جستجوی مقالات مرتبط با کلیدواژه « attention deficit » در نشریات گروه « علوم انسانی »

The purpose of this study was to compare the effectiveness of treatments based on sensory integration on the brain networks of primary school children with attention deficit/hyperactivity disorder.

The purpose of this research is a quasi-experimental study with a comparison group with random assignment, pre-test-post-test. The purpose of quasi-experimental research is to find possible causes of a behavior pattern. The pre-test and post-test design with control group is one of the experimental designs in which subjects are randomly selected and replaced in different groups using the same method. In this research, the treatment based on sensory integration is considered as an independent variable, and its effectiveness on the brain networks of primary school children suffering from attention deficit/hyperactivity disorder is considered as a dependent variable. The statistical population includes all primary school children with attention deficit/hyperactivity disorder who refer to related centers in Shiraz city. The sample size is 160 people.

Movement and balance skills of children with attention deficit/hyperactivity disorder are weaker than normal children. The purpose of this study was to investigate the effectiveness of a course of kata exercises on static and dynamic balance in children with attention deficit/hyperactivity disorder.

This research was semi-experimental. The statistical population of the current study was all female children aged 10 to 12 years old with attention deficit/hyperactivity disorder in Hamadan city. The subjects of this research were 30 children who were selected by convenience sampling. At first, the characteristics of body measurements and static and dynamic balance pre-tests of children were recorded. After matching, subjects were randomly assigned to two control or experimental groups of 15 individuals. Then the participants of the experimental group participated in the protocol of kata exercises for 12 weeks and three sessions per week. After the last training session, the post-test of static and dynamic balance were measured in the same conditions as the pre-test. Independent and dependent t-tests were used to analyze the data.

12 weeks of kata exercises led to a significant increase in static balance with the dominant leg (P<0.001), static balance with the non-dominant leg (P<0/001) and dynamic balance in different directions (P<0.001) in children with attention deficit/hyperactivity disorder in Hamedan.

Therefore, it can be concluded that kata exercises can be a useful training method to help children with attention deficit hyperactivity disorder to improve their static and dynamic balance.

Attention deficit/ hyperactivity disorder is one of the most common neurodevelopmental disorders. The purpose of this study was to compare the effectiveness of Transcranial Direct Current Brain Stimulation (tDCS) and computer-based cognitive rehabilitation on improving cognitive emotion regulation in children with attention deficit/ hyperactivity disorder.

The current research design was experiment with pre-test-post-test and control group. The statistical population included children with attention deficit/ hyperactivity disorder in Ardabil city who referred to the psychiatric center of Fatemi Hospital in Ardabil city in 2023. From this population, 60 children with attention deficit/ hyperactivity disorder were selected by purposeful sampling and randomly replaced in three groups: experiment 1, experiment 2, and control (20 people in each group). Data were collected using Connors Parent Rating Scale (1978), Raven's Progressive Matrices Test (2000) and cognitive emotion regulation scale (2002). The subjects of the first experimental group received Transcranial Direct Current Brain Stimulation (tDCS) for 10 sessions and twice a week for 20 minutes. The second experimental group also received Captain Log's computerized cognitive rehabilitation intervention for 10 sessions and twice a week for 45 minutes. The control group did not receive any intervention. Data analysis was done with SPSS version 25 software and with covariance analysis and Bonferroni's post hoc test.

The results showed that there is a significant difference between the groups in emotion regulation (P<0.05). The experimental groups of transcranial direct current brain stimulation (tDCS) and computer-based cognitive rehabilitation had higher emotion regulation compared to the control group. Also, by controlling the effect of the pre-test in the two experimental groups, there is no significant difference between the two methods of transcranial direct current brain stimulation (tDCS) and computer-based cognitive rehabilitation (P<0.05).

According to the results, it can be said that the intervention of transcranial direct current brain stimulation (tDCS) and computer-based cognitive rehabilitation were effective in improving the cognitive regulation of emotion in children with attention deficit/ hyperactivity disorder. Therefore, both interventions can be used to improve the cognitive regulation of emotions in children with attention deficit/ hyperactivity disorder.

This study aimed to determine the effectiveness of cognitive behavioral game therapy on attention deficit and aggression in children with attention deficit hyperactivity disorder. The present research method was a semi-experimental type with a pretest-posttest design with a control group. The study's statistical population included 60 children with attention deficit hyperactivity disorder (45 boys and 15 girls) who were officially diagnosed by a psychoanalyst and a psychologist at Negah Novin Occupational Therapy Center in district 12 of Tehran city in 2023. The sample size of 30 these children (10 girls and 20 boys) were selected by purposeful sampling. Children were randomly divided into two experimental (n =15) and control (n =15) groups. The instruments were the Conners Parent Rating Scale (CPRS) and the Nelson and Finch Children inventory for angry (CIA). The experimental group received a cognitive behavioral therapy intervention program for ten sessions of forty-five minutes, while the control group did not receive any intervention. Data analysis was performed by SPSS-24 software using descriptive statistics and covariance analysis methods. The results showed that the intervention program of cognitive behavioral game therapy had a significant effect on attention deficit (  P<0.01) and aggression subscales that includes frustration  P<0.01), aggression body  P<0.01), Relationships with Peers  P<0.01), Relationships with Authority Figures . The findings of the present study indicated that therapists can improve the attention deficit and aggression of these children by including cognitive behavioral play therapy in the educational programs of children with attention deficit hyperactivity disorder.

This study set out to predict the symptoms of attention-deficit/hyperactivity disorder in children based on character traits and irritability of mothers according to gender roles. The present study had a descriptive-correlational design. The statistical population of the study was comprised of all mothers of elementary school students with symptoms of attention-deficit/hyperactivity disorder in Districts 5 and 7 of Tehran in the 2019-2020 school year. The sample was drawn using the purposive sampling method (N= 230). The research instruments included the Temperament & Character Inventory (Cloninger, 1994), Conners’ Adult ADHD Rating Scales (1999) and The EAS Temperament Questionnaire (Buss & Plomin, 1984). Descriptive statistics as well as multiple regression analysis were used to analyze the data. Data analysis showed that there was a significant relationship between character traits and irritability of mothers with symptoms of ADHD in children (β= 0.56, P≤0.001). The results also demonstrated that gender in interaction with mothers' character traits and irritability could not predict the symptoms of attention-deficit/hyperactivity in children (β= 0.052, P≤0.001). Based on the results, it can be concluded that some of the personality and character traits of mothers underlie the symptoms of ADHD in children. Therefore, paying attention to the personality characteristics of parents can prove helpful in the treatment of children with ADHD symptoms.

The aim of this study is to investigate the effectiveness of emotional intelligence training on self-regulation in student with Attention Deficit/Hyperactivity Disorder. The research method is a semi-experimental design with pre and post test measures involving experimental and control group. The statistical population consisted of all fourth and fifth grade students with ADHD in Tehran in year 2023. 30 students with ADHD (17 fourth graders and 13 fifth graders) were selected from Raha and Kasra Counseling Centers using purposive sampling and were randomly divided to experimental (15 students) and control group (15 students). Emotional intelligence training program consisting of 8 sessions lasting 45 to 60 minutes each over 8 weeks was implemented for the experimental group.To assess self regulation, Self-Regulation Questionnaire (SLQ) before and after the intervention were used. Subsequently,. The data were analyzed using multivariate analysis of covariance (MANCOVA) with SPSS software. The results of the study indicate that emotional intelligence training significantly (P< 0.0001) improves the self-regulation skills of students with ADHD. Therefore, we suggeste that professionals incorporate emotional intelligence training programs into the therapeutic and educational programs for students with ADHD

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 execution method. In the qualitative part, the semi-structured interview and database 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 in the academic year of 2023-2024 in the number of 2600 people, according to Morgan's table, 335 of them were selected based on stratified random sampling. The data collection tool in this research was a researcher-made questionnaire resulting from the refined concepts obtained from the primary codes. The data sets obtained after the continuous process of open, central, and selective coding were organized in the form of 156 open codes, 146 concepts, 12 categories and 6 classes based on a systematic approach. 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). Finally, it is suggested that the results of this research be used as a guide and a general path to improve attention deficit and hyperactivity by specialists in schools and in other centers such as psychological service centers, counseling and psychotherapy clinics, welfare centers, universities, etc. Use existing situations and contexts.

The purpose of this research was the effectiveness of mentalization-based drama therapy on the sustained attention of children with attention deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of the research included all students aged 9 to 11 years old with attention deficit/hyperactivity disorder in Zanjan city in 2023. The sample size includes 30 subjects (15 subject in the experimental group and 15 subject in the control group) from the statistical population were selected by purposeful sampling and were placed in two control and experimental groups. For the experimental group, the developed drama-therapy package based on mentalization was implemented, while the control group remained on the waiting list. The research tools included Connors Attention Deficit Hyperactivity Disorder Questionnaire (2007) and integrated visual and auditory continuous performance test (1995). The results showed that the drama therapy package based on mentalization had a significant effect on improving sustained attention in the post-test and follow-up stages. The findings of this research provide useful information regarding the drama therapy package based on mentalization, and counselors and psychologists can use this intervention to improve sustained attention in children with attention deficit/hyperactivity disorder.

The present study was conducted to determine the effectiveness of exercises based on multisensory strengthening of cognitive control on reducing memory and attention problems in children with attention-deficit/hyperactivity disorder. The semi-experimental research method was done with a pre-test-post-test and control group. The statistical population of the study was children with attention-deficit/hyperactivity disorder in Tehran in 2023. The sample size of 30 children from Paya Rehabilitation Center was selected by the available sampling method and they were placed in two experimental and control groups, and the experimental group was exposed to activities based on multisensory strengthening of cognitive control, and the control group was subjected to There was no intervention program. The tools used in this research were the Wechsler Children's Intelligence Scale (2013) and the SNAP-Swanson Nolan and Pelham (1980) version four (SNAP-IV) rating scale. The data analysis method was multivariate covariance analysis. The findings showed that by controlling the effect of the pre-test, there was a significant difference between the average of the post-test of attention and memory in the two experimental and control groups at a significance level of 0.01. It can be concluded that exercises based on the multisensory strengthening of cognitive control had an acceptable effect in improving working memory problems and the accuracy and attention of children with attention-deficit/hyperactivity disorder.

The aim of this study is to investigate the mediating role of the dimensions of reflective functioning in the relationship between insecure attachment styles and parenting stress in parents of child with attention deficit/hyperactivity disorder. The method of the current research was correlation-structural equation modeling and the research population included parents of children with attention deficit/hyperactivity disorder in Yazd city in 1401. Among them, the sample consisted of 295 fathers and mothers of these children selected using convenient method and fulfilled the questionnaires of experience of close relationships by Brennan et al. (1998), Parental reflective functioning by Luyten et al. (2017) and parents stress by Abidin (1995), in person or online. In the next step the data was analyzed using the statistical method of path analysis and multi-group analysis. The findings of the research showed that in both groups of mothers and fathers, pre-metallization can play a mediating role in the relationship between insecure anxious attachment style and parenting stress in fathers and mothers of children with attention deficit/hyperactivity disorder. Also, multi group analysis confirmed the role of parents' gender, and in the difference between these two groups, the path of avoidant attachment to parenting stress was significant in the mothers' group as opposed to the fathers' group. As a result, according to the findings, it can be said that in both groups of mothers and fathers, anxious attachment plays an important role in increasing pre-mentalization about children with disorders and thus increases the stress of parenting.

This research aims to investigate the family functions and parental stress of mothers with children with attention deficit/hyperactivity disorder by comparing their characteristics with a group of mothers who do not have such children. For this purpose, using causal descriptive method - after an event (after an event) from the community of mothers who referred to the rehabilitation counseling center in Rasht city in the first three months of 1402, 60 people (30 mothers with a child with heart failure disorder/ hyperactivity and 30 mothers without children with attention deficit/hyperactivity disorder) were selected as a sample. The two groups are matched in terms of mother's age, mother's education, mother's occupation and child's gender. The mothers responded to the family functioning questionnaires (Epstein, Baldwin and Bishop, 1950) and Abidin's parental stress (1991) and the results were analyzed using t-test to compare two independent groups in SPSS22 software. The results have shown that family functions (t=33.05, 0.01) and parental stress (t=29.54, 0.01) of mothers with children with attention deficit/hyperactivity disorder mean more than family functions and parental stress (Child's domain, parent's domain and total tension) of mothers without children with attention deficit/hyperactivity disorder.

The presence of a child with attention deficit hyperactivity disorder in a family can affect the performance of the family. This study aims to compare social loneliness, marital conflict, and belief in a just world in mothers with and without children with attention-deficit/hyperactivity disorder.

The statistical population includes mothers with and without children with attention-deficit/hyperactivity disorder in the year 2022. The research sample includes 400 mothers (200 with Children with Attention Deficit/Hyperactivity Disorder and 200 without Children with Attention Deficit/Hyperactivity Disorder). The participants responded to Ditommaso & et al, Social Loneliness Scale (2004), Sanai's Marital Conflict Questionnaire (2000), and Sutton & Douglas's Belief in a Just World Questionnaire (2005). The data were analyzed using multivariate analysis of variance and SPSS-23 software.

The results show that there is a significant difference between mothers with and without children with attention-deficit/hyperactivity disorder in terms of social loneliness, marital conflict, and belief in a just world (p<0.05).

Findings emphasize the importance of paying attention to social loneliness, marital conflict, and belief in a just world in mothers with children suffering from attention-deficit/hyperactivity disorder and have an important role in educational interventions.

Benevolence as a human deed is influenced by the desires, mindsets, experiences, and psychological states of people. Various psychological states can affect benevolence like all human behaviors and perceptions. Benevolence is not limited to giving to individuals, but also includes giving to all living things, and is considered a moral and human responsibility beyond a Sharia duty (Ayyari and Mousapour, 2023). Since the benefits of benevolence are evident in society, the importance of developing a benevolent society through the development of benevolence in children and paying attention to the early stages of the transformation of benevolence in people including childhood is obvious. Good deeds are also very effective in the psychological development of children, and children benefit from good deeds like adults. Research shows that benevolence in each provider (child and adult) is associated with increased attributes of gratitude. Benevolence towards peers significantly increases the self-esteem of the child (Hu, et al., 2023). The experience of the researchers of the present study in teaching and clinical work with children, as well as the importance and value of philanthropy in the psychological transformation of individuals and the moral development of society, led to questions about the impact of a psychological condition such as Attention Deficit/Hyperactivity on children's perception of the concept of philanthropy; Therefore, this research seeks to understand how symptoms of Attention-Deficit/Hyperactivity Disorder affect children's perception of philanthropy.

The present research project is a qualitative analysis of the inductive content. The research participants were 10 children aged 6 to 12 with Attention Deficit/Hyperactivity Disorder in Isfahan. Sampling was done in a non-random manner (targeted sampling) based on information saturation. The technique of this study was a semi-structured interview type. For the preparation of Interview Questions, a review of the research literature and a consultation with the professors was carried out. The data was collected, recorded, and coded in three months and classified into main and sub-themes. The data analysis method was a thematic analysis based on Brown and Clark's 6-step model including 1) familiarity with data, 2) encoding, 3) searching for subjects, 4) reviewing subjects, 5) defining and naming subjects, and 6) writing an analysis report. Four indicators of Guba and Lincoln credit, namely validation, verifiability, reliability, and transferability, were used to ensure validity and reliability. To increase the validity of the findings, long-term involvement with interviewees (4 months) was considered.

The findings are in the form of 5 main themes (the concept of benevolence, the characteristics of benevolent people, the person's perception of his own benevolence, the person's perception of the benevolence of others and the identity of stakeholders) and 17 sub-themes (objective-general conceptualization of benevolence, the incompetence of benevolence from similar concepts, the obligatory perception of the nature of benevolence, the paradoxical conceptualization of benevolence, the lack of perception of the concept of hypocrisy in benevolence, the lack of attention to the elements that encourage benevolence in the media, understanding benevolence as a construct of positive human traits, self-centeredness in judging the characteristics of benevolent people, contradiction in the formulation of the characteristics of benevolent people, impulsive measurement of your benevolence, limited processing of your emotions and stakeholder during doing good deed, interpreting the good deeds of others in my halo, not understanding good deeds as a purely human act, the combination of the beloved and the benefactor, the projection of their own inner-psychological reality in the choice of stakeholder identity, the paradox in the definition of the benefactor, the objective and general definition of the benefactor) that represent the participants ' perceptions of the benefactor.

The present study was designed to explore the perceptions of children with Attention Deficit/Hyperactivity from charity. Understanding the perceptions of these children is important as in Iran, the topic of charity has recently been scientifically examined and is doubled in importance by considering the very small number of research on charity in children. The results of this study, as any other qualitative study that has an exploratory nature, obtained innovative findings. The theoretical importance of the research findings is debatable from the perspective of psychological theories and philanthropy.
Other theories that can be cited in the explanation of the research findings are special theories of benevolence, such as the model of expanded interest and consequential social preferences (Moghadam and Esmaili, 2023). Citing the assumptions of these theories, it is expected that the perception of children with Attention Deficit/Hyperactivity towards the paradoxical conceptualization of benevolence and the obligatory perception of the nature of benevolence (not seeing other intentions in a benevolent process) and judging the characteristics of benevolent people and the identity of stakeholders will be formed based on the personal and inner preferences of the child.
Overall, the results of this study helped to further understand the mental world of children with Attention Deficit/ Hyperactivity from the category of charity. However, conducting and repeating studies that examine this conceptualization and perceptions in children with other cognitive and sensory impairments, IQ impairment, as well as uninjured children can allow for a comprehensive comparison and understanding of children's perceptions of the category of charity.

The purpose of this research was to investigate the effectiveness of executive functions training program on sleep quality and moral judgment of children with attention deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of the research included all 9-12-year-old boys with attention deficit/hyperactivity disorder in Urmia city in 2022. The sample size includes 30 subjects from the statistical population were selected by available sampling method and they were placed in two control and experimental groups. The research tools included the Child Sleep Habits Questionnaire and the moral judgment Test. The results showed that the training program of executive functions had a significant effect on improving sleep quality and moral judgment in the post-test and follow-up stages. The findings of this research provide useful information related to the executive functions program, and counselors and psychologists can use this intervention to improve sleep quality and moral judgment in children with attention deficit/hyperactivity disorder.

AbstractThe purpose of this study was to determine the effective of the training program of executive functions on improving levels of theory of mind in children with attention deficit / hyperactivity disorder. The research method was semi-experimental with post-test pre-test with control group. The study population included all 6- to 8-year-old children in Tabriz, of whom 30 were selected by convenience sampling and randomly assigned to experimental (15) and control (15) groups.Then the Theory of Mind Questionnaire (Hutchins, Perlock , Bonazinga , 2012) was completed by parents of both groups. After performing the pre-test, the experimental group was trained in the executive functions program. The program was designed by researchers and consisted of 24 sessions in which 4 skills (working memory, inhibition, flexibility and attention training) were taught, At this stage, the children in the control group did not receive any training. The post-test was performed again and the data obtained from the pre-test and post-test were analyzed using analysis of covariance.The data showed a significant difference between the control and experimental groups in the post-test of variable theory of mind scores after adjusting for the effect of pre-test of theory of mind(P<01). Based on this study, it can be suggested that improving the executive functions can increase the levels of theory of mind.

Attention deficit/hyperactivity disorder (AD/HD) is a chronic neurodevelopmental disorder. The purpose of this study was to investigate the effectiveness of mindfulness therapy in improving executive functions and cognitive regulation of emotion in AD/HD students.

the research was a semi-experimental pre-test-post-test type with a control group, and the selection of subjects and assignment of subjects to two groups was done randomly. The statistical population included elementary school boys (10 to 12 years old) of Bandar Anzali city with AD/HD disorder; 32 students were selected through available sampling and through the SNAP-IV rating scale, 16 of whom were randomly assigned to the experimental group and 16 to the control group. The research tool for measuring executive functions was the Brief Executive Functions Questionnaire (BRIEF); and to measure the cognitive regulation of emotion, the cognitive regulation of emotion questionnaire CERQ-P by Garnevsky and Kridge was used. To analyze the data, multivariate analysis of covariance (Mancova) test and spss27 software were used.

The results indicated the confirmation of the effectiveness of mindfulness intervention on behavior regulation skills and metacognitive skills of executive functions (p<0.05). Also, the effectiveness of the intervention on four components of the cognitive regulation of emotion was confirmed (p<0.05); It Included a significant increase in the amount of positive focus, positive evaluation and perspective-taking, and also caused a significant decrease in the amount of catastrophizing.

The findings of the present study showed that mindfulness interventions have an effect on the components of executive functions and cognitive regulation of emotion in AD/HD students. 

The goal of this study was to investigate the effectiveness of Pars and Parisa cognitive rehabilitation package in improving cognitive flexibility in Students with attention deficit/ hyperactivity disorder (AD/HD).

The population of the current study was students with AD/HD in the third to fifth grades of elementary school, 9-12-year-old boys in Shabestar region in the academic year of 2020-2021. The present study is a Semi-experimental study in which a pre-test-post-test design with a control group was used. A total of 33 male students aged 9-12 years old, third to fifth grade, with AD/HD were selected by purposive sampling method and were placed by Similar in 3groups of 11individuals. In each experimental group, using pars and Parisa cognitive rehabilitation packages, rehabilitation interventions were performed in 14 sessions of 45 minutes. No intervention was performed in the control group. in all three groups, pre-test, post-test and follow-up test were performed after 45 days. The Trail-making test (TMT) was used to measure cognitive flexibility. Data analysis was performed using non-parametric Kruskal-Wallis test.

The results showed that the application of the Pars cognitive rehabilitation package was effective on the cognitive flexibility of Students with AD/HD, but the Preisa cognitive rehabilitation package was not effective on cognitive flexibility, but it was effective on improving reaction time. The results of follow-up test showed that in most components, the effectiveness of rehabilitation packages was immanent. The results also showed that Parisa cognitive rehabilitation package has a better effectiveness than Pars rehabilitation package in improving the reaction time component.

The present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. The statistical population of the research included all male students with attention deficit hyperactivity disorder in Tehran. To select a sample from among all male students suffering from attention deficit hyperactivity disorder in Tehran, 30 of them were in the age range of 7 to 12 years old (students in elementary school) according to the inclusion criteria using the purposeful sampling method. They were selected as samples and were randomly divided into two experimental and control groups. The research tools included Connor's behavioral questionnaire and the Wechsler IQ memory test for children. The cognitive rehabilitation program of Yar Captain Log computer was implemented for 10 sessions of 60 minutes and twice a week for the experimental group. The results of the covariance analysis showed that the computerized cognitive rehabilitation program has improved the active memory components of students with attention-deficit/hyperactivity disorder (P<0.05) and can be used as a suitable method to improve the active memory of these students.