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ERIC Number: EJ1178535
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1941-1243
A Systematic Review of Play-Based Interventions for Students with ADHD: Implications for School-Based Occupational Therapists
Cornell, Heidi R.; Lin, Tiffany Ting; Anderson, Jeffrey Alvin
Journal of Occupational Therapy, Schools & Early Intervention, v11 n2 p192-211 2018
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A