Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapistand Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component

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Abstract

OBJECTIVE.

The pragmatic language outcomes of children with attention deficit hyperactivity disorder (ADHD) were explored across two feasibility studies.

METHOD.

Five children with ADHD (ages 6-11 yr), their parents, and 5 typically developing peers completed an assessment 18 mo after a therapist-delivered intervention (Study 1). Participants then completed a parent-delivered intervention (Study 2). Blinded ratings of peer-to-peer play interactions documented changes in children’s pragmatic language 18 mo after the Study 1 intervention and before, immediately after, and 1 mo after the Study 2 intervention. Nonparametric statistics and Cohen’s d were used to measure change.

RESULTS.

Children’s pragmatic language outcomes were maintained 18 mo after the therapist-delivered intervention and significantly improved from before to 1 mo after the parent-delivered intervention.

CONCLUSION.

Interventions involving occupational therapist and speech-language pathologist collaboration, play, and parent and peer involvement may facilitate children’s pragmatic language skills.

CONCLUSION.

Wilkes-Gillan, S., Munro, N., Cordier, R., Cantrill, A., & Pearce, W. (2017). Pragmatic language outcomes of children with attention deficit hyperactivity disorder after therapist- and parent-delivered play-based interventions: Two onegroup pretest-posttest studies with a longitudinal component.

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