Many children with attention deficit
hyperactivity disorder (ADHD) have serious social and
peer difficulties that can lead to adverse outcomes in adolescence
and adulthood. To date, psychosocial treatments have
produced poor outcomes in reducing social impairments
commonly associated with ADHD. This study aimed to
examine the efficacy of a new intervention designed to
improve the play and social skills of children with ADHD
and their playmates within the natural context of play.
Methods: Participants included children (aged 5–11
years) diagnosed with ADHD, age-matched typically developing
playmates (n = 14⁄ group) and parents of children
with ADHD. The intervention involved seven weekly
video-recorded free-play sessions; video feed-forward ⁄
feedback and therapist- and peer-modelling were used to
promote social play. The Test of Playfulness was used as a
pre- ⁄ post-test measure. Data were subjected to Rasch analysis
to calculate measure scores on interval level; dependant
sample t-test and Cohen-d calculations were used to measure
effect.
Results: A dependant samples t-test revealed that both
children with ADHD (t = 8.1; d.f. = 13; P < 0.01) and
their playmates (t = 6.9; d.f. = 13; P < 0.01) improved in
their social play. Results demonstrated a large effect in
improving the social play of children with ADHD
(d = 1.5) and their playmates (d = 1.3).
Discussion: Results support the use of play, video feedforward
⁄ feedback techniques, therapist- and peer-modelling
and parent involvement as an effective means to develop
the social play skills of children with ADHD. Further
larger-scale research is required.