mohammadreza zoghipaidar; abolghasem iaghobi; safdar nabizadeh
Abstract
Theaim of present study was to predict academic performance of students with ADHD based on the stress and parental approach. Method of the present study is corelational. The study population were includedall third grade studentswith ADHD in school year (91-92) of Hamadan and 50 subjects among them were ...
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Theaim of present study was to predict academic performance of students with ADHD based on the stress and parental approach. Method of the present study is corelational. The study population were includedall third grade studentswith ADHD in school year (91-92) of Hamadan and 50 subjects among them were selected byusing available sampling as a participating in the study. For screeningand data collection, were used family-school questionnaire (Midget, 2000), parent Conner’s rating scale (Connors, 1998 ) Parental Stress Scale (Barry and Jones,1995), theRaven Intelligence Scale for children and self-made academic performance test. descriptive statistics such as mean and standard deviation andinferential statistical such as correlation and stepwise regression analysis was used to analyze of data. The results showed that there is a positive andsignificant relationship between academic performance of students with ADHD andparent’s instrument approach but parental stress and parent’s controlling approach aresignificant negative correlation with academic performance of their children.The results showed that parental stress and parent’s controlling approach could have significantly to predict the academic performance of students with ADHD. Parentalstress was also the best predictor of their academic performance. The findings indicate that although child with ADHD could have many challenges for parents however with educating parents and get help from counselors and psychologists can improverelations between children and parents and helped them to achieve better academic results.
Saeed Azami; Alireza Moqaddas; Faramarz Sohrabi
Volume 3, Issue 11 , March 2013
Abstract
The present research aims to study and compare the extent of effectiveness of computer-assisted cognitive remediation (CACR) and psycho-stimulant drugs in improvement of response inhibition and sustained attention function in children with attention deficit/hyperactivity disorder (ADHD).This was an experimental, ...
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The present research aims to study and compare the extent of effectiveness of computer-assisted cognitive remediation (CACR) and psycho-stimulant drugs in improvement of response inhibition and sustained attention function in children with attention deficit/hyperactivity disorder (ADHD).This was an experimental, prospective research with a pre-test and post-test design, and follow-up with two experiment groups. Using convenience sampling method, 23 children with ADHD were selected. They were matched in terms of severity of disorder, and were randomly assigned into two groups of psycho-stimulant drug therapy (n= 11) and CACR (n= 12). The research instruments included the Continues Performance Test (CPT), SNAP-IV questionnaire, the short form of WISC-R and Child Syndrome Inventory (CSI-4). The data were analyzed using multivariate ANOVA & repeated measures (RM-MANOVA), mixed-design analysis of variance, and follow-up tests. The CACR had a significant and enduring effect on the subjects’ performance in response inhibition and sustained attention. Although CACR, compared to drug therapy, was more effective in improvement of response inhibition and sustained attention; the differences were not statistically significant. Generally, both treatments were effective in improving response inhibition and sustained attention. Therefore, CACR can be used as an alternative technique to the psycho-stimulant drugs in treatment of ADHD.