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

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.