جستجوی مقالات مرتبط با کلیدواژه « HD) » در نشریات گروه « علوم تربیتی »

To deal with the problems caused by attention deficit/hyperactivity disorder, including anxiety and emotional regulation, sometimes it is necessary to modify the parenting method. Therefore, the purpose of this research was to identify the effect of positive parenting program on the level of anxiety and emotional regulation of children with attention deficit/hyperactivity disorder.

The present study was quasi-expremental and pretest-posttest design was used with control group. The statistical population of the present study inclouded all boys with ADHD who were at the same time with anxiety and emotional regulation, and were enrolled in the randomly of Shahrekord city in the academic year 1398-1399. The sample of this study consisted 30 mothers of children with ADHD that were involved in anxiety and lack of emotion regulation. In this study Children symptom inventory-4, Spence children anxiety scale and Emotion regulation checklist were used. The subjects in the experimental group received 8 sessions of one hour per week of parental training and the control group did not receive any training. Result of analysis of covariance showed that Triple P had a significant effect on anxiety and emotion regulation in children with ADHD and decreased these problems.

The results of the research data showed that teaching positive parenting program to mothers reduces anxiety (total), separation anxiety, social anxiety, pervasive anxiety, physical anxiety and obsessivecompulsive disorder in children with attention-deficit/hyperactivity disorder. It is an effective activity (p>0.05). Also, the results of the research indicated that teaching positive parenting program to mothers is effective in increasing (total) emotional regulation, increasing adaptive emotional regulation and reducing instability/negativity in children with attention deficit/hyperactivity disorder was (p>0.05).

Based on the obtained data, it can be said that teaching positive parenting program to mothers was effective in improving the level of anxiety and improving emotional regulation in children with attention deficit/hyperactivity disorder.

The aim of this study was to design and validate a complementary curriculum model that is compatible with the brains of low attention and hyperactive students.

Mixed research is exploratory. The qualitative part used documentary analysis and qualitative content and the quantitative part used survey research method. Qualitative statistical population, documents, databases, experts in curriculum planning, psychology, brain and quantitative sciences, education counseling and primary school teachers in Mashhad were selected by purposive sampling and multi-stage clusters.To validate the model, a researcher-made questionnaire and a semi-structured interview were used, which was saturated with 17 interviews. Data validity and reliability were confirmed by member review, content validity and Cronbach’s alpha. The validity of the interviews was done with the strategy of controlling the interview data with the data of valid scientific documents and the characteristics of the elements and components of the desired curriculum were identified.

In model validation, the agreement of experts was estimated to be 79.93%. Significance level was considered more than 0.05.Therefore, the characteristics and brain needs of these students should be given priority in the supplementary curriculum, elimination of time constraints, reduction of course units, assignments and assessments, and teaching methods that require more activity and interaction should be presented in a variety of attractive forma

To reduce the problems of Low attention and hyperactive students, special attention should be paid to lesson planners to the role of brain-based complementary curriculum elements.Based on the results of organizing the goals and content for the students in question, changes will be made, more emphasis will be placed on some goals, and the content of skills training, assignments and assessments will be emphasized in attractive and diverse formats such as software.

The present research aimed at comparing the effectiveness of mindfulness group learning, cognitive behavioral learning, and blended learning in mothers on the executive functions and emotion regulation of children with attention deficit-hyperactivity disorder in the city of Kerman, Iran. This is a pre-test/ post-test, and post-hoc test, quasi-experiment study with three experimental and control groups. The statistical population included all first-grade to third-grade male elementary school students with attention deficit-hyperactivity disorder in the city of Kerman. The sample size included 60 subjects (15 subjects in the mindfulness learning group, 15 subjects in the cognitive-behavioral learning group, 15 subjects in the blended learning group, and 15 subjects in the control group) that were selected through convenience sampling. The children’s mothers were trained. The research tools included the 20-item emotion regulation questionnaire by Hoffman et al. (2016) and the 63-item inventory of executive functions by Gioia (2000). The data was analyzed using the tests of multivariable analysis of variance and covariance analysis with repeated measures. The results indicated that there is a significant difference between the emotion regulation of children with attention deficit-hyperactivity disorder and the mean scores of three stages of pre-test, post-test, and the post-hoc test of executive variables. In accordance with the results of the post-hoc test of the blended learning method had a significant impact on the executive functions in comparison to two mindfulness and the cognitive-behavioral learning method, and emotion regulation had a significant impact in comparison to mindfulness learning.

Attention Deficit / Hyperactivity Disorder (ADHD) is one of the most common disorders in children that disrupts the overall adjustment of life. The aim of this study was to compare the effectiveness of group play therapy and painting therapy on anxiety and self-esteem of students with ADHD.

The research was an applied research that was conducted by quasi-experimental method with a pre-test -post-test design with a control group. The statistical population included students with ADHD in educational Districts 1 and 2 of Sanandaj in the academic year of 2019-2020, who were divided into 3 groups of 15 people. The subjects in the first group underwent group play therapy intervention, for a period of 10 sessions. The subjects of the second group also underwent 10 sessions of painting therapy intervention, while the subjects of the control group did not receive any intervention. In this study, Self-esteem Questionnaire (Coopersmith, 1967) and Spence Anxiety Questionnaire (1999) were used to collect data. Univariate analysis of covariance was used to analyze the data.

The results showed that group play therapy had a more effect on reducing anxiety in primary school male students with ADHD than painting-therapy. The findings also showed that group play therapy was effective in increasing self-esteem, but painting therapy was not effective.

According to the obtained results, group play therapy and painting therapy can be used as a treatment method to reduce anxiety and increase self-esteem of primary students with ADHD.