Effects of promoting development in ADHD children with a ‘Group Activities Program’ at the queen savang vadhana memorial hospital in Chonburi, Thailand

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ดารินทร์ สิงห์สาธร วุฒิชัย เพิ่มศิริวาณิชย์

Abstract

Objective This quasi-experimental research aimed to examine the effects of programs based
on group activity techniques (Group Activities Program), to promote development in a selection
of 18 ADHD children and their parents, who were then patients at the Queen Savang Vadhana
Memorial Hospital in Chonburi, Thailand.
Materials and Methods We organized group activities for ADHD children into two programs:
The first program consisted of demonstrating stretching exercises to promote proprioceptive
senses in the arms and legs, jumping on two legs, jumping on one leg, walking on a balance
beam, slow rocking on therapy balls as well as training of coordination between arms and legs.
This first program took place every week for two hours. The second program was conducted
every month for four hours, and consisted of perception training with activities from daily life.
Music therapy was also introduced. Data for each child’s behavior was recorded on forms,
including, an assessment form for the results of the treatment, and an assessment form for the
basic developmental progress from the group activities. The implementation and collection of
data from these programs was conducted from April to September, 2017. Statistics extracted
for analysis included frequency, percentage, mean, standard deviation as well as paired t-tests.
Results At 6-months after entering this Group Activities Program, 1) ADHD children had statistically
significant higher total mean scores of results 1-5 (t = -8.260, p < 0.001, respectively); 2)
ADHD children had statistically significant higher mean scores of gross motor skills than
before participating in the group activities (t = -4.075, p < 0.001, respectively); 3) ADHD
children had statistically significant higher mean scores of fine motor and coordination skills
than before (t = -7.430, p < 0.001,respectively); 4) ADHD children had statistically significant
higher mean scores of daily living and self-care activities than before (t = -8.304, p < 0.001,
respectively); 5) ADHD children had statistically significant higher mean scores of social,
emotional and behavioral skills (t = -9.522, p < 0.001, respectively; and 6) the ADHD children’s


parents also had statistically significant higher mean scores of knowledge about such group
activities than before (46.66 ± 10.28, 75.55 ± 10.42, p < 0.001, respectively).
Conclusion This study has suggested that health care providers and parents should continuously
apply for group activity programs to activate development and developmental skills among
ADHD children.

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