Parents' perspectives on the appropriateness of a parent-delivered intervention for improving the social play skills of children with ADHD

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Abstract

Introduction: This study aimed to evaluate parents' perspectives of the appropriateness of a parent-delivered play-based intervention, The Ultimate Guide to Making Friends. The intervention was designed to improve the social play skills of children with ADHD. Method: One month post-intervention, seven parents of children with ADHD participated in individual semi-structured interviews. Interviews ranged from 40-60 minutes. Parents were asked about their perceptions of the intervention: experience, benefits, logistics that supported or hindered participation and satisfaction with the intervention for themselves and their children. Data were analysed thematically using constant comparative methods, whereby two researchers worked independently to analyse emergent themes. Findings: Thematic analysis revealed a single core theme of reframing: a process whereby both parents and their children were assisted to develop new perspectives regarding their social skills and interactions. The core theme comprised three sub-themes: (1) connecting with the intervention; (2) parent and child benefits resulting from a new perspective; and (3) continued everyday use of the intervention materials and strategies. Conclusion: The intervention was appropriate from parents' perspectives. The core theme of reframing and sub-themes collectively related back to the following aspects of appropriateness: (a) a positive experience; (b) relevant and important to their/their child's needs; (c) beneficial; (d) a socially and ecologically valid approach, fitting their everyday lives; and (e) promoting change that continued over time.

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APA

Wilkes-Gillan, S., Bundy, A., Cordier, R., Lincoln, M., & Hancock, N. (2015). Parents’ perspectives on the appropriateness of a parent-delivered intervention for improving the social play skills of children with ADHD. British Journal of Occupational Therapy, 78(10), 644–652. https://doi.org/10.1177/0308022615573453

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