More than child’s play: the potential benefits of play-based interventions for young children with ADHD

O'Neill, Sarah; Rajendran, Khushmand; Halperin, Jeffrey M.

doi:10.1586/ern.12.106

Cited by 16 publications

(11 citation statements)

References 17 publications

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“…Parents further reported that they continued to use the intervention strategies with their child for some time after the intervention and that their child's newly gained skills transferred to the home and school environments. We postulate parents continued the use of strategies due to their practical and repetitious nature, which could have reinforced target skills and resulted in continued use (O'Neill, Rajendran & Halperin, ). Very likely, these factors contributed to the long‐term maintenance of the children's gains.…”

Section: Discussionmentioning

confidence: 99%

Eighteen‐month follow‐up of a play‐based intervention to improve the social play skills of children with attention deficit hyperactivity disorder

Wilkes‐Gillan

Bundy

Cordier

et al. 2014

Aus Occup Therapy J

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Section: Discussionmentioning

confidence: 99%

Eighteen‐month follow‐up of a play‐based intervention to improve the social play skills of children with attention deficit hyperactivity disorder

Wilkes‐Gillan

Bundy

Cordier

et al. 2014

Aus Occup Therapy J

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“…Children participated in several activities designed to practice different aspects of EF and related skills (Diamond & Lee, 2011; O'Neill, Rajendran, & Halperin, 2012), including attention, inhibition, memory, hand-eye coordination, balance, sensory awareness, listening skills, and visual focusing. Interventionists reinforced attending skills including “eyes looking, ears listening, mouth quiet, body still, brain thinking” during completion of the activities.…”

Section: Methodsmentioning

confidence: 99%

Generating Attention, Inhibition, and Memory: A Pilot Randomized Trial for Preschoolers With Executive Functioning Deficits

Tamm

Epstein

Loren

et al. 2017

Journal of Clinical Child & Adolescent Psychology

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This goal of this study was to assess the initial feasibility and efficacy of a play-based intervention targeting executive functions (EF) and parent–child relationships in preschoolers compared with an active control group. Preschoolers with EF deficits (M age = 3.7 ± 0.47, predominantly White boys) and their parents were randomized to intervention (n = 36) or active control (n = 32) conditions. Child performance on EF tasks, parent and masked teacher ratings of EF and behavior, and masked clinician ratings of severity were collected at baseline and at 3 and 6 months postbaseline. Partial eta-squared effect sizes at .02 or higher comparing performance across the two groups was considered evidence of meaningful, albeit small, intervention effects. Intervention effects were observed for parent ratings of inattention, hyperactivity/impulsivity, and number/severity of problems experienced in various home situations, teacher ratings of severity of problems in various school situations, parent and teacher ratings of overall impairment, and clinician ratings of impairment. Intervention effects for functional improvements were maintained at the 6-month follow-up. No effect of the intervention was observed on the objective EF measures, although parent ratings of emotional control were improved for children in the intervention group. An intervention utilizing play-based activities targeting EF, when administered in a structured way by parents, is a promising approach for improving behavior in preschoolers with self-regulation deficits. More work is needed to investigate potential impact on EF and to disentangle mechanisms of action. It may be that the intervention's focus on the structure and quality of parent–child interactions is a mediator of outcomes, rather than improved EFs.

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“…The program began by establishing a common framework of understanding by asking the children what they believe it means to pay attention, and then discussing what they already do to help them pay attention in other settings. Next, children participated in several activities designed to practice as many different aspects of EF and related skills as possible, e.g., (Diamond and Lee 2011; O’Neill et al 2012), including attention, inhibition, memory, hand-eye coordination, balance, sensory awareness, listening skills, visual focusing. For example, to improve working memory, children played memory card games with increasing number of pairs of memory cards.…”

Section: Methodsmentioning

confidence: 99%

Metacognitive executive function training for young children with ADHD: a proof-of-concept study

Tamm

Nakonezny

2015

ADHD Atten Def Hyp Disord

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Executive functions (EF) are impaired in children with Attention-Deficit/Hyperactivity Disorder (ADHD). It may be especially critical for interventions to target EF in early childhood given the developmental progression of EF deficits that may contribute to later functional impairments. This proof-of-concept study examined the initial efficacy of an intervention program on EF and ADHD. We also examined child performance on 3 neurocognitive tasks assessing cognitive flexibility, auditory/visual attention, and sustained/selective attention. Children with ADHD (ages 3–7) and their parents were randomized to receive an intervention targeting metacognitive EF deficits (n=13) or to a waitlist control condition (n=12). Linear model analysis of covariance compared groups on parent EF ratings, blinded clinician ratings of ADHD symptoms and improvement, and child performance on neurocognitive measures. Children who received the intervention significantly improved on parent ratings of attention shifting and emotion regulation in addition to clinician ratings of inattention. Moderate effect sizes showed additional intervention effects on parent ratings of inhibition, memory, and planning, and clinician ratings of hyperactivity/impulsivity and overall improvement. Small effect sizes were observed for improvement on child neurocognitive measures. Although replication with a larger sample and an active control group is needed, EF training with a metacognitive focus is a potentially promising intervention for young children with ADHD.

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More than child’s play: the potential benefits of play-based interventions for young children with ADHD

Cited by 16 publications

References 17 publications

Eighteen‐month follow‐up of a play‐based intervention to improve the social play skills of children with attention deficit hyperactivity disorder

Eighteen‐month follow‐up of a play‐based intervention to improve the social play skills of children with attention deficit hyperactivity disorder

Generating Attention, Inhibition, and Memory: A Pilot Randomized Trial for Preschoolers With Executive Functioning Deficits

Metacognitive executive function training for young children with ADHD: a proof-of-concept study

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