The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates / Sarah Wilkes-Gillan in The British Journal of Occupational Therapy, Vol.80 Issue 4 (April 2017)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol.80 Issue 4 (April 2017) . - p. 196-207 Titre : The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates Type de document : texte imprimé Auteurs : Sarah Wilkes-Gillan ; Alycia Cantrill ; Reinie Cordier ; [et al...] Année de publication : 2017 Article en page(s) : p. 196-207 Langues : Anglais (eng) Mots-clés : modélisation video  compétences sociales  technologie Résumé : Introduction We investigated child outcomes and mothers' perspectives following technology-based intervention sessions aimed at improving children's social play skills. Method Participants in this multiple case study included five children with attention deficit hyperactivity disorder, their mothers and five typically developing playmates, who had completed a parent-delivered play-based intervention 18 months previously. The initial intervention included the use of a technology-based interactive DVD at home and clinic-based sessions involving video-modelling. In this study, children received two additional technology-based clinic sessions involving video-modelling. Children's social play skills were measured pre- to post-intervention using the Test of Playfulness. Trends in scores were descriptively analysed by case. Mothers' perspectives were explored through semi-structured interviews; data were descriptively analysed by group and case. Results Two children with attention deficit hyperactivity disorder showed an increase in their social play skills, and three a decrease in skills. Of the playmates, three showed consistent social play skills, one an increase and one a decrease. Qualitative findings suggest parents felt better able to support their child. Parents also suggested next steps for the intervention were necessary as their child continued to develop. Conclusion Additional intervention support using technology after initial intervention may need to be adapted to different developmental stages and for use across different contexts. Permalink : ./index.php?lvl=notice_display&id=48400 [article] The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates [texte imprimé] / Sarah Wilkes-Gillan ; Alycia Cantrill ; Reinie Cordier ; [et al...] . - 2017 . - p. 196-207. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol.80 Issue 4 (April 2017) . - p. 196-207 Mots-clés : modélisation video  compétences sociales  technologie Résumé : Introduction We investigated child outcomes and mothers' perspectives following technology-based intervention sessions aimed at improving children's social play skills. Method Participants in this multiple case study included five children with attention deficit hyperactivity disorder, their mothers and five typically developing playmates, who had completed a parent-delivered play-based intervention 18 months previously. The initial intervention included the use of a technology-based interactive DVD at home and clinic-based sessions involving video-modelling. In this study, children received two additional technology-based clinic sessions involving video-modelling. Children's social play skills were measured pre- to post-intervention using the Test of Playfulness. Trends in scores were descriptively analysed by case. Mothers' perspectives were explored through semi-structured interviews; data were descriptively analysed by group and case. Results Two children with attention deficit hyperactivity disorder showed an increase in their social play skills, and three a decrease in skills. Of the playmates, three showed consistent social play skills, one an increase and one a decrease. Qualitative findings suggest parents felt better able to support their child. Parents also suggested next steps for the intervention were necessary as their child continued to develop. Conclusion Additional intervention support using technology after initial intervention may need to be adapted to different developmental stages and for use across different contexts. Permalink : ./index.php?lvl=notice_display&id=48400

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