Sarah Wilkes-Gillan1, Alycia Cantrill2, Lauren Parsons3, Cally Smith3, Reinie Cordier3. 1. a School of Allied Health, Occupational Therapy , Australian Catholic University , Berry St, North Sydney , NSW , Australia. 2. b Occupational Therapy, SDN Children's Services , King Street, Mascot , NSW , Australia. 3. c School of Occupational Therapy and Social Work , Curtin University , Kent St, Bentley WA , Australia.
Abstract
OBJECTIVE: This study examined the communication skills, pragmatic language, parent-child relationships, and attention deficit hyperactivity disorder (ADHD) symptoms of children with ADHD and their playmates 18-months after a pilot parent-delivered intervention for improving social play skills and pragmatic language. METHODS: Participants were five children with ADHD, their parents, and five typically-developing playmates. Outcomes were measured immediately post and 18-months following the intervention. Parent-rated norm-based assessments and an observational measure were used. Differences within and between the ADHD and playmate groups were examined. RESULTS: Children maintained all skills gained 18-months following the intervention. Compared to a normative sample, children with ADHD remained below the average range on aspects of communication skills, parent-child relationships, and ADHD symptom levels 18-months following intervention. CONCLUSIONS: After intervention, children with ADHD still experienced pragmatic language skills below those of their peers on norm-based assessments that measure their skills across contexts. School-based interventions are needed to facilitate ongoing skill development and generalization.
OBJECTIVE: This study examined the communication skills, pragmatic language, parent-child relationships, and attention deficit hyperactivity disorder (ADHD) symptoms of children with ADHD and their playmates 18-months after a pilot parent-delivered intervention for improving social play skills and pragmatic language. METHODS:Participants were five children with ADHD, their parents, and five typically-developing playmates. Outcomes were measured immediately post and 18-months following the intervention. Parent-rated norm-based assessments and an observational measure were used. Differences within and between the ADHD and playmate groups were examined. RESULTS:Children maintained all skills gained 18-months following the intervention. Compared to a normative sample, children with ADHD remained below the average range on aspects of communication skills, parent-child relationships, and ADHD symptom levels 18-months following intervention. CONCLUSIONS: After intervention, children with ADHD still experienced pragmatic language skills below those of their peers on norm-based assessments that measure their skills across contexts. School-based interventions are needed to facilitate ongoing skill development and generalization.
Entities:
Keywords:
Communication; parents; peer interactions; pragmatic language; social interactions
Authors: Hillary K Schiltz; Alana J McVey; Brooke Magnus; Bridget K Dolan; Kirsten S Willar; Sheryl Pleiss; Jeffrey Karst; Audrey M Carson; Christina Caiozzo; Elisabeth Vogt; Amy Vaughan Van Hecke Journal: J Autism Dev Disord Date: 2018-04