Authors & Publication Information
Ray, D. C., Schottelkorb, A., & Tsai, M. (2007). Play therapy with children exhibiting symptoms of attention deficit hyperactivity disorder. International Journal of Play Therapy, 16(2), 95-111.
Treatment Model
Child-Centered PT
Research Design
Randomized – Active Control
Child Sample Characteristics
N = 60 students referred for attention problems and hyperactivity
  • Age: 5-11; M=7.5
  • 80% male, 20% female
  • 47% Cauc, 35% Lat, 17% AfAm, 2% biracial

Study Characteristics

Individual CCPT
  • 16 sessions
  • 1x wkly; 30 mins

Measurements

Index of Teaching Stress (ITS) Conners Teacher Rating Scale-Revised: Short Form (CTRS-RS)
Findings
Compared to the active control (Reading Mentoring), CCPT demonstrated statistically significant improvements with large treatment effects for student characteristics, emotional lability, and anxiety/withdrawal. No significant differences were found on children’s ADHD symptoms.

Authors & Publication Information
Muro, J., Ray, D., Schottelkorb, A., Smith, M. R., & Blanco, P. J. (2006). Quantitative analysis of long-term child-centered play therapy. International Journal of Play Therapy, 15(2) 35-58.
Treatment Model
Child-Centered PT
Research Design
Repeated Measures Single Group
Child Sample Characteristics
N = 23 children with behavioral and emotional difficulties
  • Age: 4-11; M=7.4
  • 74% male, 26% female
  • 52% Lat, 22% Cauc, 13% AfAm, 13% Biracial

Study Characteristics

Individual CCPT
  • 32 play sessions
  • 1x wkly; 30 mins

Measurements

Teacher Report Form (TRF) Index of Teaching Stress (ITS)
Findings
Ratings over three points of measure indicated statistically significant improvement on total behavioural problems from pre to post test with a large effect size. Although there was not statistically significant difference from pre to post test for externalising behaviours, the effect size was large. Additionally, results from teacher total stress demonstrated a statistically significant difference from pre to post test with a large effect size. Also, a statistically significant difference was found for ADHD characteristics and the student characteristics domain from pre to post test.

Authors & Publication Information
Schottelkorb, A. A., & Ray, D. C. (2009). ADHD symptom reduction in elementary students: A single-case effectiveness design. Professional School Counseling, 13(1), 11-22.
Treatment Model
Child-Centered PT
Research Design
Single Case Experimental Design
Child Sample Characteristics

N = 4 children who exhibited ADHD symptoms in classroom

  • Age: 5-10; M=6.8
  • 100% male
  • 50% Cauc, 25% Lat, 25% Brazilian

Study Characteristics

Individual CCPT
  • Avg. 19 sessions
  • 2x wkly; 30 mins

Measurements

Direct Observation Form (DOF) Conner’s Teacher Rating Scale-Revised, Short Form (CTRS-RS) Teacher Report Form (TRF)
Finding
Two children in CCPT demonstrated substantial reduction and two students demonstrated questionable reduction in ADHD symptoms (on-task behaviour in the classroom).
Source:
http://evidencebasedchildtherapy.com/research/