Playing to cope with ADHD: Improving knowledge and strategies among children and parents

Abstract

Objective

The aim of this study was to assess the benefits of a psychoeducational game for the ADHD knowledge and coping strategies of children and parents, and its effects on ADHD symptoms and executive functioning.

Method

34 parents’ and 34 children’s knowledge of ADHD and coping strategies (7–13 years old, 26 boys), and children’s ADHD symptoms and executive functioning were measured before and after a four-week control phase and after a four-week test phase during which the families played with the game.

Results

(1) An improvement of children’s knowledge about ADHD was found; (2) both parents and children showed an increase in their reported number of coping strategies; (3) small improvements in ADHD symptoms and executive functioning were reported by the parents.

Conclusions

Playing was beneficial for both the children and their parents. However, the results underline the children’s difficulty in describing their ADHD and in perceiving the help provided by their parents.