ผลของโปรแกรมการเล่นบำบัด ต่อทักษะทางสังคมของเด็กสมาธิสั้น

Abstract

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). Participants comprised 60 children, age 7-11 years, diagnosed with ADHD. The participants were assigned into matched pairs based on age and severity of the inattention symptoms and randomly allocated to one or other of 2 groups each of 30 children. The research instruments consisted of (1) the experiment, which was the play therapy program based on the concept of Cattanach and literature reviews of play therapy and included 4 sessions, each of 60 minutes, once a week; (2) the collecting data instrument, comprising the demographics data questionnaire of children with ADHD and their parents; the social skills questionnaire of children with ADHD by parents; the social skills observation of nurses. Content validity of instrument part 1-2 was verified by three experts. The reliability of the questionnaire was tested using Cronbach's alpha coefficient, yielding a value of .93, and the reliability of the social skill observation was tested using the inter-rater agreement between 2 observers, 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: 1. Mean score the social skills of children with ADHD for parents after receiving the play therapy program (M = 66.43, SD = 3.69) was higher than before receiving the program (M = 38.76, SD = 9.78) with statistical significance (1 = -18.57, p <.001). The mean scores social skills of children with ADHD for nurses after receiving the therapy play program (Mdn = 30.00, ICQ = 4.00) was higher than before receiving the program (Mdn = 14.50, ICQ = 1.25) with statistical significance (1 = -4.85, p <.001). 2. Mean score the social skills of children with ADHD for parents after the experiment of the group that received the play therapy program (M = 66.43, SD = 3.69) was higher than the group without the play therapy program (M = 36.33, SD = 8.93) and was statistically significant (Z = -17.04, p<.001). The social skills average score of children with ADHD for nurses the experimental group after participating the play therapy program (Mean Rank = 45.50, Sum of Ranks = 1365.00) was higher than the group that not participating the play program (Mean Rank = 15.50, Sum of Ranks = 465.00) and was statistically significant (Z=-6.84,p<.001). The play therapy program could be increase social skills of children with ADHD. Therefore, it could be applied to improve social skills of children with ADHD children treated at clinic in hospitals.