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
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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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Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based interventionCordier, Reinie; Munro, N.; Wilkes-Gillan, S.; Ling, L.; Docking, K.; Pearce, W. (2016)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 ...
The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactionsCordier, 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 ...
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 ...