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, ...
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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.
Mohammadreza Noroozi Homayoon; Nader Heidari Raziabad; Ali Rezaeisharif; Ali Sheykholeslami; Mahdi Jafari Moradlo
Abstract
AbstractThe purpose of this research was to design and validate a model for improving attention deficit and hyperactivity in primary school students of Ardabil City. The research was applied in terms of purpose, mixed in terms of the nature of data, and exploratory in terms of execution method. In the ...
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AbstractThe purpose of this research was to design and validate a model for improving attention deficit and hyperactivity in primary school students of Ardabil City. The research was applied in terms of purpose, mixed in terms of the nature of data, and exploratory in terms of execution method. In the qualitative part, the semi-structured interview and database theory have been used. The statistical population of the qualitative section was university professors and experts in the field of school counseling and educational sciences, 15 of whom were selected based on the principle of opinion saturation. The statistical population in the quantitative section was all the primary school teachers of Ardabil City in the academic year of 2023-2024 in the number of 2600 people, according to Morgan's table, 335 of them were selected based on stratified random sampling. The data collection tool in this research was a researcher-made questionnaire resulting from the refined concepts obtained from the primary codes. The data sets obtained after the continuous process of open, central, and selective coding were organized in the form of 156 open codes, 146 concepts, 12 categories and 6 classes based on a systematic approach. The findings of the research show the improvement pattern of attention deficit and hyperactivity in elementary school students of Ardabil city under the categories of personal and psychological characteristics, motor skills, social skills, attention deficit disorder, educational strategies at the individual level, educational strategies at the interpersonal and communication level, pharmaceutical interventions and nutrition, physiological and behavioral interventions, psychological control, strengthening motor and physical abilities, psychological growth and social participation were categorized and fit in terms of validation (p<0.05). Finally, it is suggested that the results of this research be used as a guide and a general path to improve attention deficit and hyperactivity by specialists in schools and in other centers such as psychological service centers, counseling and psychotherapy clinics, welfare centers, universities, etc. Use existing situations and contexts.Keywords: Design, Validation, Attention Deficit, Hyperactivity, Elementary School Students. Extended Abstract IntroductionOne of the most common neurodevelopmental disorders is attention-deficit/hyperactivity disorder (ADHD) which is characterized by the inability to pay sustained attention, impulsivity, hyperactivity inhibition, impulse control, internalizing, and externalizing problems, which has become a growing concern globally. Statistics show that this dysfunction affects 3-7% of children. According to the fifth diagnostic and statistical manual of mental disorders, attention deficit/hyperactivity disorder is a chronic and uncoordinated neurodevelopmental mental disorder characterized by hyperactivity, impulsivity, and reduced attention. Among the treatments that are used to reduce the symptoms of attention-deficit/hyperactivity disorder are drug treatments that also have beneficial effects, which are suitable in the short term; but hyperactive children do not achieve an optimal level of attention by taking these drugs; therefore, along with drug treatments, it is necessary to use other treatments. Therefore, considering the many issues and problems that this disorder has caused in children, families and teachers, and considering that this disorder is often diagnosed in school-aged children, in the current research, it was considered necessary to design and validate the improvement model of attention deficit hyperactivity disorder among primary school students in Ardabil city to introduce and categorize a set of factors that can be the foundation and shaper of attention deficit hyperactivity disorder and also factors that can be effective in improving and treating this disorder, and the set of factors related to this disorder should be discussed. MethodologyThe aim of the current research is to design and validate the model for improving attention deficit and hyperactivity in primary school students. Due to the fact that the results of this research can be directly used, therefore, the current research was applied in terms of purpose and mixed (qualitative and quantitative) in terms of the nature of the data. In terms of the implementation method, the research was exploratory. The research method in the qualitative part was a semi-structured interview and the implementation of the foundation data method, and in the quantitative part, the structural equation model method was used. The qualitative statistical population of the research was university professors and experts in the field of school counseling and educational sciences of Ardabil province. In this research, to select the sample of the qualitative part of the work, purposive sampling, which is one of the non-probability sampling methods, was used. The sample size of the qualitative part was 15 university professors in the field of school counseling and educational sciences in Ardabil. Semi-structured interviews were used to collect data. In order to implement the research, a week before the interview, the title and purpose of the research were explained to the professors. Ethical issues in this research include ensuring the informed consent of the participants to participate in the research and recording the content of the interviews, as well as the right to withdraw from the research at all stages of the research. The statistical population in the quantitative section was all primary school teachers in Ardabil city. The total number of primary school teachers in Ardabil city in the academic year 1402-1401 was around 2600 people. Therefore, according to the size of the statistical population and based on Morgan's table, 335 people were selected as the statistical sample size of the quantitative section based on stratified random sampling. In order to analyze the questions in the first stage, the structural codes were collected by three methods of open coding, axial coding and selective coding, and in the second stage, due to checking the fit of the model obtained from the first stage, according to the non-normal distribution of the data using the partial least squares method. PLS and bootstrapping techniques were used in Smart PLS software. ResultsAfter the qualitative analysis that led to the identification of primary codes, these codes were classified into several categories according to the similarity and authenticity of the data, and finally, the categories were placed in special classes. After continuous analysis and open, central and selective coding, the data were organized in the form of 156 open codes, 146 concepts, 12 categories and 6 classes (causal conditions, central conditions, strategies, intervening conditions, background conditions and consequences). In fact, these data show the criteria for improvement of attention deficit and hyperactivity in primary school students of Ardabil city and a new pattern emerged in this direction. DiscussionThe results of the research show the improvement pattern of attention deficit and hyperactivity in elementary school students of Ardabil city under the categories of personal and psychological characteristics, motor skills, social skills, attention deficit disorder, educational strategies at the individual level, educational strategies at the interpersonal and communication level, pharmaceutical interventions. and nutrition, physiological and behavioral interventions, psychological control, strengthening motor and physical abilities, psychological development and social participation were categorized and fit in terms of validation. ConclusionFinally, it is suggested that the results of this research be used as a guide and a general path to improve attention deficit and hyperactivity by specialists in schools and in other centers such as psychological service centers, counseling and psychotherapy clinics, welfare centers, universities, etc. Use existing situations and contexts.AcknowledgmentsWe are grateful to all the teachers of Ardabil City who helped in the implementation of the project with their participation in the
Maryam Mohammadi Dolatabad; Yasser Rezapour Mirsaleh; Azadeh Choobforoushzadeh
Abstract
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that causes many problems for children. Numerous treatments have been suggested to improve this disorder, but this is so important to use non-pharmacological treatments that have no side effects. In this study, the effectiveness ...
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Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that causes many problems for children. Numerous treatments have been suggested to improve this disorder, but this is so important to use non-pharmacological treatments that have no side effects. In this study, the effectiveness of theater therapy on aggression in children with attention deficit hyperactivity disorder was investigated. A quasi-experimental design of pre-test-post-test with control group and follow-up test was used. The statistical population included all children with attention deficit hyperactivity disorder in Rafsanjan City, which 16 children were selected by using available sampling method and were randomly dividedin experimental and control groups. The experimental group participated in theater therapy group sessions, while the control group received no intervention. Data gathered by using Shahim Elementary School Aggression Questionnaire, at three phases: pre-test, post-test and follow-up. Analysis of variance with repeated measurment was used to analyze the data. The results showed that the aggression of the experimental group had decreased compared to the control group after the intervention and also after one month (follow-up stage). Therefore, it can be concluded that theater therapy reduces the rate of aggression in children with attention deficit hyperactivity disorder.
Keywords: Aggression, Attention Deficit, Hyperactivity, Dramatherapy.
Extended Abstract
Introduction
Attention deficit hyperactivity disorder is a neurodevelopmental disorder that is defined by damage in the levels of inattention, disorganization, or hyperactivity-impulsivity, which causes serious problems at home, school, and the child's social functions.
This disorder causes aggressive and impulsive behaviors and makes the person's social functions difficult. Therefore, aggression as one of the coexistence problems in this disorder has always been the focus of researchers.
Theater therapy is usually used in various fields of interventions related to improving children's mental health and is recognized as a useful treatment method.
Research Question(s)
This research aims to answer the question of whether theater therapy has an effect on the level of aggression of children with attention deficit hyperactivity disorder.
Literature Review
A research study has investigated passive and active aggression in children with and without attention deficit hyperactivity disorder and negative emotional disability and has reached the conclusion that people who are apparently emotionally unstable become more aggressive over time. (Slaughter et al, 2020)
In another research, it was concluded that theater therapy has increased social skills and reduced aggression in working children. (Rasekhinejhad and Khodabakhshi, 2019)
Methodology
The current research method is a pretest-posttest study with a control group and a follow-up test. The statistical population included all seven-to-twelve-year-old students with attention deficit hyperactivity disorder in Rafsanjan city and considering that theater therapy is usually performed in small groups of five to eight people, the number of 16 people whose attention deficit hyperactivity disorder was diagnosed by referring to medical history and clinical interview and their score in the attention deficit hyperactivity test of Swanson et al (1980) was higher than the average (36) and those who were willing to cooperate were selected as sample members using the available sampling method and were randomly placed in two groups of 8 people, experimental and control.
Results
According to the statistical results, it can be stated that the intervention based on theater therapy is effective in reducing the aggression of children with attention deficit hyperactivity disorder (P<0.05).
Table 1. The results of Ben Feroni's post hoc test to compare the three stages of pre-test, post-test, and follow-up in experimental and control groups
Group
Pre-test stage and post-test
Pre-test stage and
Follow up
Post-test stage and
Follow up
Difference In
averages
statistical significance
Difference In
averages
Statistical significance
Difference In
averages
statistical significance
examine control
11/875
0/001
11/500
0/001
-0/375
0/442
0/000
1/000
0/250
0/516
0/250
0/598
* As can be seen in the table, the difference between the pre-test and post-test stages, as well as between pre-test and follow-up in the experimental (theatre therapy) group is significant (P<0.001), but in the control group, these differences are not significant (P>0.05). Also, the difference between post-test and follow-up is not significant in any of the groups (P>0.05).
Figure 1. Aggression variable changes by group in three stages
Discussion
This research was conducted with the aim of investigating the effectiveness of theater therapy on the level of aggression of children with attention deficit hyperactivity disorder. The results of the analysis of variance with repeated measurements indicated that the difference between the mean aggression scores in the post-test stage after controlling the pre-test scores in the two experimental and control groups is significant.
Conclusion
Based on this research and previous similar studies, it was concluded that with the use of theater therapy techniques, due to the greater involvement of the child's attention and the possibility of better learning concepts in the form of group games, we can see a reduction in the level of aggression in children with Attention deficit hyperactivity disorder.
Acknowledgments (Times New Roman 12 bold)
In the end, we are grateful to all those who helped the authors in the implementation and compilation of this article.
malihesadat kazemi; shole amiri; mokhtar malekpoor; hosein molavi
Abstract
In this Research, the effect of private speech training on executive function of boys between 9 to 11 years old in Isfahan City was examined. This research is an experimental study of pre-test/post-test with control groups. It had a two-stage sampling. Final sample included 20 attention deficit boys ...
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In this Research, the effect of private speech training on executive function of boys between 9 to 11 years old in Isfahan City was examined. This research is an experimental study of pre-test/post-test with control groups. It had a two-stage sampling. Final sample included 20 attention deficit boys (10 for experiment group and 10 for first control group) and 9 normal boys for second control group. Instruments used in this research included British Picture Vocabulary scale, Short form of Wechsler's Intelligence Scale for Children- Revised, Tower subtest of NEPSY Neuropsychology test. To analyze private speech of children, their speech were videotaped while solving Tower subtest and Videos were content analyzed by three encoders. Results showed that children with attention deficit, had significantly more errors in compare to first and second control groups; while both experiment and second control group (which both had been trained) had significantly more amount of private speech in compare to first control group- which had not trained. According to the findings of the research, it can be concluded although private speech training can increase the amount of private speech produced by attention deficit children, this increase in speech, not only will not necessarily increase function of children, but it may backfire on difficult tasks.
Ali Esma’ili; Mas’oud Qorbanalipour
Volume 2, Issue 6 , June 2012, , Pages 95-134
Abstract
Objective: The purpose of this study is to determine the effect of increase in social interest on reducing problems of children with ADHD.
Method: The present study is a quasi-experimental research conducted with pretest, posttest, and follow-up control group design. To this end, 31 individuals, who ...
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Objective: The purpose of this study is to determine the effect of increase in social interest on reducing problems of children with ADHD.
Method: The present study is a quasi-experimental research conducted with pretest, posttest, and follow-up control group design. To this end, 31 individuals, who visited clinics in Urmia and were diagnosed with this disorder, were selected through convenience sampling and were divided randomly into experimental and control groups. Conners’ rating scale was used as the pretest for both groups. The experimental group attended 15 training sessions about development of sense of belonging and social interest. On the other hand, the control group remained uninvolved. The same scale was administered to both groups as posttest and a three-month follow-up. The covariance analysis was used to analyze the data.
Results: The results show that ADHD symptoms are significantly reduced in the control group which was encouraged to increase its social interest.
Conclusion: The results of the present study emphasize the fact that developing the sense of belonging and social interest is the essential part of any treatment or guidance program for children with Attention Deficit Hyperactivity Disorder
Mizhgan Shoshtari; Ahmad Abedi; Fereshte Golshani; Razie Ahromi
Volume 1, Issue 2 , July 2011, , Pages 103-118
Abstract
Objective: The aim of the current research was to investigate the effectiveness of early interventions based on child-oriented games on the rate of hyperactivity / impulsivity of preschool children with attention deficit - hyperactivity / Impulsivity disorder. Method: The research method was quasi-experimental ...
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Objective: The aim of the current research was to investigate the effectiveness of early interventions based on child-oriented games on the rate of hyperactivity / impulsivity of preschool children with attention deficit - hyperactivity / Impulsivity disorder. Method: The research method was quasi-experimental with a pretest-post-test design. Statistical population included all the preschool boys with ADHD disorder in city of Isfahan of the academic year 1389-1390. 30 children with ADHD symptoms were selected via targeted sampling method and were randomly assigned to wither experimental or control groups (15 each). The research tool was the Connor’s parents questionnaire as well as clinical interviews. Interventions were applied in the experimental group. Obtained data was analyzed by analysis of covariance. Results: The results showed that the early interventions based on child-oriented games were effective on the rate of hyperactivity / impulsivity of preschool children with attention deficit - hyperactivity / impulsivity disorder. Conclusion and Recommendations: By early identification and intervention with child–oriented play the symptoms of attention deficit / hyperactivity – Impulsivity disorder can be reduced and so prevention can be expected.