جستجوی مقالات مرتبط با کلیدواژه "آموزش والدینی" در نشریات گروه "روانشناسی"

The purpose of this study was to examine the effectiveness ofmodified parent-child interaction therapy, called CALM Program (Coaching Approach Behavior and Leading by Modeling), in the symptoms of separation anxiety among 4 to 6 years old children. The present research was a single subjcet study and the A-B-A design was used among participants. In this study, 5 preschool children with separation anxiety symptoms and their mothers participated. The treatment plan was a 12-session intervention that was administered for each participant individually, and multiple measures including pre-test, during treatment, posttest and 3 month follow-up were conducted. Spence Children's Anxiety Scale (parent form) was used to measure symptoms of separation anxiety disorder. Data were analyzed by diagram analysis and improvement percentage. Results showed that the CALM-based intervention was effective in reducing the symptoms of separation anxiety disorderin preschool children. Based on the results, the effectiveness of CALM Program in the treatment of separation anxiety was confirmed.

The aim of the current study was to examine effectiveness of combination of parent training program، working memory training on inhibition in children with Attention Deficit Hyper activity Disorder. Sample include 36 children with ADHD aged between 6 to 12 years were selected by convenience sampling method. The children that diagnosis with SNAP–IV، CBCL and clinical interview، were randomly assigned to the three interventions. To analyze of data MANCOVA were used. Result of study revealed that performance of the children of the combined group was not significantly difference compared with the other two groups in cognitive inhibition (P0. 05). Furthermore significant difference was observed between the combined treatment group and the other two groups in behavioral inhibition (P)

The aim of the current study was to examine effectiveness of parent training program، working memory training and the combination of these two interventions on the improvement of working memory in children with ADHD. 36 children with ADHD (aged between 6 to 12 years) were selected according to a convenience sampling method. SNAP–IV، CBCL and clinical interviews were employed to diagnose ADHD. The WISC-IV intelligence test was conducted to control of participant''s intelligence. The participants were randomly assigned to the three intervention groups. The data were analyzed using MANCOVA. The performance of the children of the combined group regarding spatial-visual memory assessed via A and B forms of the Rey test as well as A and D forms of the Benton test showed significant difference compared with the other two groups (p<0. 05). It was also found that there was a significant difference between the combined treatment group and working memory training group in the Wechsler''s visual test (p<0. 01). Nevertheless، the results of the reverse visual memory of the test demonstrated significant difference only between the combined treatment group and the parent training group (p<0. 01). A significant difference was observed between the combined treatment group and the other two groups concerning the Wechsler''s forward auditory memory assessing auditory component of the working memory (p<0. 001). In reverse auditory memory component، a significant different was also shown between the combined treatment group and the other two groups (p<0. 01). The combined treatment (Barkley''s parent training program، working memory training) with a new approach can resulted in further improvement of working memory as one of the main impaired components of this disorder.