Wilkes-Gillan Sarah, Parsons Lauren, Parsons Dave, Mahoney Natasha, Hancock Nicola, Cordier Reinie, Lincoln Michelle, Chen Yu-Wei Ryan, Bundy Anita
School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia.
Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia.
Aust Occup Ther J. 2024 Dec;71(6):1015-1027. doi: 10.1111/1440-1630.12981. Epub 2024 Jul 20.
A peer-mediated, play-based intervention has been developed to address social participation challenges experienced by children with ADHD. To facilitate implementation into clinical practice, interventions should be evaluated for appropriateness to the end-user, as well as effectiveness. Previous research demonstrated the approach is effective for improving children's social play skills. This study aimed to evaluate the appropriateness of the intervention for children with ADHD and their families.
Parents of children with ADHD who participated in the play-based intervention were interviewed 1 month after completion. Parents were asked about their perspective of parent and children's experiences of the intervention, the perceived benefits for children and parents, the logistics of participating, and recommended adaptations to the intervention. Interviews were analysed thematically, and themes were mapped to the elements of the adopted definition of appropriateness to understand whether parents supported the appropriateness of the intervention for their families.
Consumers were not directly involved in the decisions made about this study.
One core theme, 'collaborative efforts', emerged from the data. Major themes comprising the core theme were 'on the same page', 'therapeutic relationship', and 'getting the job done'. Three sub-themes of 'engagement and motivation', 'the effort was worth it for the reward', and 'Rome wasn't built in a day' were nested within the major themes.
Parents largely supported the appropriateness of the intervention, indicating it addressed an important goal for their child, participation was a positive experience, and they perceived the intervention to be beneficial. Future adaptions of the intervention are needed to increase its ecological validity and to generalise the strategies to other social environments and playmates, such as peers at school.
This study looked at an intervention that uses play with peers to help children with ADHD develop their play skills. The researchers wanted to know if parents thought the intervention was a good fit for their families and if it helped their children. Parents gave an interview a month after the intervention ended. They were asked about their thoughts on the intervention, how it helped their children and themselves, how easy it was to take part, and what changes could be made to make the intervention better. After analysing parents' answers, the researchers found parents mostly agreed that the intervention was a good fit. They said it helped their children to play with their peers, and they had a good time doing it. Parents thought the intervention was helpful, they liked that it was a joint effort between them and the occupational therapist, and they felt it was worth the effort. However, they also suggested some changes. They wanted the intervention to fit into other real-life social situations, such as school, so their children could use the skills they learned in other places. Overall, parents thought the intervention was helpful and suitable for their children and themselves, but some changes might make it more helpful.
已开发出一种由同伴介导、基于游戏的干预措施，以应对多动症儿童所经历的社会参与挑战。为便于在临床实践中实施，应对干预措施的适用性以及有效性进行评估，以确定其是否适合最终用户。先前的研究表明，该方法对于提高儿童的社交游戏技能是有效的。本研究旨在评估该干预措施对多动症儿童及其家庭的适用性。
参与基于游戏干预的多动症儿童的家长在完成干预1个月后接受了访谈。家长们被问及他们对家长和孩子参与干预的体验的看法、对孩子和家长的感知益处、参与的后勤情况，以及对干预措施的建议调整。访谈采用主题分析法进行分析，并将主题映射到所采用的适用性定义的要素上，以了解家长是否支持该干预措施对其家庭的适用性。
消费者未直接参与有关本研究的决策。
数据中出现了一个核心主题，即“合作努力”。构成该核心主题的主要主题包括“达成共识”、“治疗关系”和“完成任务”。主要主题中嵌套了三个子主题，分别是“参与度和动机”、“付出努力值得获得回报”以及“罗马非一日建成”。
家长们在很大程度上支持该干预措施的适用性，表明它实现了孩子的一个重要目标，参与是一次积极的体验，并且他们认为该干预措施是有益的。未来需要对该干预措施进行调整，以提高其生态效度，并将这些策略推广到其他社会环境和玩伴中，比如学校里的同龄人。
本研究考察了一种利用与同伴游戏来帮助多动症儿童发展游戏技能的干预措施。研究人员想了解家长是否认为该干预措施适合他们的家庭，以及它是否对孩子有帮助。家长们在干预结束1个月后接受了访谈。他们被问及对该干预措施的看法、它如何帮助孩子和他们自己、参与的难易程度，以及可以做出哪些改变以使干预措施更好。在分析家长的回答后，研究人员发现家长大多同意该干预措施是合适的。他们说这有助于孩子与同伴玩耍，而且他们玩得很开心。家长们认为该干预措施是有帮助的，他们喜欢这是他们与职业治疗师的共同努力，并且觉得付出努力是值得的。然而，他们也提出了一些改变建议。他们希望该干预措施能适用于其他现实生活中的社交场景，比如学校，这样他们的孩子就能在其他地方运用所学技能。总体而言，家长们认为该干预措施对孩子和他们自己是有帮助且合适的，但一些改变可能会使其更有帮助。
