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
dc.contributor.author | Wilkes-Gillan, S. | |
dc.contributor.author | Cantrill, A. | |
dc.contributor.author | Parsons, L. | |
dc.contributor.author | Smith, C. | |
dc.contributor.author | Cordier, Reinie | |
dc.date.accessioned | 2017-01-30T11:08:46Z | |
dc.date.available | 2017-01-30T11:08:46Z | |
dc.date.created | 2016-09-01T19:30:15Z | |
dc.date.issued | 2016 | |
dc.identifier.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. | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/8790 | |
dc.identifier.doi | 10.1080/17518423.2016.1188861 | |
dc.description.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. | |
dc.publisher | Informa Healthcare | |
dc.title | 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 | |
dc.type | Journal Article | |
dcterms.source.volume | TBA | |
dcterms.source.startPage | 1 | |
dcterms.source.endPage | 6 | |
dcterms.source.issn | 1751-8423 | |
dcterms.source.title | Developmental Neurorehabilitation | |
curtin.department | School of Occupational Therapy and Social Work | |
curtin.accessStatus | Fulltext not available |
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