Research Article  |   July 2017
Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest–Posttest Studies With a Longitudinal Component
Author Affiliations
  • Sarah Wilkes-Gillan, PhD, is Lecturer in Occupational Therapy, Australian Catholic University, Sydney, New South Wales, Australia; sarah.wilkesgillan@acu.edu.au
  • Natalie Munro, PhD, is Senior Lecturer in Speech Pathology, University of Sydney, Sydney, New South Wales, Australia
  • Reinie Cordier, PhD, is Associate Professor in Occupational Therapy, Curtin University, Perth, Western Australia, Australia
  • Alycia Cantrill, BApSc(OT)Hons, is Occupational Therapist, Mater Dei Early Intervention Program, Mater Dei School and Services, Camden, New South Wales, Australia
  • Wendy Pearce, PhD, is Associate Professor in Speech Pathology, Australian Catholic University, Sydney, New South Wales, Australia
Article Information
Attention Deficit Hyperactivity Disorder / Pediatric Evaluation and Intervention / Children and Youth
Research Article   |   July 2017
Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest–Posttest Studies With a Longitudinal Component
American Journal of Occupational Therapy, July 2017, Vol. 71, 7104220030p1-7104220030p10. doi:10.5014/ajot.2017.019364
American Journal of Occupational Therapy, July 2017, Vol. 71, 7104220030p1-7104220030p10. doi:10.5014/ajot.2017.019364
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.