Document Type : Research Paper
Authors
1 Professor, Department of Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamadan, Iran.
2 Ph.D. Student in Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamadan, Iran.
Abstract
The aim of this study was to investigate the effect of cerebellar training method on emotion regulation and attention maintenance in children with attention deficit-hyperactivity disorder. The present study was a pre-test-post-test semi-experimental with a control group. The statistical population included students aged 9 to 12 in Tehran, from whom 40 people with ADHD symptoms were selected by convenience sampling and randomly assigned to two experimental and control groups of 20 people. The instruments used included the Emotion Regulation Questionnaire (Shields, & Cicchetti, 1997), the Attention Maintenance/Continuous Performance Test (Rosold et al, 1956), and the Cerebellar Training Approach (Ayres, 1974). The experimental group underwent cerebellar training for 20 sessions and then a post-test was administered. The results of multivariate analysis of covariance showed that the difference in mean scores of emotion regulation and attention maintenance after cerebellar training compared to the control group was significant (P<0.01); So that cerebellar training method improved emotion regulation and attention maintenance in children with attention deficit hyperactivity disorder. Based on this, it can be said that the cerebellar training program, due to its reliance on direct sensory, physical, and motor experiences, affects the cerebellum and improves its function, and subsequently improves the function of the sensory, emotional, and attentional systems.
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