The Effectiveness of a Play-Therapy Program on Social Skills of Children with Attention Deficit-Hyperactivity Disorder (ADHD)
Keywords:
ADHD, Play-Therapy Program, Social Skills, ChildrenAbstract
This quasi-experimental research, two-group pretest-posttest design, aimed to examine the effects of play therapy on social skills of children with attention deficit-hyperactivity disorder (ADHD). The sample consisted of 60 children diagnosed with attention deficit disorder, aged 7-11, selected by simple random sampling and experimental group with 30 random sampling groups. The research instruments consisted of (1) play therapy program based on the conceptual framework of Cattanach and Axline and literature reviews, 2) a demographic questionnaire, 3) a social skills observation for nurses. Content validity of the play therapy program and the social skills observation was verified by three experts. The reliability of the social skills observation was tested using Inter-rater reliability, yielding a value of 90 percent. Data were analyzed using descriptive statistics, paired t-test, independent t-test, Wilcoxon signed-ranks test and Mann-Whitney test.
The results showed that median scores for social skills of children ADHD for nurses. After the experiment, more than before the experiment with statistical significance
(Z = -4.85, p <.001). Median scores for social skills of ADHD children for nursing. The experimental group was significantly higher than the control group (Z = -6.84, p <.001).
The play therapy program could be increased social skills of children with ADHD. Therefore, it could be applied to improve social skills of children with ADHD, treated at outpatient clinics in hospitals.
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