Game Na! Unpacking the Play Preferences and Social Participation of School-Age Children Diagnosed with Attention-deficit/hyperactivity disorder (ADHD) and Autism Spectrum Disorder (ASD)

Abstract

This study examined the social participation and activity preferences of school-aged children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) using the Children’s Assessment of Participation and Enjoyment (CAPE) and Preferences for Activities of Children (PAC). A quantitative comparative-correlational cross-sectional design was utilized involving 55 children aged 6–12 years receiving occupational therapy services in Metro Manila, Philippines. Data were collected using demographic questionnaires and the CAPE/PAC assessments and analyzed through descriptive and inferential statistics. Findings showed moderate participation levels across most CAPE domains, with enjoyment and activity intensity obtaining the highest scores. Recreational and physical activities were the most preferred activity types, while self-improvement activities were least preferred. Significant differences were found in recreational and physical activities, engagement across play types, and social activities according to grade level. However, no significant differences were observed according to sex and age group. Weak to moderate positive relationships between participation and activity preferences were identified, indicating that children tend to participate more in activities they enjoy, although environmental and contextual factors also influence engagement.

The findings emphasize the importance of participation-focused, play-based, and client-centered occupational therapy interventions that promote meaningful and inclusive engagement among children with ADHD and ASD.

Keywords: ADHD; ASD; CAPE/PAC; Participation; Play Preferences; Occupational Therapy

Citation

Daelord Valerie M. Torralba. Game Na! Unpacking the Play Preferences and Social Participation of School-Age Children Diagnosed with Attention deficit/hyperactivity disorder (ADHD) and Autism Spectrum Disorder (ASD). WebLog J Phys Ther Rehabil. wjptr.2026.f1901. https://doi.org/10.5281/zenodo.21318557