Child outcomes of a pilot parent-delivered intervention for improving the social play skills of children with ADHD and their playmates

Abstract

Objective: This pilot study examined the effectiveness of a parent-delivered intervention for improving: the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their typically developing playmates and the empathy of children with ADHD. Methods: Participants were children with ADHD and their typically developing playmates (n = 9/group). The intervention was primarily parent-implemented and involved: parent-training, weekly home-modules, three clinic play-sessions, therapist-parent phone consultations and a one-month follow-up. The Test of Playfulness (ToP) was the primary outcome measure. Cohen’s-d and paired sample t-test calculations were used to measure effect. Results: Social play outcomes of children with ADHD improved significantly from: pre- to post-test (t = 3.2; p = 0.02; d = 1.0) and post-test to follow-up intervention (t = 2.7; p = 0.02; d = 1.1). Playmate’s improved significantly from pre- to post-intervention (t = 3.9; p = 0.03; d = 1.2). Children with ADHD improved significantly on 4/7 ToP empathy items (t = 2.31–3.16; p = 0.02). Conclusion: The intervention successfully improved the social play skills of children with ADHD and their playmates.

• Dyadic friendships
• parent involvement
• peer involvement
• social skills

Acknowledgements

We extend our gratitude to the participating families and students who assisted in the development of ‘The Ultimate Guide to Making Friends’ resource. We would also like to acknowledge the Australian Government for the Australian Postgraduate Award scholarship and Mosman Rotary Club for providing financial assistance.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this paper.