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A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD: Outcomes of the typically-developing playmates

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  • Sarah Wilkes-Gillan
  • Reinie Cordier
  • Anita Bundy
  • Michelle Lincoln
  • Yu-Wei Chen
  • Lauren Parsons
  • Alycia Cantrill

Abstract

To examine the effectiveness of a play-based intervention for improving social play skills of typically-developing playmates of children with ADHD. Children (5–11 years) were randomised to an intervention (n = 15) or waitlisted control group (n = 14). The Test of Playfulness was scored by a blinded rater. Between-group statistics compared the change of the intervention (10-week intervention) and waitlisted control (10-week wait) groups. Change in the intervention group following intervention was significantly greater than the change in the waitlisted control group. When combining data from the groups, playmates’ (n = 29) mean ToP scores improved significantly following intervention, with a large effect pre- to post-intervention and pre-intervention to follow-up. Typically-developing playmates of children with ADHD benefited from participation in a peer-mediated intervention.

Suggested Citation

  • Sarah Wilkes-Gillan & Reinie Cordier & Anita Bundy & Michelle Lincoln & Yu-Wei Chen & Lauren Parsons & Alycia Cantrill, 2022. "A pairwise randomised controlled trial of a peer-mediated play-based intervention to improve the social play skills of children with ADHD: Outcomes of the typically-developing playmates," PLOS ONE, Public Library of Science, vol. 17(10), pages 1-16, October.
    • Handle: RePEc:plo:pone00:0276444
    DOI: 10.1371/journal.pone.0276444
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