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    Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based intervention

    Access Status
    Open access via publisher
    Authors
    Cordier, Reinie
    Munro, N.
    Wilkes-Gillan, S.
    Ling, L.
    Docking, K.
    Pearce, W.
    Date
    2016
    Type
    Journal Article
    
    Metadata
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    Citation
    Cordier, R. and Munro, N. and Wilkes-Gillan, S. and Ling, L. and Docking, K. and Pearce, W. 2016. Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based intervention. Australian Occupational Therapy Journal. 64 (1): pp. 11-23.
    Source Title
    Australian Occupational Therapy Journal
    DOI
    10.1111/1440-1630.12299
    ISSN
    0045-0766
    School
    School of Occupational Therapy and Social Work
    URI
    http://hdl.handle.net/20.500.11937/12775
    Collection
    • Curtin Research Publications
    Abstract

    Background/aim: Children with attention deficit hyperactivity disorder (ADHD) often present with pragmatic language deficits and difficulties with peer-peer friendships. Parents and typically developing peers (TDPs) may be able to assist via parent and peer-mediated intervention approaches when adequately supported by trained adult facilitators. This study investigated whether a parent-delivered play-based intervention supported by occupational therapists and speech language pathologists was feasible and improved the pragmatic language skills of children with ADHD and their TDPs. Methods: Nine children with ADHD paired with nine TDPs (mean age = 8.2 years) participated. The seven-week intervention was delivered by parents of children with ADHD at their home and consisted of weekly assigned home-based modules, supported play-dates between the pairs of children and supplemented by three clinic visits. Parent adherence to intervention activity was monitored on a weekly basis. Blinded ratings of observed peer-peer play interactions were used to detect changes in pragmatic language from pre-post intervention and one month follow-up using the Pragmatic Observation Measure (POM). Results: All parents reported completing the seven weekly home-based modules and attended all clinic visits. Significant improvements in observed pragmatic language skills were found from pre-follow-up for both the ADHD and TDP children and pre-post for the ADHD children. Conclusion: The preliminary findings suggest that using parents to facilitate their child's pragmatic language skills was a feasible intervention approach with parents acting as agents of change to improve the pragmatic language of their children. This exploratory study identifies the need for further large-scale research to address the pragmatic language skills of children with ADHD using parent-delivery in a play-based, peer-peer context.

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    • Examining the language skills of children with ADHD following a play-based intervention
      Docking, K.; Munro, N.; Cordier, Reinie; Ellis, P. (2013)
      Communication and play skills are important aspects of development yet are largely uncharted inchildren with attention deficit hyperactivity disorder (ADHD). This exploratory study examinedwhether changes in pragmatic ...
    • 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
      Wilkes-Gillan, S.; Cantrill, A.; Parsons, L.; Smith, C.; Cordier, Reinie (2016)
      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 ...
    • The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions
      Cordier, Reinie; Munro, N.; Wilkes-Gillan, S.; Docking, K. (2013)
      Children with Attention Deficit Hyperactivity Disorder (ADHD) commonly experience significant pragmatic language deficits which put them at risk of developing emotional and social difficulties. This study aimed to examine ...
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