Cordier Reinie, Bundy Anita, Hocking Clare, Einfeld Stewart
Faculty of Health Sciences, The University of Sydney, Sydney, New South Wales, Australia.
Aust Occup Ther J. 2009 Oct;56(5):332-40. doi: 10.1111/j.1440-1630.2009.00796.x.
BACKGROUND/AIM: The importance of play in the social development of children is undisputed. Even though children with attention-deficit hyperactivity disorder (ADHD) experience serious social problems, there is limited research on their play. By integrating literature on ADHD with literature on play, we can postulate how play is influenced by the characteristics of ADHD. These postulations enabled us to propose a theoretical model (proposed model) to depict the interactive process between the characteristics of ADHD and factors that promote play. This paper presents the revised model and principles for intervention based on the results of a study investigating the play of children with ADHD (reported elsewhere).
We tested the proposed model in a study comparing two groups of children (n = 350) between the ages of 5 and 11 years. One group consisted of children diagnosed with ADHD (n = 112) paired with playmates (n = 112) who were typically developing; the control group consisted of typically developing children paired with typically developing playmates (n = 126). The Test of Playfulness was administered, and the model was revised in line with the findings.
The findings suggest difficulties in the social play and lack of interpersonal empathy in the play of children with ADHD. We draw on the revised model to propose preliminary principles for play-based interventions for children with ADHD. The principles emphasise the importance of capturing the motivation of children with ADHD, counteracting the effects of lack of interpersonal empathy, and considerations for including playmates in the intervention process.
背景/目的：游戏在儿童社会发展中的重要性是毋庸置疑的。尽管患有注意力缺陷多动障碍（ADHD）的儿童存在严重的社会问题，但针对他们游戏情况的研究却很有限。通过整合关于ADHD的文献和关于游戏的文献，我们可以推测游戏是如何受到ADHD特征影响的。这些推测使我们能够提出一个理论模型（提议模型）来描述ADHD特征与促进游戏的因素之间的互动过程。本文基于一项对ADHD儿童游戏情况的研究结果（已在其他地方报道），呈现了修订后的模型和干预原则。
我们在一项研究中对提议模型进行了测试，该研究比较了两组年龄在5至11岁之间的儿童（n = 350）。一组由被诊断患有ADHD的儿童（n = 112）及其发育正常的玩伴（n = 112）组成；对照组由发育正常的儿童及其发育正常的玩伴（n = 126）组成。我们进行了游戏性测试，并根据研究结果对模型进行了修订。
研究结果表明，ADHD儿童在社交游戏中存在困难，且在游戏中缺乏人际同理心。我们利用修订后的模型为ADHD儿童基于游戏的干预提出了初步原则。这些原则强调了捕捉ADHD儿童动机的重要性，抵消人际同理心缺乏的影响，以及在干预过程中考虑纳入玩伴的因素。
