| Abstract: | Sixty elementary school age children qualified as symptomatic of attention deficit/hyperactivity disorder (ADHD) were randomly assigned to 1 of 2 treatment conditions: child-centered play therapy (CCPT) or reading mentoring (RM). All children participated in 16 individual 30-min sessions in the schools. Results indicated that children who participated in 16 sessions of CCPT and RM demonstrated statistically significant improvement on the ADHD and student characteristics domains, as well as the Anxiety/Withdrawal and Learning Disability subscales of the Index of Teaching Stress and the ADHD Index of the Conners Teacher Rating Scale--Revised: Short Form. Children who participated in CCPT demonstrated statistically significant improvement over RM children on the student characteristics domain and on the Emotional Lability and Anxiety/Withdrawal subscales of the Index of Teaching Stress. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
