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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
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A play-based intervention for children with ADHD: a pilot study.

Sarah Wilkes1, Reinie Cordier, Anita Bundy

  • 1Faculty of Health Sciences, The University of Sydney, 75 East Street, Lidcombe, New South Wales, NSW 2141, Australia.

Australian Occupational Therapy Journal
|July 21, 2011
PubMed
Summary
This summary is machine-generated.

This study shows that a new play-based intervention significantly improved social skills in children with attention deficit hyperactivity disorder (ADHD) and their playmates. The intervention utilized video feedback and peer modeling for better social play outcomes.

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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Clinical Psychology

Background:

  • Children with attention deficit hyperactivity disorder (ADHD) often experience significant social and peer interaction difficulties.
  • These social impairments can lead to negative outcomes in later life.
  • Existing psychosocial treatments have shown limited success in addressing these social deficits.

Purpose of the Study:

  • To evaluate the effectiveness of a novel intervention designed to enhance the play and social skills of children with ADHD.
  • To assess the intervention's impact within the naturalistic context of play sessions.
  • To involve playmates of children with ADHD in the intervention process.

Main Methods:

  • The study included children aged 5-11 diagnosed with ADHD and their typically developing playmates.
  • A seven-week intervention incorporated video-recorded play sessions with feed-forward/feedback, therapist modeling, and peer modeling.
  • The Test of Playfulness was administered pre- and post-intervention, with data analyzed using Rasch analysis and t-tests.

Main Results:

  • Both children with ADHD and their playmates demonstrated statistically significant improvements in social play skills.
  • The intervention yielded a large effect size for enhancing the social play of children with ADHD (d=1.5).
  • A large effect size was also observed for playmates (d=1.3), indicating broad positive impacts.

Conclusions:

  • The findings support the efficacy of play-based interventions incorporating video feedback, therapist/peer modeling, and parent involvement for improving social skills in children with ADHD.
  • The intervention effectively enhanced social play abilities in children with ADHD and their peers.
  • Further large-scale research is recommended to validate these findings.