一项由家长实施的试点干预措施对改善多动症儿童及其玩伴社交游戏技能的儿童结局。
Child outcomes of a pilot parent-delivered intervention for improving the social play skills of children with ADHD and their playmates.
作者信息
Wilkes-Gillan Sarah, Bundy Anita, Cordier Reinie, Lincoln Michelle
机构信息
a Faculty of Health Sciences , The University of Sydney , Sydney , NSW , Australia and.
b School of Occupational Therapy and Social Work, Curtin University , Perth , Western Australia , Australia.
出版信息
Dev Neurorehabil. 2016 Aug;19(4):238-45. doi: 10.3109/17518423.2014.948639. Epub 2014 Sep 2.
OBJECTIVE
This pilot study examined the effectiveness of a parent-delivered intervention for improving: the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their typically developing playmates and the empathy of children with ADHD.
METHODS
Participants were children with ADHD and their typically developing playmates (n = 9/group). The intervention was primarily parent-implemented and involved: parent-training, weekly home-modules, three clinic play-sessions, therapist-parent phone consultations and a one-month follow-up. The Test of Playfulness (ToP) was the primary outcome measure. Cohen's-d and paired sample t-test calculations were used to measure effect.
RESULTS
Social play outcomes of children with ADHD improved significantly from: pre- to post-test (t = 3.2; p = 0.02; d = 1.0) and post-test to follow-up intervention (t = 2.7; p = 0.02; d = 1.1). Playmate's improved significantly from pre- to post-intervention (t = 3.9; p = 0.03; d = 1.2). Children with ADHD improved significantly on 4/7 ToP empathy items (t = 2.31-3.16; p = 0.02).
CONCLUSION
The intervention successfully improved the social play skills of children with ADHD and their playmates.
目的
本试点研究考察了一项由家长实施的干预措施在改善以下方面的有效性：注意缺陷多动障碍（ADHD）儿童及其发育正常的玩伴的社交游戏技能，以及ADHD儿童的同理心。
方法
参与者为ADHD儿童及其发育正常的玩伴（每组n = 9）。干预主要由家长实施，包括：家长培训、每周的家庭模块、三次诊所游戏环节、治疗师与家长的电话咨询以及为期一个月的随访。游戏性测试（ToP）是主要的结局指标。采用科恩d值和配对样本t检验计算来衡量效果。
结果
ADHD儿童的社交游戏结果从测试前到测试后有显著改善（t = 3.2；p = 0.02；d = 1.0），从测试后到随访干预也有显著改善（t = 2.7；p = 0.02；d = 1.1）。玩伴在干预前到干预后的表现有显著改善（t = 3.9；p = 0.03；d = 1.2）。ADHD儿童在ToP同理心项目中的7项中有4项有显著改善（t = 2.31 - 3.16；p = 0.02）。
结论
该干预成功改善了ADHD儿童及其玩伴的社交游戏技能。
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