Examining the effectiveness of a social-play-based programme to reduce symptoms of Attention-Deficit/Hyperactivity Disorder in Saudi elementary school children

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2024-07-14 DOI:10.1016/j.ridd.2024.104798

Abdulaziz Abdullah Alothman , Hesham Fathy Gadelrab , Mona Tawakkul Ebrahim , Naglaa Fathy Abo-Eid

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引用次数: 0

Abstract

Background

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental conditions in children, and can profoundly affect their social interactions, well-being, and relationships with parents, peers, and teachers.

Objective

This study investigated the effectiveness of a social-play-based intervention programme in reducing ADHD symptoms in a sample of 67 Saudi boys aged 8–10 diagnosed with ADHD.

Methods

The programme consisted of ten 60-minute sessions of play-based activities, delivered to the experimental group twice weekly for 5 weeks. The control group followed the usual school curriculum. Teachers and parents completed the Conners’ Teacher Rating Scale–Revised: Short Form and Conners’ Parent Rating Scale–Revised: Short Form for all participants at pre-test, post-test, and follow-up.

Results

The experimental group showed a significant reduction in ADHD-associated behavioural problems over time, with moderate to large effect sizes. No significant changes over time were found for the control group. The results were maintained at a 2-month follow-up.

Conclusions

We recommend incorporating social-play-based activities and skill training into the school context. Reducing ADHD symptoms may improve children’s academic performance and perspective on school.

查看原文本刊更多论文

研究基于社交游戏的计划对减少沙特小学生注意力缺陷/多动症症状的有效性。

背景：注意力缺陷/多动障碍（ADHD）是儿童最常见的神经发育疾病之一，会严重影响他们的社会交往、幸福感以及与父母、同伴和老师的关系：本研究调查了一项以社交游戏为基础的干预计划对减少多动症症状的有效性，研究对象是 67 名被诊断为多动症的 8-10 岁沙特男孩：该项目包括 10 节 60 分钟的游戏活动课，实验组每周两次，持续 5 周。对照组则按照学校的常规课程进行学习。教师和家长填写康纳斯教师评定量表-修订版简表和康纳斯家长评定量表-修订版简表：简表》和《Conners' Parent Rating Scale-Revised：结果显示，实验组的学生在测试前、测试后和随访中的表现均明显好转：结果：随着时间的推移，实验组与多动症相关的行为问题明显减少，影响大小为中等到较大。对照组则没有明显变化。这些结果在两个月的随访中得以保持：我们建议在学校环境中开展以社交游戏为基础的活动和技能培训。减轻多动症症状可提高儿童的学习成绩和对学校的看法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.

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