Fateme Nourkojouri; narges pourtaleb; Elnaz MusaNejad
Abstract
The primary objective of this study was to establish the efficacy of play therapy grounded in executive functions in addressing the attention deficit and impulsivity observed in students diagnosed with attention deficit hyperactivity disorder. This experiment was conducted in a quasi-experimental manner, ...
Read More
The primary objective of this study was to establish the efficacy of play therapy grounded in executive functions in addressing the attention deficit and impulsivity observed in students diagnosed with attention deficit hyperactivity disorder. This experiment was conducted in a quasi-experimental manner, involving a pretest-posttest with a control group. The statistical population in this study encompassed all male students with Attention Deficit/Hyperactivity Disorder (ADHD), aged between 8 to 10 years old within Tabriz City, during the academic year 2022-2023. The statistical sample consisted of 30 students diagnosed with Attention Deficit/Hyperactivity Disorder, identified by consultation with the school counselor and assessment using the CSI-4 scale. A convenience sampling method was employed to select the participants, and they were subsequently divided randomly into two groups: experimental and control. Both groups were evaluated using the software versions of the Stroop and Go-No go tests, in phases of pre-test and post-test. The experimental group engaged in group play therapy grounded in executive functions for a total of 10 sessions, each session lasting 60 minutes, held once a week. The data obtained from the study was subjected to multivariate analysis of covariance for further analysis. The significance level was set at 0.05 in all tests. The results indicated that a significant difference was observed between the experimental and control groups in the attention deficit variable, while no significant difference was found in the impulsivity variable. Based on the outcomes generated through this research, play therapy grounded in executive functions, coupled with targeted interventions focusing on bolstering executive functions, can enhance children with Attention Deficit/Hyperactivity Disorder's attention deficit issues significantly.Keywords: Play Therapy based on Executive Functions, Impulsivity, Executive Functions, Attention Deficit, Attention Deficit Hyperactivity Disorder. Extended Abstract IntroductionAttention Deficit Hyperactivity Disorder (ADHD) is classified as a neurodevelopmental disorder under the section for Neurodevelopmental Disorders in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Neurodevelopmental disorders are disorders that manifest during the developmental stages—the period of time that begins at conception at birth and extends till the child reaches adulthood—and are primarily rooted in neurological factors. These disorders are identified before a child begins attending school and are marked by developmental impairments that disrupt personal, social, academic, or occupational functioning (Tobin & House, 2020). Children diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) encounter difficulties in concentrating on tasks and following instructions. They often find it challenging to maintain focus on tasks, especially those they deem less engaging (Schroeder & Gordon, 2021). Additionally, they may experience problems with tasks that require executive functions, including planning, organization, time management, and self-regulation, as well as tasks involving working memory, sustained attention, or switching between various tasks.Attention is the critical and foundational function of the brain, involving the capacity to pick and process important information, while sustaining and manipulating it throughout the entire processing phase. Attention deficit refers to the inability to maintain focus and consistently complete tasks, particularly those deemed boring, monotonous, or extensive (Schroeder & Gordon, 2021). Barkley asserts that the lack of attention exhibited by these children can be attributed to issues with the interaction between inhibition and executive functions. Inhibition, also known as impulse control, is a key element of executive functions that regulates behavior through internally perceived information, including mental imaging, internal speech, and self-motivation (Yavari et al., 2020).If children with Attention Deficit/Hyperactivity Disorder (ADHD) are not diagnosed and treated promptly, the consequences can be severe, resulting in teenagers and adults experiencing job failures, displays of aggression, challenges in interpersonal relationships, and other psychological disorders such as substance abuse, alcohol abuse, depression, and anxiety (Biderman & Spenser, 2005; Yahyavi Zanjani et al., 2021). One of the suggested therapeutic approaches for children with Attention Deficit/Hyperactivity Disorder (ADHD) is play therapy (Samadi, 2019). Play therapy provides a valuable opportunity to create an environment that allows children to acquire appropriate experiences with the assistance of a therapist, thereby reinforcing pre-social, behavioral, and emotional skills. Within the context of the play environment and under the guidance of experts, children, who may struggle to learn these skills in other settings, have an opportunity to easily grasp them through play (Shahi et al., 2020). Literature ReviewResearch findings suggest that games focused on attention concentration can help improve attention span and reduce impulsivity in students diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) (Yahyavi Zanjani et al., 2020). Additionally, a separate study explored the effects of play therapy grounded in executive functions on enhancing the executive functions of children with ADHD. Research has indicated that interventions designed to enhance the executive functions of children with ADHD can lead to improved selective attention, inhibition, and cognitive flexibility (Shahi et al., 2020). Moreover, studies on the training of executive functions in preschool children diagnosed with ADHD have shown reductions in symptoms of inattention and impulsivity (Shuai et al., 2021). In addition, research has discovered that sports interventions have a positive impact on the executive functions of both children and adolescents with ADHD (Liang et al., 2021). MethodologyThis study utilized a semi-experimental design with a pre-test-post-test framework and a control group. The statistical population in this research included all male students aged 8 to 10 years old who had Attention Deficit/Hyperactivity Disorder (ADHD) within Tabriz during Academic Year 1402-1401. The study's sample consisted of 30 students diagnosed with Attention Deficit/Hyperactivity Disorder selected through convenience sampling, with permission from the Tabriz City Education Authorities and in consultation with the primary schools of boys. The inclusion criteria for sample selection were as follows: a diagnosis of ADHD, male gender, age between 8 and 10 years, average IQ, a lack of current medication use, and no participation in other treatments connected to ADHD.The exclusion criteria for participating in this study encompassed the absence from more than two sessions and the presence of any comorbid disorders, including anxiety, depression, or other mental health conditions. The Raven's Intelligence Quotient (IQ) test was administered to each participant to determine their level of intelligence. Both groups underwent two rounds of assessment: a pre-test and a post-test. The software versions of the word-color Stroop test and the forward digit span test were utilized for evaluation. Following the pre-test, the experimental group embarked on 10 sessions of play therapy aimed at enhancing executive functions, spaced over a period of two and half months (one session a week, with each session lasting 60 minutes). The control group did not receive any intervention. ResultThe statistical evaluation of the data was executed in two steps: using descriptive statistics (mean and standard deviation) and inferential statistics. Table 1 presents the descriptive data regarding the variables of attention deficit and impulsivity, segregated by group and test.Table 1. Descriptive data of attention deficit and impulsivity variables according to experimental & Control groupsVariableComponentsGroupPre-testPost-testMSMSAttention DeficitConsonant reaction timeExperimentalControl43/4342/551/231/271/181/3122/6226/28Anomalous reaction timeExperimentalControl37/3443/221/261/291/231/3831/1542/62Consonant errorExperimentalControl1/061/460/130/481/331/060/300/28Inconsistent errorExperimentalControl3/934/401/192/041/3311/060/252/98Correct consonantExperimentalControl43/4043/361/140/6845/5343/730/320/62Incongruent correctExperimentalControl39/0630/062/402/6344/0628/530/673/71Interference scoreExperimentalControl4/334/601/582/611/4615/200/543/72Interference timeExperimentalControl20/7317/0012/9217/9142/4071/2614/1433/02Percentage rendering errorExperimentalControl34/6035/534/413/6026/3335/8013/2114/05Impulsiveness ExperimentalControl23/5317/205/883/8015/0019/864/473/96ExperimentalControl48/6652/334/934/2763/1350/264/814/66ExperimentalControl26/5931/683/484/0926/5937/863/484/02To evaluate the efficacy of play therapy on executive functions linked to attention deficit and impulsivity, multivariate analysis of covariance (ANCOVA) was implemented, complemented by one-way ANOVA to contrast the difference between the groups. Furthermore, the Kolmogorov-Smirnov test was conducted to confirm the distribution of the studied variables across the groups, which validated the normality assumption for ANCOVA analysis.The Z values calculated at the significance level (P < 0.05) were not significant. To assess the equality of error variance of the post-test variables between the experimental and control groups, Levene's test was utilized. The F value calculated for the variables was not significant, thus confirming this assumption as well. Consequently, the Pillai's trace statistic was reported as a multivariate index, with the results presented in Table 2.Table 2. Descriptive data of attention deficit and impulsivity variables according to test groupsVariableSourcesPillai's TracefdfSigEffect sizeAttention DeficitGroup0/6193/7860/0190/619Time*group0/9862/43120/0240/493Impulsivenessgroup0/1720/9840/4380/172Time*group0/3891/2080/3190/195 The findings from the multivariate analysis of covariance (ANCOVA) revealed a significant difference in the attention deficit variable between the experimental and control groups (effect size = 0.493, P < 0.001), indicating that play therapy grounded in executive functions was efficient in enhancing the attention deficits of the experimental group. Conversely, the impulsivity variable showed no significant difference between the two groups, with an effect size of 0.195 (P < 0.001). DiscussionThe main aim of this study was to explore the effectiveness of play therapy, anchored in executive functions, on attention deficits and impulsivity in individuals diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). The results unequivocally established that play therapy centered on executive functions significantly enhances attention deficits in this particular group of students. Additionally, this study's findings are in line with the outcomes of prior research. When discussing the effectiveness of play therapy on executive functions and its influence on improving attention deficits in children with Attention Deficit/Hyperactivity Disorder (ADHD), the hyperarousal hypothesis takes on significant relevance. According to this hypothesis, the indicators of Attention Deficit/Hyperactivity Disorder (ADHD) stem from inadequate stimulation of the brain by environmental stimuli, resulting in a state of reduced arousal in affected individuals. As a result, the ability to pay selective attention is also compromised, causing affected individuals to give equal attention to both significant and irrelevant stimuli. This implies that individuals with ADHD find it challenging to distinguish essential stimuli from insignificant environmental cues, such as the sound of a closing door, and react to both with equal attention (Yadollahi & Mehrparvar, 2019).It is worth noting that this treatment did not yield significant improvements in the impulsivity of students diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). The outcomes related to the impulsivity variable diverged from those of previous research studies. Given that impulsivity, impulse control, and response inhibition are significant issues in children diagnosed with ADHD, addressing these concerns necessitates more than mere targeted exercises. Effective management of impulsivity in children with Attention Deficit/Hyperactivity Disorder (ADHD) necessitates a comprehensive approach that involves behavioral training for both parents and teachers. It becomes apparent that undertaking these tasks independently is inadequate in reducing symptoms of impulsivity in these children, and collaboration between families and schools is crucial in the treatment process. Equipping parents with behavioral management strategies and empowering them to control environmental stimuli can facilitate the development of inhibition and self-control behaviors in these children. ConclusionBased on the research outcomes, it can be posited that play therapy, grounded in executive functions and utilizing targeted techniques and methodologies, may efficaciously assuage the symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). This approach may potentially ameliorate impulsivity and augment impulse control in students diagnosed with ADHD, consequently ameliorating their interpersonal and academic relationships. Given the considerable impact that children and students hold within their families and society, it becomes imperative to address this disorder for optimal future personal, academic, and social development. Consequently, it is suggested that this therapeutic approach be introduced in both private and public psychology clinics. The findings of this study have the capability to significantly benefit not only parents, but also child psychotherapists and teachers. It can be construed as a significant stride towards augmenting the cognitive and behavioral skills of children diagnosed with ADHD, facilitating healthier psychological well-being both for the children and their families, and ultimately working towards forestalling potential future obstacles for these individuals.AcknowledgementsThe authors would like to extend their profound appreciation to the participants in this research, encompassing the managers, teachers, and parents of students in the city of Tabriz, for their invaluable collaboration in the implementation of this study.
Setare Haddad kashani; abbasali hossein khanzadeh; Abbas Abolghasemi
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are two prevalent behavioral disorders among children, with the inclusion of these children within a family typically having a significant impact on the functioning of other family members. When the psychological ...
Read More
Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are two prevalent behavioral disorders among children, with the inclusion of these children within a family typically having a significant impact on the functioning of other family members. When the psychological well-being of parents of children with developmental disorders is compromised, it can lead to adverse outcomes such as feelings of deprivation and increased levels of anxiety, stress, and depression among parents of typically developing children (Sheikhul Islami et al., 2015; Chen et al., 2017). The distinct characteristics and needs of children grappling with psychological difficulties often lead to parents experiencing a sense of stress and feeling ill-equipped in terms of parenting skills. Research indicates that mothers of children with Attention Deficit/Hyperactivity Disorder (ADHD) tend to endure higher levels of parenting stress compared to mothers of typically developing children (Yousfi et al., 2018; Kazemi, 2015; Ershad Sarabi et al., Kurdistan, 1394). Research findings indicate that when parents' mental health is compromised, their levels of hope, optimism, tolerance, and resilience diminish, affecting their capacity to effectively handle challenges. This, in turn, reduces their self-efficacy in parenting and can have negative effects on the individual's psychological well-being. Studies have demonstrated that families with children with special needs often display lower levels of psychological capital and its components, as asserted by Birami et al. Previous research has focused on the impacts of Attention Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder or training interventions aimed at enhancing parental skills. However, studies to date have not concurrently examined the effects of these disorders on two components relevant to parents that can simultaneously exhibit positive and negative consequences derived from the disorder when compared to parents of typically developing children. The objective of this research is to investigate the following question: Is there a significant difference in parenting stress and psychological capital between parents of children with Attention Deficit/Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and typically developing children?Keywords: Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, Parental Stress, Psychological Capital. Extended AbstractMethodThe research methodology adopted in this study is of a comparative scientific nature. The study's statistical population consists of the parents of elementary school boys (grades 1 to 3) during the academic year 1997-1998 in Kashan City.This study utilized a comparative scientific approach, drawing a sample of 57 parents of children with Attention Deficit/Hyperactivity Disorder, 50 parents of children with Oppositional Defiant Disorder, and 42 parents of typically developing children from the aforementioned statistical population. Individuals from the identified statistical population who met the eligibility criteria for the study were thoughtfully selected. Subsequently, the parents were provided with Parenting Stress and Psychological Capital questionnaires to complete. The collected data was subsequently analyzed using the SPSS software, employing both the multivariate analysis of variance and the Kruskal-Wallis statistical methods.Findings The Shapiro-Wilk test results indicated that the data distribution for the stress variable was normal, while the distribution for the psychological capital variable was non-normal. Consequently, parametric tests were applied for analyzing the stress variable data, while non-parametric tests were employed for assessing the psychological capital variable data. Based on the significance of the F statistic from the Multivariate Analysis of Variance (MANOVA) test for the parenting stress component (Box's: 369.36, p < 0.00), it can be inferred that the covariance matrix for the stress variable is not equivalent across the groups. Furthermore, due to the significance of Bartlett's chi-square statistic for the parenting stress component (1104.698, p < 0.00, x^2 = 2), it can be deduced that a significant relationship exists among the components. Due to these findings, it is appropriate to employ a multivariate analysis of variance (MANOVA) test in this situation.The Multivariate Analysis of Variance (MANOVA) Test was utilized to investigate parenting stress among parents of children with Attention Deficit/Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and typically developing children. The outcomes of the test exhibit a substantial effect of group on the linear combination of the dependent variable. This suggests that there is a remarkable divergence between the typical parenting challenges, Attention Deficit Hyperactivity Disorder, and Oppositional Defiant Disorder in terms of the stress experienced by parents. Additionally, the non-parametric Kruskal-Wallis test was deployed to investigate the psychological capital component among the three groups of parents, uncovering a significant divergence in psychological capital levels across the groups.DiscussionThe findings demonstrated that parenting stress varied significantly across three groups. Additionally, the results indicated that parents of typically developing children display higher levels of psychological capital compared to parents of children with Attention Deficit/Hyperactivity Disorder and those with Oppositional Defiant Disorder. It is important to note the complicated relationship between these individuals, wherein a shift in one individual can swiftly impact the other. When a child within the family struggles with behavioral disorders, it can pose significant challenges for all individuals who interact with them. One of these challenges involves enduring high levels of stress (Talebi et al., 2017). Consequently, it can be deduced that the distinctive characteristics of children with emotional behavioral disorders have considerable unfavorable impacts on both the children themselves and their close relationships, particularly their parents. Parents who lack the necessary communication skills to effectively engage with these children face substantial challenges, and in addition to the intrinsic stresses of parenting, these parents also suffer from additional strain.The parenting stress endured by these parents exacerbates the children's behavior, further intensifying parental stress, ensuing in a cascading series of emotional behavior. This cyclical pattern generates a vicious cycle that exacerbates the inherent issues for both parents and children. Additionally, the research indicated that parents of children diagnosed with Oppositional Defiant Disorder (ODD) showcased lower levels of psychological capital compared to parents of typically developing children and those with Attention Deficit/Hyperactivity Disorder (ADHD).The components of psychological capital, such as hope, optimism, self-efficacy, and resilience, play a crucial role in the parent-child relationship, as demonstrated by the findings. 1. Raising a child with an emotional behavioral disorder significantly impacts the perceptions, emotions, perspectives, and values of their parents, resulting in experiences that diminish the psychological well-being of parents with children who have Oppositional Defiant Disorder compared to parents of typically developing children. Consequently, they experience diminished capacity to use appropriate techniques while dealing with these children, resulting in an inability to effectively diffuse conflicts. A decrease in parents' psychological capital can result in increased negative behaviors in children, which exacerbates the issue and leads to elevated self-displeasure and disillusionment due to mishandling the situation. Therefore, this problem persists indefinitely because of its cyclic nature.Ethical ConsiderationsThis study strictly adhered to ethical guidelines, in accordance with the Master's thesis by Setara Haddad Kashani from the Department of Psychology at Gilan University, dated 04/2018. Ethical considerations, including maintaining confidentiality, obtaining informed consent from participants' parents, and protecting the identity information, were thoroughly upheld throughout the entire research process.AcknowledgementI sincerely thank all the friends, professors, and parents who have cooperated with us in undertaking this research.
Zahra Telkabadi Arani; Fatemeh nikkhoo; mahdi dastjerdikazemi
Abstract
The aim of this study was to investigate the effectiveness of a positive online parenting program on cold executive functions in children with attention deficit / hyperactivity disorder. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical ...
Read More
The aim of this study was to investigate the effectiveness of a positive online parenting program on cold executive functions in children with attention deficit / hyperactivity disorder. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population included all parents of children aged 7 to 12 years who referred to rehabilitation and psychological centers in Tehran in 2020-2021 and received attention-hyperactivity disorder based on the opinion of experts. By available sampling method, 30 children with an average age of 7 to 12 years were selected and randomly assigned to two groups of 15 experimental and control. The experimental group received a positive parenting program online in 8 sessions. Attention registration test, N- BACK test, Stroop test and Wisconsin card test were used to evaluate the cold executive functions. Data were analyzed using multivariate analysis of covriance SPSS-25 software. Findings showed that a positive parenting program had a significant effect on improving sustained attention, cognitive flexibility and inhibitory control (P <0.05) and had no significant effect on working memory (P> 0.05). Accordingly, it can be said that the use of positive parenting online in the time of the outbreak of Covid-19 can be considered by specialists and ADHD children's treatment centers and for families who can not visit the centers in person can benefit from this intervention.
atieh hajbabaeiravandi; Parisa Tajali; Afsane Ghanaripanah,; Mansooreh Shahriari Ahmadi,
Abstract
The aim of this study was to compare the effectiveness of positive parenting programs and distress tolerance skills on the psychological well-being of mothers with children with attention-deficit/hyperactivity disorder. The research design was a quasi-experimental and pretest-posttest one with a control ...
Read More
The aim of this study was to compare the effectiveness of positive parenting programs and distress tolerance skills on the psychological well-being of mothers with children with attention-deficit/hyperactivity disorder. The research design was a quasi-experimental and pretest-posttest one with a control group. The statistical population of this study included all mothers of children aged 7 to 11 years with attention-deficit/hyperactivity disorder in Tehran in 2021-2022. The sample size included 45 students who were selected from the statistical population by the available sampling method (n=15). For the first experimental group, a positive parenting training program was implemented and for the second experimental group, a distress tolerance training program was implemented while the control group did not receive any training. The research instrument included the Psychological Well-Being Scale (Reef, 1989). The results showed that both interventions had an effect on improving the psychological well-being of mothers with children with Attention-Deficit/ Hyperactivity Disorder. (P<0.001). Evidence shows that positive parenting programs and distress tolerance skills are effective in increasing mothers' psychological well-being and the difference between positive parenting groups and distress tolerance skills is not significant (P <0.05). Overall, it can be concluded that a positive parenting program and distress tolerance skills can lead to the improvement of the psychological well-being of mothers with children with attention-deficit/hyperactivity disorder.
Kiiumars Farahbakhsh; Asiyeh Shariatmadar; Hossein Salimi; Niloufar Tahghighi Ahmadi
Abstract
The main purpose of this research was to evaluate the effectiveness of parent-child interaction program training on aggression in children with attention deficit hyperactivity disorder. The experimental design of pretest-posttest control group design was used as the method. The respondents of the survey ...
Read More
The main purpose of this research was to evaluate the effectiveness of parent-child interaction program training on aggression in children with attention deficit hyperactivity disorder. The experimental design of pretest-posttest control group design was used as the method. The respondents of the survey were chosen from the parents of the children who had attention deficit hyperactivity disorder and referred to counseling centers in districts 1 and 3 of Tehran for counseling. The sampling method was purposeful and available. First, a call was sent to these parents, and after announcing the desire of the volunteers, the parents were randomly assigned to the experimental and control groups. In the experimental group, parents were trained in a positive parent-child interaction program. To assess aggression before and after the intervention, the pediatric symptom questionnaire - CSI-4 by Gado and Sprafkin was used. The results showed that the parent-child positive interaction training program for parents of children with attention deficit hyperactivity disorder has a significant effect on reducing children's aggression. According to the results, a positive parent-child interaction program can be taught to the parents of these children in order to control and prevent aggression as one of the consequences of attention deficit hyperactivity disorder and empowering their parents to interact effectively with children.
nasim javidipour; mareih dehghan
Abstract
Attention Deficit Hyperactivity Disorder leads to mental, behavioral, and emotional damage to the infected children. Therefore, the present study was conducted with the aim of investigating the efficacy of parents’ behavioral training model (Barkley) on the emotional regulation of children with ...
Read More
Attention Deficit Hyperactivity Disorder leads to mental, behavioral, and emotional damage to the infected children. Therefore, the present study was conducted with the aim of investigating the efficacy of parents’ behavioral training model (Barkley) on the emotional regulation of children with attention deficit hyperactivity disorder. The present study was experimental with pretest, posttest, and control group design. The statistical population of the study included male children with attention deficit hyperactivity disorder in the city of Yazd in the autumn and winter of 2018-19. In this study, the sample size was 30 people (15 people in the experimental group and 15 people in the control group) but after the intervention of 2 parents in the experimental group and 2 parents in the control group, they refused to continue the intervention. The parents of the children in the experimental group received eight seventy-five-minute intervention sessions of the parents’ behavioral training model (Barkley) for one month. The applied questionnaires in this study included the attention deficit hyperactivity disorder questionnaire (Brock, Clinton, 2007) and the emotional regulation questionnaire (Shields & Cicchetti, 1997). The data of 26 parents were analyzed by the ANCOVA method using SPSS-23 software. The results showed that the parents’ behavioral training model (Barkley) has a significant effect on the emotional regulation of the children with attention deficit hyperactivity disorder (p<0.001). According to the findings of the present study, it can be concluded that the parents’ behavioral training model (Barkley) can be sued as an efficient method to increase emotional regulation in the children with attention deficit hyperactivity disorder by employing training appropriate methods to decrease the children’s abnormal behavior, the skill of showing positive attention to the children, methods of making positive interaction and managing inappropriate behaviors and the skills of positive attention.
Abdolhossein Shamsi; Amir Ghamarani
Abstract
The aim of this study was to compare the effectiveness of parenting based on organizational skills and mindful parenting on parent-child relationships and symptoms of children with attention deficit hyperactivity disorder. This was a quasi-experimental research with pretest, posttest and follow up. The ...
Read More
The aim of this study was to compare the effectiveness of parenting based on organizational skills and mindful parenting on parent-child relationships and symptoms of children with attention deficit hyperactivity disorder. This was a quasi-experimental research with pretest, posttest and follow up. The study population consisted of all children aged 8-10 years with attention deficit hyperactivity disorder in Isfahan who were educated in Isfahan public schools in 2019-2020. In this study participated 45 male children with attention deficit hyperactivity disorder that diagnosed on the basis of the Child Psychiatry and Fourth edition of Swanson-Nolan and Pelham Scale. In an experimental group, 11 sessions of parenting based on organizational skills and another experimental group 8 sessions of mindful parenting were conducted. The participants answered to Fourth edition of Swanson-Nolan and Pelham Scale(SNAP-IV) and parent-child relationships scale(CPRS) in three stages. Data were analyzed using repeated measures. Mindful parenting compared parenting based on organizational skills significant effect on parent-child relationships in the post-test and in the follow-up stage also remains(p≤05). Parenting based on organizational skills improved attention deficit and total attention deficit/ hyperactivity disorder in the post-test and the effects have been significant and the effect on follow-up stage also remains(p≤05). But parenting based on organizational skills did not have a significant effect on symptoms of hyperactivity/ impulsivity(P≥0.05). This study provides promising results in improving parent-child relationships and reducing the symptoms of children with attention deficit/ hyperactivity disorder by educating mindful parenting and parenting based on organizational skills as an intervention.
mahdis maghsudloo; vahid nejati; jalil fathabadi
Abstract
Executive function deficits are common in children with attention deficit hyperactivity disorder (ADHD). This research aims to assess effects of remedial rehabilitation on executive functions in preschool children with ADHD symptoms. In the current random clinical trial study pretest, posttest and follow-up ...
Read More
Executive function deficits are common in children with attention deficit hyperactivity disorder (ADHD). This research aims to assess effects of remedial rehabilitation on executive functions in preschool children with ADHD symptoms. In the current random clinical trial study pretest, posttest and follow-up design with control group were used. Statistical society includes all preschool ADHD children who referred to counselling centers in Tehran between 2016 -2017. Assessments include ADHD symptom checklist-4 (Gadow & Sprafkin, 1998) and Behavioral rating of executive function-preschool (Gioia,epsy& squith, 2002) questionnaires. After initial assessment by ADHD questionnaire, Thirty two children, who significantly had symptoms, selected by accessible sampling and randomly divided in to experimental group (N=15) and control group (N=17). Intervention group received ARAM computerized cognitive rehabilitation program for 12 sessions in 20 minute, while control group received no treatment. Both groups examined in posttest and follow-up. Data analyzed by repeated measure variance analysis. Result showed remediation rehabilitation significantly improves executive function and ADHD symptoms. We can conclude the remedial rehabilitation by computerized tasks improved cognitive abilities and reduced ADHD symptoms in preschool children.
Arman Azizi; Simin Ghasemi; Azad ghorbani; Fateme Shojai; farook mohammadi
Abstract
Due to the psychological, physical and communicational problems of families with attention deficit hyperactivity disorder children, this study aimed to compare the efficacy of Functional Family Therapy and Acceptance and Commitment Therapy on family empowerment and quality of life in families with attention ...
Read More
Due to the psychological, physical and communicational problems of families with attention deficit hyperactivity disorder children, this study aimed to compare the efficacy of Functional Family Therapy and Acceptance and Commitment Therapy on family empowerment and quality of life in families with attention deficit hyperactivity disorder children. this study was quasi- experimental with pre - posttest. The population of the present research included all the families who had referred to the counseling centers of Sanandaj city, in 2016 and attention deficit hyperactivity disorder was diagnosed for their child based on clinical and diagnostic interview. This research was conducted on 30 families selected by available sampling method from those who responded to the call for research and were divided into two experimental (n=10) and one control group (n=10). The experimental groups received 9 two-hour treatment sessions once a week. Data were collected using Family Empowerment Scale and World Health Organization Quality of Life Questionnaire (WHOQOL-BREF) and analyzed using multiple analysis of covariance in SPSS 20. The results of study showed significant differences between the mean scores of the pre-test and post-test of the experimental and control groups (p<0/001). In addition, comparison of experimental groups indicates Functional Family Therapy was more effective in increase of family empowerment and Improve of quality of life (p<0/001). The present findings indicate that Acceptance and Commitment Therapy and Functional Family Therapy can be useful in increase of family empowerment and improving life quality in families with attention deficit hyperactivity disorder children.
Marzieh Kamyab nejad; Maryam Seif naraghi; Arkan KHush kalam
Volume 1, Issue 4 , February 2016, , Pages 1-22
Abstract
Objective: The objective of this study is to compare the rates of depression and aggression among healthy siblings of 6-12 years old children with autism and Attention Deficit Hyperactivity Disorder. Method: The study is a survey. The statistical population consists of all healthy siblings of 6-12 years ...
Read More
Objective: The objective of this study is to compare the rates of depression and aggression among healthy siblings of 6-12 years old children with autism and Attention Deficit Hyperactivity Disorder. Method: The study is a survey. The statistical population consists of all healthy siblings of 6-12 years of age of the children with autism and Attention Deficit Hyperactivity Disorder in Tehran city. Seven siblings were chosen from each group, so the total sample size was 14. The research tool was the ASEBA test. Data were collected through the Child Behavior Checklist. T (p= 0/05) test was used for data analysis.
Results: The results showed that the rate of depression and aggression in siblings of autistic children is more than the siblings of the children with attention deficit hyperactivity disorder.
Conclusion and recommendations: Given the fact that the amount of aggression and depression were higher among siblings of autistic children in comparison to the other group, training and consulting services should be available to the parents of autistic children in order to reduce or prevent aggression and depression among their not effected children.
Tahereh Bahmani; Hamideh Alizadeh
Volume 1, Issue 1 , April 2011, , Pages 27-44
Abstract
The purpose of this study was to examine the impact of mother management training on parenting styles and attention deficit /hyperactivity disorder (ADHD) Symptoms in Children. This research was done through a quasi-experimental design of pre test- post test with equivalent groups. Twenty-six schools ...
Read More
The purpose of this study was to examine the impact of mother management training on parenting styles and attention deficit /hyperactivity disorder (ADHD) Symptoms in Children. This research was done through a quasi-experimental design of pre test- post test with equivalent groups. Twenty-six schools were selected randomly in Behbahan. Teacher/parent forms of CSI-4 students were utilized to diagnose ADHD. Participants included 40 students who met ADHD criteria, and randomly assigned into 2 experimental and control groups. The experimental mother’s group was invited to participate in training sessions. The training package was based on Barkley (1997). The control group received no training. MANCOVA analysis showed some significant differences in improvement of parenting styles and decreasing the symptoms of children with ADHD. Accordingly, we can conclude that mother management training can be useful in helping these mothers and their children with ADHD.