Document Type : Research Paper

Authors

• Mohammadreza Noroozi Homayoon ¹
• Nader Heidari Raziabad ²
• Ali Rezaeisharif ³
• Ali Sheykholeslami ³
• Mahdi Jafari Moradlo ⁴

¹ PhD Student in Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran

² PhD student in educational management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

³ Counseling Professor, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

⁴ Master of Family Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran.

Abstract

The 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 implementation method. In the qualitative part, semi-structured interview and data base 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, numbering 2600 people, according to Morgan's table, 335 of them were selected based on stratified random sampling.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). It is suggested that the results of the findings of this research be used as a guide to improve attention deficit and hyperactivity by professionals in schools and also in other centers such as psychological service centers, etc. according to the existing situations and contexts.

Keywords

• Design
• validation
• attention deficit
• hyperactivity
• elementary school students