Examining the effectiveness of a social-play-based programme to reduce symptoms of Attention-Deficit/Hyperactivity Disorder in Saudi elementary school children

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental conditions in children, and can profoundly affect their social interactions, wellbeing, and relationships with parents, peers, and teachers. Objective: This study investigated the effectiveness of a social-play-based intervention programme in reducing ADHD symptoms in a sample of 67 Saudi boys aged 8 -10 diagnosed with ADHD. Methods: The programme consisted of ten 60-minute sessions of play-based activities, delivered to the experimental group twice weekly for 5 weeks. The control group followed the usual school curriculum. Teachers and parents completed the Conners ' Teacher Rating Scale -Revised: Short Form and Conners ' Parent Rating Scale -Revised: Short Form for all participants at pre-test, posttest, and follow-up. Results: The experimental group showed a significant reduction in ADHD-associated behavioural problems over time, with moderate to large effect sizes. No significant changes over time were found for the control group. The results were maintained at a 2-month follow-up. Conclusions: We recommend incorporating social-play-based activities and skill training into the school context. Reducing ADHD symptoms may improve children 's academic performance and perspective on school.