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

Abstract

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 videomodelling. 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.

Social Skill Interventions on Children with Attention-Deficit Hyperactivity Disorder (ADHD): Parents and Peers Involvement

“…However, the play-based therapy that involves self-modeling video, in fact, also shows a decrease in some children. Therefore, further research is needed regarding the media use in this therapy (Wilkes-gillan, Bundy, Cordier, Lincoln, & Chen, 2016;Wilkes-gillan et al, 2017) Cognitive-behavioral therapy used in the research of Coelho et al (2017) compared the results of therapies using only drugs and combining drugs with treatments. There are six areas as therapeutic goals, namely (1) psychoeducation: sessions with parents and sessions with children, (2) parent training, (3) planning and organizing for parents, (4) problem-solving, (5) emotional regulation, and (6) social skills.…”

“…Children can read social cues as desired (Choi & Lee, 2015;Huang et al, 2015;Jijina et al, 2016;Storebø et al, 2012). Especially when playing, children can practice their social skills with a pleasant future and can transfer the skills they have learned into their interactions when playing with their playmates (Wilkes-gillan et al, 2016;Wilkes-gillan et al, 2017).…”

“…However, parents' perceptions of the implementation of interventions still require formal inquiry. It is necessary because children with ADHD have difficulty with generalizing skills and experiencing social difficulties in various social contexts (Storebø et al, 2012;Wilkesgillan et al, 2014;Wilkes-gillan et al, 2017).…”

Video Modelling to Improve Hand Dexterity in Students with Learning Disabilities: Special Education Teachers' Perspectives

“…VM can be utilised in various settings, including therapy clinic, school, home, vocational training, workplace, and community settings (Bross et al 2018;English et al 2017;Golisz et al 2018;Hillman 2019;Kellems & Edwards 2016;Regan & Howe 2017;Wilkes-Gillan et al 2017). Particularly at school, SE teachers may use VM to address students with LDs' needs (Wynkoop et al 2019).…”

Special issue: Assistive technology (II)

“…Wilkes-Gillan et al. (2017) describe how video modelling can be used to improve the social play skills of children with attention deficit hyperactivity disorder (ADHD).…”