ADHD and problem-solving in play

Borg, Suzanne

doi:10.1080/13632750903303161

Cited by 3 publications

(3 citation statements)

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“…ICPS training improve problematic behaviors by engaging children in thinking about their actions, the impact of their behavior on themselves and others, the possible consequences of their actions, and other options they have. However, previous studies evaluating the effectiveness of ICPS program in normal children (12,39) concluded that that non-ADHD children with naturally developed problem-solving thinking skills and behavior strategies benefit from ICPS as well as children with ADHD (12,38).There are limited studies related to children with ADHD in the literature to evaluate the effectiveness of ICPS program which we used in our research (12). In one of the initial studies with single subject design, Shure (1999) has cited that, Aberson (1996) taught ICPS to parents of 3 children with ADHD (12.…”

Section: Discussionmentioning

confidence: 99%

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Kişilerarası Sorun Çözme Eğitiminin Dikkat Eksikliği ve Hiperaktivite Bozukluğu olan Çocuklar Üzerindeki Etkisi

Oflaz

Türkbay

et al. 2012

npa

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Re cei ved/Ge liş ta ri hi: 05.04.2011 Ac cep ted/Ka bul ta ri hi: 13.08.2012 © Arc hi ves of Neu ropsy chi atry, pub lis hed by Ga le nos Pub lis hing. / © Nö rop si ki yat ri Ar şi vi Der gi si, Ga le nos Ya yı ne vi ta ra f›n dan ba s›l m›fl t›r. ÖZET ABS TRACTIntroduction: This study was designed to evaluate the effectiveness of the ''I Can Problem Solve" (ICPS) program on behavioral and emotional problems in children with attention deficit hyperactivity disorder (ADHD). Met hods: The subjects were 33 children with ADHD aged between 6 to 11 years. The study used a pre-and post-test quasi-experimental design with one group. The researchers taught 33 children with ADHD how to apply ICPS over a period of 14 weeks. The Child Behavior Checklist for Ages 6-18 (Teacher Report Form) and the Diagnostic and Statistical Manual of Mental Disorders, 4th edition Text Revision (DSM-IV-TR) Based Disruptive Behavior Disorders Screening and Rating Scale (parents' and teacher's forms) were used to evaluate the efficacy of the program. The scales were applied to parents and teachers of the children before and after the ICPS program. Result: The findings indicated that the measured pre-training scores for behavioral and emotional problems (attention difficulties, problems, anxious/depressed, withdrawn/depressed, oppositional defiant problems, rule breaking behaviors, and aggressive behaviors) were significantly decreased in all children post-training. In addition, children's total competence scores increased (working, behaving, learning and happy) after the ICPS program. Conc lu si on: According to the results, it is likely that, ICPS would be a useful program to decrease certain behavioral and emotional problems associated with ADHD and to increase the competence level in children with ADHD. An additional benefit of the program might be to empower children to deal with problems associated with ADHD such as attention difficulties, hyperactivity-impulsivity, and oppositional defiant problems. (Arc hi ves of Neu ropsy chi atry 2013; 50: 197-200) Key words: Interpersonal cognitive problem-solving strategies, ADHD, behavioral emotional problems Conflict of interest:The authors reported no conflict of interest related to this article.Giriş: Bu araştırma dikkat eksikliği hiperaktivite bozukluğu (DEHB) tanısı konulan çocuklara uygulanan bir kişilerarası sorun çözme eğitim programı olan "Ben Sorun Çözebilirim (BSÇ)" eğitiminin etkilerini incelemek amacıyla yapılmıştır.Yön tem ler: Araştırma örneklemini DEHB tanısı konulan 6-11 yaş arası 33 çocuk oluşturmuş, tek gruplu ön-son test deseninde, yarı deneysel olarak planlanmıştır. DEHB tanısı olan bu çocuklara 14 hafta boyunca bilişsel yaklaşıma dayalı BSÇ eğitimi uygulanmıştır. Programın etkinliğini değerlendirmek için "Dikkat Eksikliği ve Yıkıcı Davranış Bozuklukları için DSM-IV'e Dayalı Tarama ve Değerlendirme Ölçeği" (anne-baba ve öğretmen formu) ve "6-18 Yaş Grubu Çocuk ve Gençler için Davranış Değerlendirme Ölçeği (öğretmen formu-TRF/6-18)" kullanılmıştır. BSÇ eğitimi öncesi ve sonra...

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Section: Discussionmentioning

confidence: 99%

“…Problemsolving skills are considered an important aspect that effects how one reacts and deals with these problems (38). ICPS program might be useful for both children with and without medication and may contribute to reductions in problematic behaviors.…”

Section: Discussionmentioning

confidence: 99%

Kişilerarası Sorun Çözme Eğitiminin Dikkat Eksikliği ve Hiperaktivite Bozukluğu olan Çocuklar Üzerindeki Etkisi

Oflaz

Türkbay

et al. 2012

npa

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“…b Problem-solving skills. Problem-solving skills are characterized by the ability to make quick and efficient decisions in order to overcome a problem (Borg, 2009), and are important for successful play interactions. Children with ADHD exhibit poor problem-solving skills compared to TD peers (Sibley et al, 2010).…”

Section: Play and Languagementioning

confidence: 99%

Examining the language skills of children with ADHD following a play-based intervention

Docking

Munro

Cordier

et al. 2013

Child Language Teaching and Therapy

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Communication and play skills are important aspects of development yet are largely uncharted in children with attention deficit hyperactivity disorder (ADHD). This exploratory study examined whether changes in pragmatic skills and problem-solving skills were observed in children with ADHD pre- and post-participation in a play-based intervention conducted by occupational therapists and speech-language pathologists. The study also investigated whether the presence of language difficulties affected the children’s play outcomes. Fourteen children with ADHD (5;0–10;7 years) participated in a 7-week, pilot intervention to address play and social skill deficits. Pre- and post-intervention testing included: (a) the assessment of play and problem-solving skills via standardized testing, and (b) pragmatic skills via parent report. The children’s language skills were also screened and compared with their play scores. Play skills significantly improved post-intervention. No significant differences were observed for pragmatic skills while prediction skills, an aspect of problem-solving, significantly improved pre- and post-play-based intervention. Fifty percent of children failed the language screener, yet separate paired t-tests identified significant play improvements irrespective of the presence or absence of language difficulty. Two independent t-tests revealed significant differences in play scores between these groups at pre- but not post-intervention. While play and predicting skills significantly improved post-play-based intervention, other aspects of problem-solving and pragmatics did not. Reasons for the lack of change in these areas are discussed. The presence of language difficulties did not appear to affect the play outcomes of children with ADHD following a play-based intervention. A larger scale experimental trial investigating the play and language skills of children with ADHD is warranted, as is future collaborative research between occupational therapists and speech-language pathologists in the assessment and management of children with ADHD.

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Understanding the Friendships of Individuals with ADHD from an Executive Function Perspective

Mackenzie

2019

The ADHD Report

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ADHD and problem-solving in play

Cited by 3 publications

References 35 publications

Kişilerarası Sorun Çözme Eğitiminin Dikkat Eksikliği ve Hiperaktivite Bozukluğu olan Çocuklar Üzerindeki Etkisi

Kişilerarası Sorun Çözme Eğitiminin Dikkat Eksikliği ve Hiperaktivite Bozukluğu olan Çocuklar Üzerindeki Etkisi

Examining the language skills of children with ADHD following a play-based intervention

Understanding the Friendships of Individuals with ADHD from an Executive Function Perspective

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