tahereh jafari; mansoureh boahramipourisfahani
Abstract
Objective: This study was conducted to investigate the effectiveness of (parent-child) interaction therapy on parenting stress, emotional self-regulation, and aggression in children with disinhibited social engagement disorder with and without attention-deficit/ hyperactivity disorder. Methods: This ...
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Objective: This study was conducted to investigate the effectiveness of (parent-child) interaction therapy on parenting stress, emotional self-regulation, and aggression in children with disinhibited social engagement disorder with and without attention-deficit/ hyperactivity disorder. Methods: This was a quasi-experimental study with a pretest-posttest and control group design. The sample consisted of 60 children 5-7 years with disinhibited social engagement disorder with and without attention-deficit / hyperactivity disorder who were randomly selected and assigned to two control and two experimental groups. The parent-child Interaction treatment program was administered to the two experimental groups. Data were collected using by child morbidity questionnaire, Shahim aggression questionnaire, Abidin parenting stress, and researcher-made emotional self-regulation questionnaire. Results: The results of multivariate analysis of covariance showed that parent-child interaction therapy only on parenting stress and emotional self-regulation in children 5 to 7 years with disinhibited social engagement disorder with and without attention-deficit / hyperactivity disorder is effective. Also, this method of treatment was more effective on parenting stress and emotional self-regulation in children 5 to 7 years with disinhibited social engagement disorder with attention-deficit/hyperactivity disorder than in the group without attention-deficit/hyperactivity disorder. Conclusion: This therapy can be considered an effective intervention for emotional problems and problems in children with disinhibited social engagement disorder with and without attention-deficit / hyperactivity disorder.
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.