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    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

    Access Status
    Fulltext not available
    Authors
    Wilkes-Gillan, S.
    Cantrill, A.
    Parsons, L.
    Smith, C.
    Cordier, Reinie
    Date
    2016
    Type
    Journal Article
    
    Metadata
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    Citation
    Wilkes-Gillan, S. and Cantrill, A. and Parsons, L. and Smith, C. and Cordier, R. 2016. 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. Developmental Neurorehabilitation. 20 (5): pp. 317-322.
    Source Title
    Developmental Neurorehabilitation
    DOI
    10.1080/17518423.2016.1188861
    ISSN
    1751-8423
    School
    School of Occupational Therapy and Social Work
    URI
    http://hdl.handle.net/20.500.11937/8790
    Collection
    • Curtin Research Publications
    Abstract

    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 after a pilot parent-delivered intervention for improving social play skills and pragmatic language. Methods: Participants were five children with ADHD, their parents, and five typically-developing playmates. Outcomes were measured immediately post and 18-months following the intervention. Parent-rated norm-based assessments and an observational measure were used. Differences within and between the ADHD and playmate groups were examined. Results: Children maintained all skills gained 18-months following the intervention. Compared to a normative sample, children with ADHD remained below the average range on aspects of communication skills, parent–child relationships, and ADHD symptom levels 18-months following intervention. Conclusions: After intervention, children with ADHD still experienced pragmatic language skills below those of their peers on norm-based assessments that measure their skills across contexts. School-based interventions are needed to facilitate ongoing skill development and generalization.

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