A systematic review of play-based interventions for students with ADHD: implications for school-based occupational therapists

The results are presented from a systematic review of the literature that examined findings of published studies about play-based interventions for children and youth with ADHD. Guided by the research question, “What is the current status of evidence for using play-based interventions to improve outcomes for students with ADHD?, ” this study evaluated methodological quality using the quality indicators developed by the Council for Exceptional Children (CEC). Although findings suggest that play-based interventions for students with ADHD cannot be considered an evidence-based practice, it does appear to be a promising practice. Future research and implications for school-based occupational therapists are shared. © 2018 Grace Scientific Publishing, LLC.

The results are presented from a systematic review of the literature that examined findings of published studies about play-based interventions for children and youth with ADHD. Guided by the research question, “What is the current status of evidence for using play-based interventions to improve outcomes for students with ADHD?, ” this study evaluated methodological quality using the quality indicators developed by the Council for Exceptional Children (CEC). Although findings suggest that play-based interventions for students with ADHD cannot be considered an evidence-based practice, it does appear to be a promising practice. Future research and implications for school-based occupational therapists are shared. © 2018 Grace Scientific Publishing, LLC.

Search