shahrooz nemati; hamid Alizadeh
Abstract
Attention Deficit/ Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that its treatment has been challenged for parents and developmental disabilities professionals. In recent years, neurofeedback is one of the interventions utilized to treat ADHD. The effectiveness of this kind of treatment ...
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Attention Deficit/ Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that its treatment has been challenged for parents and developmental disabilities professionals. In recent years, neurofeedback is one of the interventions utilized to treat ADHD. The effectiveness of this kind of treatment has been controverted. The aim of current study was to identify the nature, characteristics and research evidence about the efficacy of neurofeedback in ADHD. In the same vein, from web of data-based information (Pupmed, Springer, ProQuest, Scopus, and Elsevier) and by using keywords including ADHD, Neurofeedback, QEEG-Informed Neurofeedback, efficacy of neurofeedback treatment in ADHD, ADHD and meta-analysis, effect size in neurofeedback treatment in ADHD, EEG and email communication with professional psychologist or psychiatrist, as well, data were gathered and systemically reviewed. Despite reporting more Iranian researches indicating effectiveness of neurofeedback in ADHD treatment, some research evidences including methodological issues, and some characteristics such as the life-span problem, comorbidity, and recent evidence-based practice, impeach the significance of neurofeedback efficacy and the related data. This method is struggling because the neurofeedback is introduced as only an interventionist method, not a miraculous approach, and bring ethical challenges for the researchers. This study stresses on more methodologically accurate investigations on neurofeedback and ADHD.
Abstract
This study aimed to develop a Response-to-Intervention (RtI) program in order to enhance spelling skill and to examine its effectiveness for third-grade students with spelling problems. The study was conducted in two stages including program development and utilizing evaluation a single-system design ...
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This study aimed to develop a Response-to-Intervention (RtI) program in order to enhance spelling skill and to examine its effectiveness for third-grade students with spelling problems. The study was conducted in two stages including program development and utilizing evaluation a single-system design (AB). The study population consisted of third-grade students from the city of Karaj in the school year of 2015-216. Twenty students were selected as the sample using targeted sampling method. These students were incorporated in a three-tiered intervention based on response-to-intervention model (first tier included groups of five in nine 30-minute sessions, second tier consisting of groups of three in nine 45-minute sessions and the third tier including 12 individual one-hour sessions) and were trained for the developed program which was tailored for response-to-intervention model using direct instruction method. Measuring tools were the spelling test of Rezaei & Karimi (2013). According to the results of ICC, the developed program’s validity is 0.36, which is a good validity for implementation considering that P