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Multi-factorial effects of play interventions on pre-school or school aged children who have ADHD or ADHD symptoms.: A Scoping Review
Jönköping University, School of Education and Communication.
2023 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Multi-factorial effects of play interventions on pre-school or school aged children who have ADHD or ADHD symptoms. : A Scoping Review (English)
Abstract [en]

Despite advancements in the diagnosis and treatment of ADHD, children with ADHD may continue to experience socio-emotional, cognitive, behavioural, and learning-related difficulties in later stages of their lives. Since children not diagnosed with ADHD can exhibit similar difficulties with those who are diagnosed earlier than the specified 7-12 age range in the DSM-V manual, play therapy or play-based interventions can be used with pre-school and school-aged children who have ADHD or ADHD symptoms. Although play has high potential to promote children’s well-being and development and minimize their socio-emotional, cognitive, behavioural, and learning-related difficulties, research studies or reviews that explore the effects of play-based interventions on children with ADHD symptoms are scarce. Considering this research gap, the present scoping review aimed to investigate effects of play interventions used in care and education settings with children who have ADHD or ADHD symptoms. The results of eight reviewed studies which implemented play therapy/intervention in different educational or combined settings show positive changes in children’s socio-emotional, cognitive, behavioural, and learning skills and reduction in their problematic behaviours. However, due to scarcity of research which evaluates the long-term effects of play-interventions on children who have ADHD symptoms, there is a need for future research that will provide further empirical evidence on the long-lasting benefits of play interventions on children’s socio-emotional, cognitive, behavioural, and learning-related skills.

Place, publisher, year, edition, pages
2023. , p. 30
Keywords [en]
play-based intervention, play therapy, attention-deficit hyperactivity disorder, ADHD, preschool-aged children, primary school, outcomes
National Category
Other Social Sciences not elsewhere specified
Identifiers
URN: urn:nbn:se:hj:diva-60283ISRN: JU-HLK-SBU-2-20230146OAI: oai:DiVA.org:hj-60283DiVA, id: diva2:1753739
Subject / course
HLK, Child Studies
Supervisors
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Available from: 2023-05-09 Created: 2023-04-28 Last updated: 2023-05-09Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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