جستجوی مقالات مرتبط با کلیدواژه « نقص توجه » در نشریات گروه « روانشناسی »

The present study was conducted to determine the effectiveness of the family-oriented behavioral therapy program in reducing the severity of symptoms and parenting stress of parents of students with ADHD. The present research method was semi-experimental with a pre-test-post-test design and a control group with a two-month follow-up period. The statistical population of the present study was made up of all parents and students with ADHD who were referred to education counseling centers in Tehran in 2022-2023. Among them, 30 parents of students with ADHD were selected in a targeted manner and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tools included Abidin's Parenting Stress Index-Short Form (PSI-SF, 1995) and Goyette et al's Conners' Parent Rating Scale (CPRS, 1978). The program based on family-oriented behavior therapy was implemented in 12 sessions of 90 minutes twice a week for the experimental group. while the control group did not receive any intervention. The data were analyzed using analysis of variance with repeated measurements. The results showed that there is a significant difference between the groups in the post-test and follow-up of the severity of symptoms and parenting stress of parents (P<0.05), and the program based on family-oriented behavior therapy had a lasting effect in the follow-up period (P<0.05). As a result, the program based on family-oriented behavior therapy can be used as an efficient method in reducing the severity of symptoms and parenting stress of parents of 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.

Aim of this present study was investigating the effect of Attention Deficit/Hyperactivity Disorder symptoms on job performance with meditation of quality. The research method was descriptive correlational. The research population consisted of 400 employees of Iran Khodro Mashhad Company, which according to Morgan table, 196 people were randomly selected. Questionnaires were used to collect data were Adult ADHD Rating Scale (Barkley, 2011), Job Performance (Paterson, 1970), Quality of Life ( Sheboune & Ware, 1992). The proposed model was evaluated using structural equation modeling using AMOS and SPSS software version 22. The finding showed that the final model has suitable fitness to research data. Direct effect of deficit attention and job performance, attention deficit and life quality, impulsivity and life quality, life quality and performance job were significant (p<0.01). The results of Bootstrap for the intermediate pathways of the final model showed that the indirect effect between the variables of attention deficit and job performance, impulsivity and job performance through mediation life quality was significant (p <0.01).

Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that causes many problems for children. Numerous treatments have been suggested to improve this disorder, but this is so important to use non-pharmacological treatments that have no side effects. In this study, the effectiveness of theater therapy on aggression in children with attention deficit hyperactivity disorder was investigated. A quasi-experimental design of pre-test-post-test with control group and follow-up test was used. The statistical population included all children with attention deficit hyperactivity disorder in Rafsanjan City, which 16 children were selected by using available sampling method and were randomly dividedin experimental and control groups. The experimental group participated in theater therapy group sessions, while the control group received no intervention. Data gathered by using Shahim Elementary School Aggression Questionnaire, at three phases: pre-test, post-test and follow-up. Analysis of variance with repeated measurment was used to analyze the data. The results showed that the aggression of the experimental group had decreased compared to the control group after the intervention and also after one month (follow-up stage). Therefore, it can be concluded that theater therapy reduces the rate of aggression in children with attention deficit hyperactivity disorder.

The present study aims to determine the diagnostic validity of the fifth version of the Wechsler Children's Intelligence Scale in students with attention deficit disorder in Tehran cities. The method of the current research is methodological it is psychometric. The statistical population included all the students in first, second, and third grades of the cities of Tehran province in the academic year of 1401-1402, who were under educational-therapeutic intervention in counseling and psychology centers of these cities as students with attention deficit. The research sample group included 120 students with attention deficits in the study with a non-random sampling method. The Wechsler Intelligence Scale for Children-Fifth Edition (2015, WISC-V) was the research instrument. The data collected using descriptive statistics indices (central tendency indices and dispersion indices) scatter diagram method (Davis method) and confidence interval method were used to check the diagnostic validity. The research findings showed that all tests of "Working memory" and "processing speed" scales have diagnostic validity. Therefore, tests of " Working memory" and "processing speed" scales can distinguish students with attention deficit disorder from normal students.

Attention Deficit/Hyperactivity Disorder (ADHD) is the most common childhood neurodevelopmental disorder associated with chronic attention deficit and hyperactivity symptoms. Its prevalence has been reported up to 8.9. Children with this disorder are at high risk and suffer from problems and defects in social skills, interpersonal problems, and conduct disorder. This disorder's adverse disorder are not only visible in the education process, but also cause irreparable personal and social damage to the child's relationships with others. Social cognition is the central core of social relations and the socialization of people, and empathy is one of its most essential aspects. Considering social cognition deficits such as empathy that exist in ADHD, timely rehabilitation interventions such as mindfulness and transcranial electrical stimulation seem necessary. The present study aims to compare the effectiveness of transcranial direct current stimulation and mindfulness on empathy in children with ADHD.

The current research was conducted as a multi-group experimental design with pre-test and post-test with control and follow-up. The population consisted of students with ADHD referred to rehabilitation and psychology clinics. Forty-five children aged 7-12 years with the initial diagnosis of ADHD by a psychiatrist, who were given a clinical interview and Conners assessment for more assurance, were simple randomly assigned to two experimental groups and one control group:15 students in the mindfulness experiment group with 15 training sessions, 15 students in the transcranial direct  current stimulation group 12 sessions every other day, by two narrow bands that are closed around the participant's head and the anode with the current intensity (1 milliampere). The duration (10 minutes) was fixed on the right dorsolateral prefrontal cortex, and the cathode electrode was placed on the left arm, and 15 students were included in the control group. The effectiveness of mindfulness intervention and transcranial direct current stimulation on empathy was investigated. The 55-question Empathy Questionnaire of Ayung et al.'s 2009 was used.

According to Table 1, the groups were almost homogeneous in gender and age variables. The results of the chi-square test also showed that the difference between the two groups in terms of gender and age was insignificant (P>0.05). The results of repeated measures analysis of variance to compare three groups in empathy in the three stages of pre-test and post-test and follow-up based on Greenhouse-Geisser correction are reported in Table 2.
Table 1. Demographic characteristics of the participants by group
Variables
TDCS
Mindfulness
Control
P-Value

Gender
Boy
11 (3.18)
8 (3.13)
11 (3.18)
0.57

Girl
4 (7.6)
7 (7.11)
4 (7.6)

Age
7 to 9 years
8 (3.13)
7 (7.11)
8 (3.13)
0.98

10 to 12 years
7 (7.11)
8 (3.13)
7 (7.11)
According to the results of Table 2, the difference between the scores of the empathy component (P<0.001) was significant in the three stages of the research. Furthermore, the mean empathy scores in both experimental and control groups were significant (P<0.001). The results showed that nearly 21% of the individual differences in empathy are related to the differences between the three groups. In addition, the interaction between research stages and group membership was also significant in the empathy variable (P<0.001). In other words, the difference between empathy scores in the three stages of the research in three groups was significant. According to the results obtained in the table above, the difference between the pre-test, post-test, and follow-up stages was significant. Therefore, the results of pairwise comparisons of the averages of the three stages of the research using the Bonferroni test are reported in Table 3.
Table 2. The results of Mixed ANOVA to investigate the difference between groups in empathy in pre-test, post-test, and follow-up
Variable
Time
Time*Group
Group

F(2, 84)
P
η2
F(2, 84)
P
η2
F(1, 43)
P
η2

Empathy
32.84
<0.001
44
20.38
<0.001
0.49
5.51
0.008
0.21

The results of this study indicate that two interventions (Table 3), mindfulness and transcranial direct current stimulation, are able to improve empathy in children with ADHD. However, transcranial direct electrical stimulation was more effective than mindfulness intervention in improving them. Similarly, the change in empathy scores continued in the follow-up phase compared to the pre-test phase and was significantly different, indicating the stable effect of these two treatments.
Table 3. The results of the post-hoc Bonferroni test to compare three groups of empathy
Group
Stage
I-J
P

Control
Pre-test-post-test
0.4
0.635

Pre-test-follow-up
0.867
0.058

Post-test-follow-up
0.467
0.268


Mindfulness
Pre-test-post-test
-2.067
0.002


Pre-test-follow-up
-2
0.002


Post-test-follow-up
0.067
1


TDCS
Pre-test-post-test
-7.467
0.001


Pre-test-follow-up
-6
1.024


Post-test-follow-up
1.467
0.71

In general, based on the results of this study and previous studies, it can be said that mindfulness intervention and transcranial direct electrical stimulation can be used as a complementary solution along with other intervention programs to improve social cognition functions such as empathy in children with ADHD. Nevertheless, therapists and researchers should remember that the success of these interventions can vary depending on the context. Therefore, it is recommended that the therapists who use these interventions pay enough attention to choosing the right place for the electrodes appropriately and in line with the treatment goals.
Ethical Considerations
Compliance with ethical guidelines
In implementing the research, ethical considerations were followed according to the instructions of the Faculty of Medical Ethics Committee, the Code of Ethics of the Research Institute of Cognitive Sciences No.13. IR.UT.ICSS.REC.1399.010 was received. Informed consent was obtained from the parents of all students before starting the study. Besides, the participants were coded, and the principle of confidentiality was respected.
Funding
This article is taken from the PhD dissertation of Neda Rafiei Tari, Department of Cognitive Psychology, Faculty of Cognitive Psychology, Shahid Beheshti University, Tehran, Iran. The university provided all the financial resources for this research.
Authors’ contributions
All authors contributed equally to preparing all parts of the research.
Acknowledgments
The authors would like to thank all students with ADHD and their parents for cooperating in the study. They would also like to thank and acknowledge the efforts of the teachers, clinicians, and specialists who helped during this study.
Conflict of interest
The authors declared no conflict of interest.

The purpose of this study was to compare the effectiveness of cognitive computer games and play therapy based on cognitive rehabilitation on the working memory of children with attention deficit/hyperactivity disorder(ADHD). This research was carried out using a semi-experimental method and a pre-test-post-test-follow-up design with a control group. Among the statistical population of 7 to 12 year old children suffering from ADHD, referred to Razi Counseling Center in Karaj city . 24 cases were selected by available method in 2021-2022. Samples randomly replaced in cognitive computer games, play therapy based on cognitive rehabilitation and control groups (8 cases in each group). The experimental groups received 12 sessions of intervention. Karchner's N-back test was used to collect data. Data analysis was done using mixed analysis of variance and Bonferroni's post hoc test. The findings showed that cognitive computer games and game therapy based on cognitive rehabilitation are effective on working memory of ADHD children and cognitive computer games was more effective than play therapy. According to the research results, cognitive computer game training has a more significant effect on the working memory of ADHD children, and psychologists are recommended to pay more attention to this intervention to strengthen working memory.

Most behavioral maladaptations and disorders in adolescence and adulthood are caused by ignoring the emotional-behavioral issues and problems of childhood and not guiding the developmental process of the child. The aim of this study was the effectiveness of play therapy on attention deficit in students with attention deficit / hyperactivity disorder and students with learning disabilities in the first period elementary school of Jam city.

This quasi-experimental study was a pre-test, post-test with a control group and a follow-up period. The statistical population of the present study included all first grade elementary students in the city of Jam in the academic year 2021-2022. Statistical samples of 51 people were purposefully divided equally between experimental and control groups. The instruments used were the Connors Teacher Form Attention Deficit Hyperactivity Disorder (CADHDQ) Questionnaire (1990) and the Springer et al Protocol (2012) and Mohammad Ismail (2008).

The results showed that play therapy was effective on attention deficit in students with attention deficit / hyperactivity disorder and students with learning disabilities and the observed difference compared to the control group was statistically significant (p <0.01).

According to the research results, it can be stated that by equipping education counseling clinics with playrooms, therapy and play therapy, a step can be taken to reduce the symptoms of attention deficit / hyperactivity disorder in hyperactive children.

The present study was conducted to collect and integrate research conducted in the field of family education to change the behavior of children with ADHD.

The statistical population includes all articles published in reputable scientific-research journals in the field of parent education in reducing the symptoms of ADHD in Iran and abroad in the period of 1380-1395, which in terms of methodological conditions had the necessary meta-analysis. For this purpose, 15 studies were selected. The tool of this research was a meta-analysis checklist.

The results has been shown that the rate of parents training effect in symptom reduction of children with attention deficit- hyperactivity disorder had been high 0.61 (p< 0.005). This rate of effect in group has been earned based on behavior strategy 0.68 (p< 0.002), cognitive- behavioral strategy 0.57 (p< 0.001) and with mindfulness 0.49 (p< 0.001). Also the results which were obtained from moderate analysis are expression of moderator variables effecting in this trainings.

Based on this meta- analysis results, the rate of effect parents training in reduction of the attention deficit- hyperactivity disorder symptoms, based on Cohen table is high. This rate of effect with using from behavior strategy is higher than cognitive- behavioral and mindfulness strategies.

Given the importance of early diagnosis of Attention-Deficit / Hyperactivity Disorder (ADHD) on the one hand and the heterogeneity of ADHD among preschoolers, on the other hand, this study aimed at examining the tools used to diagnose ADHD in preschoolers. According to PRISMA guidelines, we searched for articles indexed in the Scopus, ProQuest, ScienceDirect, and Sage databases from 2015 to 2021, using a combination of expressions including "ADHD" or "ADD" or "Attention" Deficit Disorder ”(and“ preschooler ”or“ 3-6-year-olds ”) and (“ assessment ”or“ measurement ”). Eighteen empirical studies were identified as relevant to our research. The studies were evaluated in two stages: first, the agreement between the two reviewers was calculated using Cohen's Kappa coefficient (r=0.87), and none of the articles was removed. Secondly, each study was assessed based on bias, confounders, power, and strength of association between intervention and outcomes using the Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies. The findings demonstrated that the tools in this area can be divided into two general categories: questionnaires of reporting parents and teachers and observing children's actions and behavior. And tacks of observing children's actions and behavior are divided into two categories: cognitive inhibition and behavioral inhibition tests. In conclusion, the diagnosis of preschoolers with ADHD requires a multi-method approach with multiple information and must be based on both reporting and Nero-psychological methods.

The aim of this study was to evaluate the effectiveness of Captain Log software training on processing speed, working memory and cognitive flexibility in children with attention deficit / hyper-activity disorder.

From children aged 7 to 9 years with attention deficit / hyperactivity disorder referred to health centers of East Azerbaijan province, 30 people were selected using purposive sampling method and in this quasi-experimental study of pre-test-post-test type They participated with two control and experimental groups. Data collection was performed using three subscales tests (cryptographic test, symbolization test and digit memory expanse test) Wechsler intelligence test for children and visual memory subscale of Wexler memory test and Wisconsin card classification test. Mean data and standard deviation were used to analyze the data in the inferential statistics section and repeated measures analysis of variance was used in the analytical statistics section.The mean difference in the three variables showed that processing speed and working memory And cognitive flexibility (P<0/0001) is significant in children trained with software and untrained children.

The results showed that the training of Captain Log cognitive software caused active memory in children with attention deficit / hyperactivity disorder.

The aim of this study was to determine the effect of teaching cognitive emotion regulation strategies on parenting stress and marital satisfaction in parents of children with attention deficit / hyperactivity disorder. The experimental research method was pretest-posttest with a control group and the statistical population included all parents with a child with attention deficit / hyperactivity disorder in Tehran. The statistical sample consisted of 30 people who were purposefully selected and randomly assigned to two experimental and control groups of 15 people. Both groups answered the questionnaires of parental stress and marital satisfaction on two occasions. The experimental group then received 8 sessions of training on cognitive emotion regulation strategies, but the control group did not receive any treatment. The obtained data were analyzed using univariate and multivariate analysis of covariance. The overall results showed that teaching cognitive emotion regulation strategies has an effect on parental stress and its dimensions, ie parental confusion, dysfunctional parent-child interaction, difficult child hobbies, and marital satisfaction of parents with attention deficit / hyperactivity disorder.According to the research findings, it can be concluded that teaching cognitive emotion regulation strategies reduces parental stress and improves marital satisfaction in parents of children with attention deficit / hyperactivity disorder.

Pharmacological treatment of adult with attention deficit with hyperactive disorder (ADHD) has been shown to be successful; however, medication may not normalize executive functions. The present study was assessed the effect of working memory training program on executive functions of adult with ADHD. Sixteen adults with ADHD and 16 healthy adult participated in the study. After a diagnostic and baseline evaluation, 16 adults with ADHD participate in up to 16 sessions of working memory training program and the outcomes are evaluated. Healthy people did not receive any training. Working memory and attention, were examined prior to and following the interventions. Data analysis revealed that the working memory training used in the present study led to significant improvements of various aspects of attention, including focus and sustain attention and capacity of working memory. The findings indicate that working memory training programs can improve working memory performance and have the potential to facilitate attentional functioning in adult with ADHD as well.

Mindfulness is one of the effective interventions in improving executive functions. Although this intervention is well documented for adults, but it is less addressed for children, while children with attention deficit / hyperactivity disorder Executive functions are problematic. The purpose of this study is to Designing, developing and validating a psycho-educational program of empowerment based  on mindfulness- cognitive for  reduce behavioral symptoms and improve executive function in children with attention deficit / hyperactivity disorder.The present study is of the fundamental type, which is in two parts, In the first for designing and development stages was a descriptive - analytic method with a configurative synthesis approach In the second stage For program validation, along with the use of face validity method, content validity method was used quantitatively and Qualitatively method with a panel of 10 experts and Content Validity Ratio (CVR) and Content Validity Index (CVI).The minimum and maximum CVRs for each item or component of the program were calculated as 0/73 and 1, respectively. Also the minimum and maximum CVIs for each item or component of the program were calculated as 0/80 and 1, respectively. Finally, the average content validity index (S-CVI/Ave) for the entire program was calculated as 0/91. This research leads to the preparation of an educational-therapeutic program in three sections:1- basics, 2- external awareness and 3- internal awareness, which includes the sub-elements of strengthening attention, concentration, awareness of emotions, thoughts, tasks, purpose and impulses. Be. This educational-therapeutic program includes 16 sessions for children and 3 sessions for parents, 120 cards and 20 educational worksheets. The psycho educational program of empowerment based on mindfulness- cognitive for  reduce behavioral symptoms and improve executive function in children with attention deficit / hyperactivity disorder has appropriate face and content validity, and has a useful validity for educational, clinical and research uses.

Autism spectrum and attention-deficit/hyperactivity (ADHD) disorders are associated with widespread social cognitive impairments that affect their social relationships. In this regard, the present review study was conducted to investigate the development of social cognition in children with autism spectrum and ADHD disorders. In this systematic meta-analysis study, published articles on the development of social cognition in children with autism spectrum and ADHD disorder from 2008 to 2020 were reviewed. In order to access related scientific documents, the keywords Social Cognition, Autism Spectrum, Exceptional Children and ADHD disorder in the titles and abstracts of articles published in reputable domestic and international scientific databases such as SID, Magiran, Google Scholar, PubMed, Scopus, and ScienceDirect were searched and all related Persian and English articles were listed. Out of a total of 872 related articles published by 2020, 25 Persian and English articles were reviewed. According to the results of the studies, children with autism spectrum disorders and ADHD had low levels of social cognition and development of social cognition dimensions such as the theory of mind, empathy, decision making, facial recognition, behavior, and social interactions. According to the findings of the present study, it is recommended that interventions be taken by psychologists and therapists to rehabilitate and improve social cognition and prevent psychological disorders in children with ASD and ADHD.

The prime objective of the current study was to comparative the impact of Transcranial Direct Current Stmulation (tDCS) on the Cognitive flexibility of hyperactive student-athletes. In this study, amongst the79 children diagnosed with ADHD, 30 students were randomly selected and divided into two groups of 15 people, control and experimental, based on age, sex and pre-test results performed by the wisconsin card sorting test (WCST) . All subjects in the two groups received two different types of single-position and dummy anode stimulation on the area (F3) with cathode excitation in the area (SO) with a current of 1 mA for 15 minutes for ten sessions (p≤0.05) and after ten sessions, each group was re-examined. After one month, a follow-up test was performed according to the post-test with using the wisconsin card sorting test (WCST) and multivariate analysis of covariance was used to test statistical hypotheses. (p≤0.05). The results obtained by multivariate analysis of covariance revealed that applying single-session anodal tDCS influenced Cognitive flexibility of hyperactive student-athletes, and it led to a significant difference between the experimental and sham groups. The findings of the study indicated that the protocol of applying single-session anodal tDCS has the ability to improve the cognitive flexibility of hyperactive student-athletes.

The aim of this study was to investigate the effect of play therapy with a cognitive-behavioral approach on behavioral problems (aggression, confrontational disobedience disorder, attention deficit-hyperactivity disorder) in primary school male students in Zarrinshahr.

This is an experimental study. And a pre-test-post-test design with a control group was used. For this purpose, using multi-stage random sampling method, among the male students of primary schools in Zarrinshahr in the academic year 2017- 2017, 30 people who met the inclusion criteria were randomly selected and divided into experimental and control groups. Were appointed. Data collection tools were SNAP-IV questionnaire and Rutter Form Parent (1964) Behavioral Problems Questionnaire which was completed by parents of children in the pre-test and post-test stages. Then, the children in the experimental group participated in 10 one-hour play therapy sessions (4 individual sessions and 6 group sessions). In order to statistically analyze the data, covariance analysis was used. Data analysis showed that play therapy intervention with cognitive-behavioral approach could lead to a significant improvement in the performance of the experimental group compared to the control group in the post-test phase.

The independent variable in the dependent variables of aggression, confrontational disobedience and attentiondeficit hyperactivity disorder explains 74, 68 and 92% of the variance of changes, respectively. Statistical power in all three variables indicates the adequacy of the sample size in the use of analyzes.

According to the findings of this study, play therapy with cognitive-behavioral approach reduces the symptoms of aggression, coping disobedience and attention deficit-hyperactivity disorder in children. They suffer from these disorders and can be used in clinical and therapeutic situations to treat or reduce the symptoms of this disorder.

The aim of this study was to investigate the effectiveness of problem-solving education for mothers of hyperactive children and attention deficit improvement in quality of life. This study was an experimental type with pre-test, post-test and follow-up that students of 4 primary schools in Tehranchr('39')s second district with attention deficit / hyperactivity disorder were randomly divided into three groups: problem solving group, family education group and one group. Control without treatment. Parents of all three groups completed the questionnaires: Connors Behavioral Problems (Parent Form), Hepner and Baker Problem Solving, 36-Question Quality of Life (SF-36), PSI Parental Stress, and the Enrich Marital Questionnaire. The method of covariance was analyzed. The results showed that problem-solving education improves parenting education, parental quality of life and mental health of mothers of children with ADHD, improves parent-child relationships, and reduces parental stress in parents of children with ADHD. Buddhist parenting intervention can comprehensively include other treatments.