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Examining the effectiveness of a social-play-based programme to reduce symptoms of Attention-Deficit/Hyperactivity

Abdulaziz Abdullah Alothman1, Hesham Fathy Gadelrab2, Mona Tawakkul Ebrahim3

  • 1Department of Special Education, College of Education, Majmaah University, Majmaah 11952, Saudi Arabia.

Research in Developmental Disabilities
|July 13, 2024
PubMed

Insights

A social-play intervention significantly reduced Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms in Saudi boys. These improvements in ADHD behaviors were sustained at follow-up, suggesting play-based programs benefit children.

Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Educational Interventions

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition impacting children's social interactions and well-being.
  • ADHD affects relationships with parents, peers, and educators, necessitating effective interventions.

Purpose of the Study:

  • To evaluate the efficacy of a social-play-based intervention program for reducing ADHD symptoms.
  • To assess the impact of the intervention on Saudi boys aged 8-10 diagnosed with ADHD.

Main Methods:

  • An experimental group received ten 60-minute social-play sessions twice weekly for 5 weeks.
  • A control group followed the standard school curriculum.
  • Parent and teacher ratings using Conners' scales were collected at pre-test, post-test, and follow-up.

Main Results:

  • The intervention group exhibited significant reductions in ADHD-associated behaviors with moderate to large effect sizes.
  • No significant changes in ADHD symptoms were observed in the control group.
  • Symptom reduction was maintained at a 2-month follow-up assessment.

Conclusions:

  • Social-play-based activities and skill training should be integrated into school settings.
  • Reducing ADHD symptoms through such interventions may enhance academic performance and school attitudes.
Abstract

Keywords:
Attention-Deficit/Hyperactivity DisorderElementary School ChildrenPlay-Based InterventionSaudi Arabia

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