Psychology of Exceptional Individuals

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Publication Ethics

Indexing and Abstracting

Related Links

FAQ

Peer Review Process

Journal Metrics

News

Essential files

Guide to submit articles

Reviwers (2020)

Reviewers (2021)

(Reviewers (2022

The Combined Effect of Executive Functions Training to Children with Attention Deficit /Hyperactivity Disorder, Behavior Change Strategies to Parents, and Communication Skills to Peers on Relationship with Parents

Document Type : Research Paper

Authors

1 PhD student in Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran.

2 Associate Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran.

3 Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran.

Abstract

The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all boys with symptoms of Attention Deficit / Hyperactivity Disorder, 6 to 9 years old in Kermanshah in the academic year of 2019. that among them, 30 students who were diagnosed with Attention Deficit / Hyperactivity Disorder based on a questionnaire and clinical interview were selected by random cluster sampling method and were divided into two groups of 15 people (experimental group and control group). the instruments used in this study were the Attention Deficit / Hyperactivity Disorder Diagnostic Questionnaire based on the information provided in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (Sadock and Sadock, 2005) and Parent-child Relationship Scale (Fine, Moreland, and Schwebel, 1983). data were analyzed using analysis of covariance. the results showed that integrated multidisciplinary education improved relationship between parents and child with attention deficit / hyperactivity disorder. creating the right context through family and peer education and the simultaneous teaching of executive functions has contributed to the effectiveness of this integration. based on the results of this study, it is suggested that in the treatment of children with Attention Deficit / Hyperactivity Disorder, multifaceted methods be used with emphasis on different levels of parents and peers.

Keywords

References
اصغری نکاح، س.م. (1389). کاربردهای آموزشی-ترمیمی بازی‌های بومی ایران در آموزش و توان‌بخشی کودکان دارای نیازهای ویژه. تعلیم و تربیت استثنایی، 90 (13)، 3-15.  
اصغری نکاح، س.م؛ و عابدی، ز. (1393). بررسی اثربخشی بازی‌درمانی مبتنی بر کارکردهای اجرایی بر بهبود بازداری پاسخ، برنامه‌ریزی و حافظه کاری کودکان دارای اختلال نقص توجه/ بیش‌فعالی. فصلنامه روانشناسی شناختی، 2 (1)، 51-41.
 حسین خانزاده، ع، ع. (1388). آموزش مهارت‌های اجتماعی برای کودکان و نوجوانان. تهران انتشارات رشد فرهنگ.
شهریور، ز؛ عربگل، ف؛ حکیم شوشتری،‌ م؛ و داوری آشتیانی، ر. (1393). بسته آموزش مهارت‌های فرزندپروری برای کودک 2 تا 12 سال. انجمن روان‌پزشکی کودک و نوجوان. تهران.
علیزاده، ح. (1389). بررسی میزان شیوع و ویژگی­های جمعیت­ شناختی دانش­آموزان دارای اختلال نارسایی توجه/بیش­فعالی در مدارس سما در استان خراسان جنوبی. تعلیم و تربیت استثنایی، 103.
کارتلج، جی؛ و میلون، اف. (1386). آموزش مهارت‌های اجتماعی به کودکان، ترجمه نظری نژاد 1385، مشهد، آستان قدس رضوی.
نورانی جور جاده، س، ر؛ مشهدی، ع؛ طبیبی، ز؛ و خیرخواه، ف. (1395). اثر آموزش کنش‌های اجرایی مبتنی بر زندگی روزمره، بر کنش‌های اجرایی کودکان مبتلا به اختلال نارسایی توجه-بیش‌فعالی. تازه‌های علوم شناختی، 18، 16-24.
Abikoff, H. B., Thompson, M., Laver‐Bradbury, C., Long, N., Forehand, R. L., Miller Brotman, L., ... & Sonuga‐Barke, E. (2015). Parent training for preschool ADHD: A randomized controlled trial of specialized and generic programs. Journal of Child Psychology and Psychiatry, 56(6), 618-631.
American Psychiatric Association. (2013). The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition.
Anastopoulos, A. D., Guevremont, D. C., Shelton, T. L., & DuPaul, G. J. (1992). Parenting stress among families of children with attention deficit hyperactivity disorder. Journal of Abnormal child psychology, 20, 503-520.
Barkley, R. A. (2020). Taking charge of ADHD: The complete, authoritative guide for parents. Guilford press.
Barkley, R. A., Murphy, K. R., O'connell, T., Anderson, D., & Connor, D. F. (2006). Effects of two doses of alcohol on simulator driving performance in adults with attention-deficit/hyperactivity disorder. Neuropsychology, 20(1), 77.2.
Batson, M., Elliott, S., Lam, G., & Seimears, N. (2017). Social Skills Interventions for Adolescents with ASD, ADHD, and Other Comorbidities.
Charach, A., Carson, P., Fox, S., Ali, M. U., Beckett, J., & Lim, C. G. (2013). “Interventions for preschool children at high risk for ADHD: a comparative effectiveness review”. Pediatrics, 131(5), 1584-1604.
Chronis, AM., Chacko, A., Fabiano, G., Wymbs, B., & Pelham, W. (2004). Enhancements to the behavioral parent training paradigm for families of children with ADHD: review and future directions. Clinical Child and Family Psychology Review.7, 1-27.
Closson, M. S. (2010). Investigating the role of executive function in social decision making in children with ADHD. Hofstra University.
Cortese, S., Ferrin, M., Brandeis, D., Buitelaar, J., Daley, D., Dittmann, R. W., ... & Zuddas, A. (2015). Cognitive training for attention-deficit/hyperactivity disorder: meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials. Journal of the American Academy of Child & Adolescent Psychiatry, 54(3), 164-174.
Dentz, A. Guay, M.c. Parent, l. Romo, L. (2020). Working memory training for adults with ADHD. Journal of attention disorders. 24(6), 918-927.
Dovis, S., Maric, M., Prins, P.J.M., & Oord, S. (2019). Does executive function capacity moderate the outcome of executive function training in children with adhd? ADHD Attention Deficit and Hyperactivity Disorders. Advance online publication. https://doi.org/10.1007/s12402-019-00308-5
Erskine, H. E., Norman, R. E., Ferrari, A. J., Chan, G. C., Copeland, W. E., Whiteford, H. A., & Scott, J. G. (2016). “Long-term outcomes of attention-deficit/hyperactivity disorder and conduct disorder: a systematic review and meta-analysis”. Journal of the American Academy of Child & Adolescent Psychiatry, 55(10), 841-850.
Fine, M. A., Moreland, J. R., & Schwebel, A. I. (1983). Long-term effects of divorce on parent-child relationships. Developmental Psychology, 19, 703-713.
Forehand, R., Parent, J., Sonuga-Barke, E., Peisch, VD., Long, N., Abikoff, HB., (2016). Which type of parent training works best for preschoolers with comorbid ADHD and ODD? A secondary analysis of a randomized controlled trial comparing generic and specialized programs. Journal of Abnormal child psychology, 44(8), 1503-1513.
Hannesdottir, D., Ingvarsdottir, E., & Bjornsson, A. (2017). The OutSMARTers program for children with ADHD: A pilot study on the effects of social skills, self-regulation, and executive function training. Journal of Attention Disorders, 21(4), 353-364.
Houssa, M., Volckaert, A., Nader-Grosbois, N. and Noël, M.-P. (2017). “Differential Impact of an Executive-Function and a Social Cognition Training on preschoolers with Externalizing Behavior Problems”. Journal of Behavioral and Brain Science, 7, 598-620.
Huang, Y. H., Chung, C. Y., Ou, H. Y., Tzang, R. F., Huang, K. Y., Liu, H. C., ... & Liu, S. I. (2015). Treatment effects of combining social skill training and parent training in Taiwanese children with attention deficit hyperactivity disorder. Journal of the Formosan Medical Association, 114(3), 260-267.
Kaminski, J. W., Valle, L. A., Filene, J. H., & Boyle, C. L. (2008). A meta-analytic review of components associated with parent training program effectiveness. Journal of abnormal child psychology, 36(4), 567-589.
Kofler, M. J., Sarver, D. E., Harmon, S. L., Moltisanti, A., Aduen, P. A., Soto, E. F., & Ferretti, N. (2018). Working memory and organizational skills problems in ADHD. Journal of Child Psychology and Psychiatry, 59(1), 57-67.
Loren, R. E., Vaughn, A. J., Langberg, J. M., Cyran, J. E., Proano-Raps, T., Smolyansky, B. H., ... & Epstein, J. N. (2015). “Effects of an 8-session behavioral parent training group for parents of children with ADHD on child impairment and parenting confidence”. Journal of attention disorders, 19(2), 158-166.
McLuckie, A., Landers, A.L., Rowbotham, M., Landine, J., Schwartz, M,Ng. (2018). Are Parent- and Teacher- Reported Executive Function Difficulties Associated With Parenting Stress for children Diagnosed with ADHD? Journal of attention disorders. doi: 10.1177/1087054718756196. Epub ahead of piint. PMID: 29482475.
Postorino, V., Sharp, W. G., McCracken, C. E., Bearss, K., Burrell, T. L., Evans, A. N., & Scahill, L. (2017). A systematic review and meta-analysis of parent training for disruptive behavior in children with autism spectrum disorder. Clinical Child and Family Psychology Review, 20(4), 391-402.
Prins, P. J., Brink, E. T., Dovis, S., Ponsioen, A., Geurts, H. M., De Vries, M., & Van Der Oord, S. (2013). “Braingame Brian”: toward an executive function training program with game elements for children with ADHD and cognitive control problems. GAMES FOR HEALTH: Research, Development, and Clinical Applications, 2(1), 44-49.
Rajeh, A., Amanullah, S., Shivakumar, K., & Cole, J. (2017). Interventions in ADHD: A comparative review of stimulant medications and behavioral therapies. Asian journal of psychiatry, 25, 131-135.
Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical psychology review, 33(8), 1237-1252.
Rimestad, M. L., O’Toole, M. S., & Hougaard, E. (2017). Mediators of Change in a Parent Training Program for Early ADHD Difficulties: The Role of Parental Strategies, Parental Self-Efficacy, and Therapeutic Alliance. Journal of attention disorders, https://doi.org/10.1177/1087054717733043
Shuai, L., Daley, D., Wang, Y. F., Zhang, J. S., Kong, Y. T., Tan, X., & Ji, N. (2017).” Executive function training for children with attention deficit hyperactivity disorder”. Chinese medical journal, 130(5), 549.
Storebo, O. J., Skoog, M., Rasmussen, P. D., Winkel, P., Gluud, C., Pedersen, J., ... & Simonsen, E. (2015). Attachment competences in children with ADHD during the social-skills training and attachment (SOSTRA) randomized clinical trial. Journal of attention disorders, 19(10), 865-871.
Vander Oord, S., Tripp, G. (2020). How to improve behavioral parent and teacher training for children with ADHD: integrating empirical research on learning and motivation into treatment. Clinical child family psychology review,23, 577-604.
‌
 
 
‌‌استناد به این مقاله: آزادی منش، پگاه.، حسین خانزاده، عباسعلی.، ابوالقاسمی.، عباس. (1400). تأثیر تلفیقی آموزش­های کنش­های اجرایی به کودکان با اختلال نارسایی توجه/ بیش‌فعالی، روش­های تغییر رفتار به والدین و مهارت­های ارتباطی به همسالان بر بهبود رابطه با والدین، روان‌شناسی افراد استثنایی، 11(42)، 27-57.
DOI: 10.22054/JPE.2021.58872.2286
 Psychology of Exceptional Individuals is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Psychology of Exceptional Individuals
Volume 11, Issue 42
June 2021
Pages 27-57
Files
Share
How to cite
Statistics