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    The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates

    Access Status
    Fulltext not available
    Authors
    Wilkes-Gillan, S.
    Cantrill, A.
    Cordier, Reinie
    Barnes, G.
    Hancock, N.
    Bundy, A.
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Wilkes-Gillan, S. and Cantrill, A. and Cordier, R. and Barnes, G. and Hancock, N. and Bundy, A. 2017. The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates. British Journal of Occupational Therapy. 80 (4): pp. 196-207.
    Source Title
    British Journal of Occupational Therapy
    DOI
    10.1177/0308022617692819
    ISSN
    0308-0226
    School
    School of Occupational Therapy and Social Work
    URI
    http://hdl.handle.net/20.500.11937/53910
    Collection
    • Curtin Research Publications
    Abstract

    Introduction: We investigated child outcomes and mothers' perspectives following technology-based intervention sessions aimed at improving children's social play skills. Method: Participants in this multiple case study included five children with attention deficit hyperactivity disorder, their mothers and five typically developing playmates, who had completed a parent-delivered play-based intervention 18 months previously. The initial intervention included the use of a technology-based interactive DVD at home and clinic-based sessions involving video-modelling. In this study, children received two additional technology-based clinic sessions involving video-modelling. Children's social play skills were measured pre- to post-intervention using the Test of Playfulness. Trends in scores were descriptively analysed by case. Mothers' perspectives were explored through semi-structured interviews; data were descriptively analysed by group and case. Results: Two children with attention deficit hyperactivity disorder showed an increase in their social play skills, and three a decrease in skills. Of the playmates, three showed consistent social play skills, one an increase and one a decrease. Qualitative findings suggest parents felt better able to support their child. Parents also suggested next steps for the intervention were necessary as their child continued to develop. Conclusion: Additional intervention support using technology after initial intervention may need to be adapted to different developmental stages and for use across different contexts.

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