A systematic review of play-based interventions for students with ADHD: implications for school-based occupational therapists

ABSTRACT

The results are presented from a systematic review of the literature that examined findings of published studies about play-based interventions for children and youth with ADHD. Guided by the research question, “What is the current status of evidence for using play-based interventions to improve outcomes for students with ADHD?,” this study evaluated methodological quality using the quality indicators developed by the Council for Exceptional Children (CEC). Although findings suggest that play-based interventions for students with ADHD cannot be considered an evidence-based practice, it does appear to be a promising practice. Future research and implications for school-based occupational therapists are shared.

KEYWORDS:

• Occupational therapy
• attention deficit disorder with hyperactivity
• play

Conflicts of interest

The authors reported they had no conflicts of interest related to this study or its publication.