Department of Special Education, College of Education, Majmaah University, Majmaah 11952, Saudi Arabia.
Department of Psychology, College of Social Sciences, Kuwait University, Kuwait; Department of Educational Psychology, College of Education, Mansoura University, Egypt.
Res Dev Disabil. 2024 Sep;152:104798. doi: 10.1016/j.ridd.2024.104798. Epub 2024 Jul 14.
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental conditions in children, and can profoundly affect their social interactions, well-being, and relationships with parents, peers, and teachers.
This study investigated the effectiveness of a social-play-based intervention programme in reducing ADHD symptoms in a sample of 67 Saudi boys aged 8-10 diagnosed with ADHD.
The programme consisted of ten 60-minute sessions of play-based activities, delivered to the experimental group twice weekly for 5 weeks. The control group followed the usual school curriculum. Teachers and parents completed the Conners' Teacher Rating Scale-Revised: Short Form and Conners' Parent Rating Scale-Revised: Short Form for all participants at pre-test, post-test, and follow-up.
The experimental group showed a significant reduction in ADHD-associated behavioural problems over time, with moderate to large effect sizes. No significant changes over time were found for the control group. The results were maintained at a 2-month follow-up.
We recommend incorporating social-play-based activities and skill training into the school context. Reducing ADHD symptoms may improve children's academic performance and perspective on school.
注意力缺陷多动障碍（ADHD）是儿童中最常见的神经发育障碍之一，会深刻影响他们与父母、同伴和老师的社会互动、幸福感和关系。
本研究调查了一种基于社交游戏的干预方案对 67 名 8-10 岁被诊断为 ADHD 的沙特男孩的 ADHD 症状的疗效。
该方案包括 10 次 60 分钟的基于游戏的活动，每周两次分 5 周提供给实验组。对照组遵循常规的学校课程。在预测试、后测试和随访时，教师和家长均使用康纳斯教师评定量表修订版：短表和康纳斯父母评定量表修订版：短表为所有参与者完成评估。
实验组的 ADHD 相关行为问题随时间显著减少，具有中等到较大的效应量。对照组的时间变化不显著。在 2 个月的随访中，结果仍保持不变。
我们建议将基于社交游戏的活动和技能训练纳入学校环境中。减少 ADHD 症状可能会提高儿童的学业表现和对学校的看法。
