جستجوی مقالات مرتبط با کلیدواژه "children with attention deficit hyperactivity disorder" در نشریات گروه "روانشناسی"

Attention Deficit Hyperactivity Disorder is one of the childhood disorders with a fixed pattern of attention deficit and hyperactivity that about 3 to 7 percent of primary school children suffer from in the pre-puberty stage. One of the therapeutic interventions that can be performed in a group is the sensory integration therapy model, so the purpose of this study was to investigate the effectiveness of play therapy based on sensory integration on the executive function and social adjustment of children with attention deficit hyperactivity disorder, which was used as a semi-experimental research method with a pre-test-post-test design. The statistical population consisted of 8-10-year-old children with attention deficit hyperactivity disorder in 2018, who had referred to medical centers in Tehran. 30 people were divided into two groups of 15 people using the targeted sampling method. In this research, from two questionnaires for the behavioral rating of executive functions (Parent Form) (Guy& et al, 2000) and children's social adjustment questionnaire (Dokhanchi, 1998) and the play therapy course based on the plan (Horwitz & Roset, 2007; Tabrizi & Esteki, 2012; Babaei, 2014) has been used. Data analysis was done using analysis of covariance test. The findings showed that the effect of play therapy based on sensory integration on the executive function and social adaptation of children with attention deficit hyperactivity disorder was significant. Therefore, play therapy based on sensory integration can be used to improve the executive function and social adaptation of children with attention deficit hyperactivity disorder.

The aim of this study was to investigate the effectiveness of parent-child interaction through play therapy (CPRT) on executive function and social adjustment of children with attention deficit hyperactivity disorder (ADHD). This study was a quasi-experimental study with pre-test and post-test with a control group. The statistical population included children aged 8 to 10 years with ADHD who referred to medical centers in Tehran in 1398. The sample consisted of 30 people (two groups of 15 people) who were selected using purposive sampling. Data collection tools were BRIEF (Parent Form) Behavior Rating Function Questionnaire (Guy,2000) and Dokhanchi Children's Social Adjustment Questionnaire (1998). After randomly selecting and determining the experimental and control groups and before conducting play therapy sessions for the participants in the study, a separate introductory session with the aim of initial acquaintance with the children and establishing a therapeutic relationship, as well as creating confidence in the subjects and collecting data. Pre-test was held. During the same introductory session to collect pre-test data, Connors parent questionnaires, BRIEF executive behavioral grading questionnaire and children's social adjustment questionnaire were given to children's parents in groups, and finally the experimental group played 10 sessions of 120 minutes once a week. Were treated. The results showed that play therapy training based on parent-child interaction on the executive functions of children with attention deficit hyperactivity disorder was effective and according to ETA squared the effectiveness of play therapy training based on parent-child interaction on executive functions. In the studied children 75.1% Also, play therapy training based on parent-child interaction is effective in improving the social adjustment of children with attention deficit hyperactivity disorder. The studied children are 74.9%.