Effect of Board Games on the Social Skills Development of At-Risk Children with Attention Deficit Hyperactivity Disorder (ADHD) in Upper Elementary Schools in Thailand
Abstract
Objective: This study investigated the impact of board games on social skills development among at-risk children diagnosed with attention deficit hyperactivity disorder (ADHD) in upper elementary schools in Thailand.
Material and Methods: This quasi-experimental study involved at-risk students with ADHD from Wat Tham Nava School and Wat Puech Nimit School. Each group consisted of 44 students, selected based on the Student Behavior Assessment Scale. The sample size was calculated using G*Power software, with participants purposefully assigned to either the control group or the experimental group. The primary intervention was a board game program specifically designed to enhance social skills. Outcome evaluation tools included a social skills questionnaire and a social behavior interview. Data analysis was conducted using descriptive statistics, paired sample t-tests, and independent sample t-tests to assess the effectiveness of the intervention.
Results: The experimental group demonstrated significantly higher social skills scores compared to the control group (p-value<0.001), with mean scores of 39.66±3.227 and 7.36±3.596, respectively, indicating the effectiveness of the board game program in enhancing the social skills of at-risk children with ADHD.
Conclusion: These findings suggest that board game programs can effectively promote and cultivate social skills in children, providing schools and teachers with a valuable intervention strategy.
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