An evaluation of intervention appropriateness from the perspective of parents: A peer-mediated, play-based intervention for children with ADHD.
Sarah Wilkes-Gillan, Lauren Parsons, Dave Parsons and 6 others
PMID 39032070WHAT IT FOUND
25 parents said a play-based intervention for children with ADHD was enjoyable and helpful, especially when the therapist was warm and the child liked video feedback.
They wanted more support to keep gains at school and with other peers.
Key findings
0125 parents of children with ADHD who completed the play intervention described it as enjoyable and beneficial, and said it depended on collaboration between therapist, parents, and children.
02Parents said the therapist's involvement was critical to learning and enjoyment, and they valued the therapist's empathy.
03Strategies were harder to generalise to school and other peers, and almost all parents wanted a follow-up session.
STILL TO COME
How it was doneWhat they foundWhat it means for OTsWhat it means for SLPs
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What it does not show
The study interviewed 25 parents, all of whom had completed the intervention, so it does not capture families who found it too difficult or who dropped out. The intervention had several parts at once, including clinic play sessions, video feedback, therapist and peer modelling, parent home tasks, and playdates, so the contribution of any single part cannot be separated. The findings are parents' perceptions of appropriateness and benefits, not measured child outcomes or proof that the intervention works. Interviews were done 1 month after the intervention, so longer-term continuation and generalisation were not assessed. The sample was purposive and clinic-based, so it may not apply to families who cannot access a clinic, cannot find a playmate, or live far away.
Declared interests
The supplied text does not give a funding source or conflict of interest declaration. The paper is marked as research support, non-U.S. government.
The easy way to misread this
Do not read this as proof that the intervention works or that any one component caused change. It reports parents' views after a multi-component programme, and the study did not measure child outcomes or compare groups.