| Summary: | OBJECTIVE. The pragmatic language outcomes of children with attention deficit hyperactivity disorder (ADHD) were explored across two feasibility studies. METHOD. Five children with ADHD (ages 6–11 yr), their parents, and 5 typically developing peers completed an assessment 18 mo after a therapist-delivered intervention (Study 1). Participants then completed a parent-delivered intervention (Study 2). Blinded ratings of peer-to-peer play interactions documented changes in children’s pragmatic language 18 mo after the Study 1 intervention and before, immediately after, and 1 mo after the Study 2 intervention. Nonparametric statistics and Cohen’s d were used to measure change. RESULTS. Children’s pragmatic language outcomes were maintained 18 mo after the therapist-delivered intervention and significantly improved from before to 1 mo after the parent-delivered intervention. CONCLUSION. Interventions involving occupational therapist and speech–language pathologist collaboration, play, and parent and peer involvement may facilitate children’s pragmatic language skills.
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