جستجوی مقالات مرتبط با کلیدواژه "نارسایی توجه و بیش فعالی" در نشریات گروه "روانشناسی"

This research was conducted with the aim of determining the effectiveness of mindfulness training on Mind Wandering and Sluggish cognitive tempo in adults with attention deficit hyperactivity disorder.

quasi-experimental research method with a control group and a pre-test, post-test and follow-up design and the statistical population included adults in Shiraz who had attention deficit/hyperactivity disorder and had referred to the counseling center of Shiraz University in 1400-1401. Based on the available sampling method, 10 people who had the necessary characteristics were included in the experimental group and 10 people were included in the control group. The research tools included Barkley adult attention deficit/hyperactivity disorder rating scale, MWQ Mind Wandering questionnaire and mindfulness training program which was implemented in 8 sessions of 45 minutes, once a week for the experimental group. The data obtained from the questionnaires were measured in two groups in three stages and analyzed by variance analysis with repeated measurements and SPSS version 22 statistical software.

The results show the changes in the participants' scores from the pre-test to the post-test, in such a way that mindfulness training had an effect on improving the Mind Wandering and Sluggish cognitive tempo of adults with attention deficit/hyperactivity disorder (p<0.05) and this effect remained stable in the two-month follow-up phase (p<0.05).

Since mindfulness training has been effective in reducing symptoms related to hyperactivity; It can be used as an effective intervention method to improve Mind Wandering and Sluggish cognitive tempo of adults with attention deficit/hyperactivity disorder and other people with similar disabilities.

The aim of this study was to evaluate the effectiveness of behavioral self-regulation on working memory, attention deficit and hyperactivity in children.

This research was performed experimentally with a pretest-posttest design with an experimental group and a control group. The statistical population included all children aged 7 to 12 years with attention deficit hyperactivity disorder who referred to counseling and psychology centers in Tehran's District 5 in the academic year 2019-2020, and were treated with Ritalin. Sampling was done by simple random method. Then, among the 40 people who received the most symptoms of attention deficit hyperactivity disorder and the lowest score in working memory, they were randomly divided into experimental and control groups. The experimental group separately participated in 8 weekly sessions of 60 minutes of research intervention and the control group remained on the waiting list. The research instruments included the Pediatric Symptoms Questionnaire (CSI-4) and the Work Memory Scale of Aloy et al. (2008). Statistical data were analyzed using multivariate analysis of covariance.

The findings indicate that self-regulatory behavioral interventions are effective on working memory and reducing the symptoms of attention deficit hyperactivity disorder in children.

Behavioral self-regulation skills training had a significant effect on working memory of ADHD children.

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.

The aim of this study was to examine the impact of a child self-regulation program on the self-perception and friendship quality of children diagnosed with attention deficit/hyperactivity disorder (ADHD). The study employed a semi-experimental research design with a pre-test-post-test methodology and a control group. The statistical population for this research comprised all 9-12-year-old girls diagnosed with oppositional defiant disorder (ODD) in Tehran during the 2021-2022 period. The sample size consisted of 30 participants, with 15 assigned to the experimental group and 15 to the control group, selected from the statistical population using an available sampling method. While the control group remained on the waiting list, the experimental group received a child self-regulation program. The research instruments utilized were Harter's self-perception scale (2012) and Zohrevand and Hejazi's (2001) friendship quality assessment. The results indicated that the self-regulation intervention had a significant impact on enhancing self-perception and friendship quality during the post-test and follow-up stages. These findings provide valuable insights into the effectiveness of self-regulation programs, which can be utilized by counselors and psychologists to enhance self-perception and friendship quality among children with ADHD.

The present study was conducted to investigate the effectiveness of the Knowledge, Attitude, and Practice (KAP) support program with a positive approach to attention-deficit/hyperactivity disorder (ADHD) on parent-child interaction, parental stress, and self-efficacy. The current study is a quasi-experiment with a pre-test-post-test design and a follow-up with a control group, which is practical in terms of the purpose of the study. The study population included mothers of children aged 6-10 years with attention deficit/hyperactivity disorder in Kashan city in 2020, of which 30 subjects were randomly selected and divided into two groups of 15 subjects for test and control. The Awareness, Attitude and Practice (KAP) program, developed with a positive approach to ADHD and with a systematic review of research related to the psychological skills of these people, was taught to the mothers of the experimental group individually (3 sessions) and in groups (7 sessions); but the control group was not given training. The instruments used were the parental form of the Behavioral Rating Scale (CBRS) and the diagnostic interview based on the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM5, the Parent-Child Relationship Scale (P-CRS), Children's Self-Efficacy Questionnaire SEQ-C), (Parenting Stress Scale PSS) and to analyze the data, the method of repeated measures analysis of variance was used, using SPSS 26. The results of the research show that the implementation of the program has a significant impact on the reduction of mothers’ parenting stress and the improvement of parent-child interaction and child self-efficacy.

Research has shown that emotional self-regulation training has been effective in increasing emotional health, social competence, academic performance and behavioral problems in children with learning disabilities, comorbidity, and attention deficit/ hyperactivity disorder. But there is a research gap in the application of these trainings in the research community.

The effect of training emotional self-regulation strategies on social competence, academic performance and behavioral problems of students with learning disabilities with comorbidity of attention deficit / hyperactivity disorder.

The present research method is quasi-experimental pretest, posttest design with two groups experiment. The statistical population included all students in the fourth, fifth and sixth grades of state centers for learning disabilities in District 4 Education of Tehran in the academic year of 1398-1399. 30 students were selected as the sample by available sampling method and randomly divided into experimental group and group of control (15 people in each group). Research instruments include: Connerss Child behavior Degree Scale- Teacher Form (1990), Zhou & Jei Scale (2012), Learning Disability Assessment Scale - Second Edition McCarney & Arthaud (2007), Experience-Based Child Behavior Checklist Achenbach & Rescola (2001) 8 sessions 60-Minute Emotion Regulation Training Program (Allen, 2009). Data analysis using univariate analysis of variance and by spss.24 software was performed

Barkley's parenting education program had an effect on social competence (p<0.0001) and behavioral problems (p<0.001) and emotion self-regulatory strategies on academic performance (p<0.001).

Based on the findings of the present study, it can be said that emotional self-regulation is effective on social competence, academic performance and behavioral problems of students with learning disabilities with comorbidity of attention deficit / hyperactivity disorder.

The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all boys with symptoms of Attention Deficit / Hyperactivity Disorder, 6 to 9 years old in Kermanshah in the academic year of 2019. that among them, 30 students who were diagnosed with Attention Deficit / Hyperactivity Disorder based on a questionnaire and clinical interview were selected by random cluster sampling method and were divided into two groups of 15 people (experimental group and control group). the instruments used in this study were the Attention Deficit / Hyperactivity Disorder Diagnostic Questionnaire based on the information provided in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (Sadock and Sadock, 2005) and Parent-child Relationship Scale (Fine, Moreland, and Schwebel, 1983). data were analyzed using analysis of covariance. the results showed that integrated multidisciplinary education improved relationship between parents and child with attention deficit / hyperactivity disorder. creating the right context through family and peer education and the simultaneous teaching of executive functions has contributed to the effectiveness of this integration. based on the results of this study, it is suggested that in the treatment of children with Attention Deficit / Hyperactivity Disorder, multifaceted methods be used with emphasis on different levels of parents and peers.

Attention Deficit / Hyperactivity Disorder is a disorder with cognitive impairment that standardized tests such as Wechsler use to diagnose these defects. Recently, neural network research has received special attention in psychological research. The aim of this study was to rank Wechsler's effective fourth and integrated subscales in predicting this disorder by neural network method.

The research sample was the students who referred to Shahriar Counseling Centers and were selected by the sampling method and 162 people were selected by clinical interview based on DSM5 criteria in the academic year of 1996-97. Attention Deficit Hyperactivity, Hyperactivity, and Combination Scores were determined by teachers by completing the Swanson and Neupleham questionnaire, and finally the Wechsler Intelligence Test was performed in the fourth version. The data were analyzed by neural network and MATLAB software. 40 subscales were identified as network inputs with 40, an intermediate layer with 42 neurons, and an output layer as the best network pattern.

In the combined type of subscales 1-complete the picture, 2-Capacity of letter-to-song, 3-Similarities, 4- Options of visual vocabulary, 5-Accidental deletion, In the type of hyperactivity 1- complete the picture, 2-Deletion Random, 3- Direct spatial capacity, 4- Cube design process and 5- Similarities, in the type of failure, attention 1-picture concepts 2-Similarities 3- Symbolism, 4- Number-letter sequence 5- Calculations of the most effective subscales Were(P <0.05).

The results showed that neural networking is a method capable of predicting attention deficit / hyperactivity disorder, and some of Wechsler's subscales are superior to others in identifying cognitive impairments.

The aim of this study was to investigate the profile analysis of memory and attention functioning in children with Attention Deficit/Hyperactivity Disorder, Specific Learning Disorder and Comorbid Condition. The descriptive and causal-comparative method was used for this research. Thirty students with ADHD, 30 students with an SLD, 30 children with the comorbid condition (ADHD + SLD) were selected by the convenience sampling method after diagnosis and evaluation with regard to the working memory and attention functioning in them. The MANOVA and post hoc Cheffe test were used to analyze the collected data. Furthermore, the profile functioning of the four groups in the working memory and attention was presented in a graph. The results of the study showed significant differences between normal children and children with ADHD, children with SLD, and children with the comorbid condition in terms of working memory and attention (p<01). Also, the ADHD group showed the weakest functioning regarding attention, and the weakest function regarding working memory was reported for the SLD group. Additionally, Paired comparison was done for each of the four groups. According to these findings, it can be concluded that comorbidity of these two disorders has a negative effect on working memory. Though, the comorbid condition can play a moderating role in the functioning of attention.