جستجوی مقالات مرتبط با کلیدواژه « اختلال نارسایی توجه » در نشریات گروه « علوم تربیتی »

Academic engagement is one of the important variables considered by educational researchers in order to improve the academic quality of students. Neurodevelopmental disorders, including attention deficit/hyperactivity disorder and learning disabilities, can affect academic engagement. In this study, the aim was to compare the dimensions of academic engagement in students with and without learning disorders and attention deficit/hyperactivity disorder, considering the gender factor.

The method of research in this study was causal-comparative. The statistical population was all primary school students in Khour and Biabank who were about 896 students (457 girls and 439 boys) in the 2021-2022 academic year the first semester. The sample was 40 normal girl and boy students, 40 girl and boy students with attention-deficit/hyperactivity disorder, and 40 girl and boy students with learning disabilities. The tools used in this study were the Wang, et al questionnaire of academic engagement (SES), Conners scale (CRS) to screen attention deficiency/hyperactivity disorder, and Colorado questionnaire to evaluate learning disorder (CLDQ). Data analysis was done using SPSS24 software and factor analysis of variance (type of student and gender) was used to analyze the data.

The results showed that regarding the total score of academic engagement and its dimensions, there is a different pattern between the two sexes and the type of disorder.

Based on the findings of the study, it is concluded that suffering from attention deficit/ hyperactivity disorder and learning disorder, gender and the interaction of the two have effects on the dimensions of academic engagement. It is suggested that the possibility of learning disorder or attention deficit/hyperactivity disorder should be considered in policies related to increasing students' academic enthusiasm according to gender.

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.

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 aim of this study was to evaluate the effectiveness of distress tolerance skills on general health and marital adjustment of mothers of children with attention-deficit/hyperactivity disorder (ADHD).

The quasi-experimental research design was pretest-posttest and follow-up with the control group. The statistical population of this study included all mothers of students aged 7 to 11 years with ADHD (dominant hyperactivity) in the academic year 1401-1400 in Tehran. The sample size consisted of 30 people who were selected by available sampling method and placed in two experimental and control groups. Distress tolerance skills was implemented for the experiment group, while the control group did not receive training. The research tool included the General Health Questionnaire (Goldberg & Hillier, 1972) and Dyadic Adjustment Scale (Spanier, 1976). Analysis of variance with repeated measurements was used for statistical analysis.

The results showed that distress tolerance skills had a significant effect on improving general health and marital adjustment in the post-test and follow-up stages. (P<0.01).

The obtained evidence shows that distress tolerance skills are effective in increasing the general health and marital adjustment of mothers with children with ADHD.

The purpose of the present study was to determine the effects of emotion regulation training on aggression, bullying, and victimization of female students with attention-deficit/hyperactivity disorder. This experimental research used a pretest-posttest design with a control group. The statistical population of this study included all female students with attention-deficit/hyperactivity disorder referred to counseling centers in District 3 of Tabriz. Participants were selected through convenience sampling and divided into two groups of 15 students each. Both experimental and control groups took the pretest; then, the experimental group received an intervention in the form of eight sessions of emotion regulation training. The post-test was given to both groups, and the follow-up stage was conducted with a two-month interval for both experimental and control groups. The Aggression Questionnaire, and Peer Interactions in Primary School (PIPS) Questionnaire were used to collect data. The results showed a significant decrease in the mean scores of aggression, bullying, and victimization in the post-test stage in the experimental group. However, the changes in aggression, bullying, and victimization variables did not change significantly from the post-test to the follow-up stage. Therefore, it can be concluded that counselors cand use this intervention to prevent and reduce aggressive behaviors, bullying and victimization in this group of peope.

Autism spectrum disorder and attention deficit/hyperactivity disorder are part of neurodevelopmental disorders that are caused by abnormal brain development and affect specific cognitive and social abilities. The present study was conducted with the aim of comparing self-compassion and post-traumatic growth of mothers of children with autism spectrum disorder and attention deficit/ hyperactivity disorder. Method The design of the current research was of causal-comparative type. The statistical population included all mothers with 7-9-year-old boys with autism spectrum disorder and attention deficit/ hyperactivity disorder who referred to the rehabilitation and counseling centers of Golestan province in 2021. A sample of 50 people (25 people for the group of mothers with children with autism spectrum disorder and 25 people for the group of mothers with children with attention deficit/hyperactivity disorder) were purposefully selected from among the mothers. To collect data, Neff's self-compassion questionnaire (2003) and Tedeschi and Calhoun's post-traumatic growth questionnaire (1996) were used. Data analysis was done with SPSS-24 software and using independent t-test and multivariate analysis of variance. Findings Based on the results obtained from the data analysis in the current study, there is a significant difference in self-compassion and post-traumatic growth in mothers of children with autism spectrum disorder and attention deficit/hyperactivity disorder (P<0.05). Mothers of children with autism spectrum disorder had less self-compassion and post-traumatic growth than mothers of children with attention deficit/hyperactivity disorder (P<0.05). Conclusion Based on the findings of the present study, mothers with a child with autism spectrum disorder have lower self-compassion and post-traumatic growth than mothers with a child with attention deficit/ hyperactivity disorder due to the therapeutic and time involvement with their vulnerable child.

To deal with the problems caused by attention deficit/hyperactivity disorder, including anxiety and emotional regulation, sometimes it is necessary to modify the parenting method. Therefore, the purpose of this research was to identify the effect of positive parenting program on the level of anxiety and emotional regulation of children with attention deficit/hyperactivity disorder.

The present study was quasi-expremental and pretest-posttest design was used with control group. The statistical population of the present study inclouded all boys with ADHD who were at the same time with anxiety and emotional regulation, and were enrolled in the randomly of Shahrekord city in the academic year 1398-1399. The sample of this study consisted 30 mothers of children with ADHD that were involved in anxiety and lack of emotion regulation. In this study Children symptom inventory-4, Spence children anxiety scale and Emotion regulation checklist were used. The subjects in the experimental group received 8 sessions of one hour per week of parental training and the control group did not receive any training. Result of analysis of covariance showed that Triple P had a significant effect on anxiety and emotion regulation in children with ADHD and decreased these problems.

The results of the research data showed that teaching positive parenting program to mothers reduces anxiety (total), separation anxiety, social anxiety, pervasive anxiety, physical anxiety and obsessivecompulsive disorder in children with attention-deficit/hyperactivity disorder. It is an effective activity (p>0.05). Also, the results of the research indicated that teaching positive parenting program to mothers is effective in increasing (total) emotional regulation, increasing adaptive emotional regulation and reducing instability/negativity in children with attention deficit/hyperactivity disorder was (p>0.05).

Based on the obtained data, it can be said that teaching positive parenting program to mothers was effective in improving the level of anxiety and improving emotional regulation in children with attention deficit/hyperactivity disorder.

Stressful situations in the family environment and failure to cognitively regulate emotion can play a role in causing attention deficit/hyperactivity disorder in adolescents. Therefore, paying attention to these cases can prevent disorders such as attention deficit/ hyperactivity disorder. The aim of this study was to investigate the relationship between family emotional climate and cognitive emotion regulation with symptoms of attention deficit/hyperactivity disorder.

The research method was descriptive-correlational. The study population included all secondary school students in Amol. The sample size was 200 people who were selected through random sampling method. Research data were collected using the Emotional Relationships Scale of Family Members (Hilburn, 1964), the Cognitive Emotion Regulation Questionnaire (Garnefski et al, 2001) and Attention Deficit/Hyperactivity Disorder Scale. The collected data were analyzed by Pearson correlation test and multiple regression (P>0/05).

Findings showed that there is a significant negative relationship between family emotional climate and positive emotion regulation strategies of with symptoms of attention deficit/hyperactivity disorder and a negative and significant relationship between negative emotion regulation strategies of and symptoms of attention deficit/hyperactivity disorder.

According to the results of the present study, findings indicate that the family emotional climate and cognitive regulation of emotion play a role in the symptoms of attention deficit/hyperactivity disorder. Therefore, in the treatment of children and adolescents with attention-deficit/hyperactivity disorder, the family emotional climate can be considered and intervened. Also in the treatment of these children, teaching cognitive regulation strategies should be considered by therapists.

The current study aims to investigate the effects of mindfulness on attention deficit/ hyperactivity disorder (AD/HD). Attention deficit/ hyperactivity disorder is a kind of neurodevelopmental disorder which affects different aspects of life. Children with attention deficit/hyperactivity disorder have problem with working memory, response inhibition, attention and social skills. This action allows the child to review his or her behavior and alter accordingly.

Systematic review was used for the data analysis in the present study. The methodology was also based on the collection, classification and summarization of the findings of research articles related to mindfulness, attention deficit/ hyperactivity disorder and between 2010-2020, derived from the foreign databases including Eric, Ebsco, Google Scholar, Scopus, Science Direct, and PubMed using the keywords Mindfulness, Children, Attention Deficit/ Hyperactivity and other related words. In the initial search, 98 articles were selected and then 12 articles were selected which were entitled Mindfulness in Children with Attention Deficit/ Hyperactivity Disorder. Among them, 80 articles were deleted due to inconsistency with the subject, 5 articles due to age and 1 article due to duplication in several databases, and finally 12 articles were selected.

The results showed that this treatment is appropriate in reducing the symptoms of AD/HD. Mindfulness also improves the executive functions, attention, emotions, metacognition and self-regulation of children with attention deficit hyperactivity disorder.

Based on the studies, it can be concluded that mindfulness is one of the complementary therapies for attention deficit / hyperactivity disorder and will be able to improve areas where children with attention deficit / hyperactivity disorder are deficient.

One of the most common childhood disorders is Attention Deficit Hyperactivity Disorder (ADHD), which can be caused by a lack of self-regulation. Therefore, the present study aimed to compare the effectiveness of self-regulatory behavioral interventions with self-regulatory motivational behavior on reducing the ADHD symptoms in elementary school students.  

The present study was a pretest-posttest experiment with a control group. The statistical population included all children aged 7 to 12 years old with attention deficit hyperactivity disorder that referred to counseling and psychology centers in Tehran's District 5 in the academic year 2019-2020 and were receiving Ritalin medication. First, they were screened by the Pediatric Symptom Inventory (CSI-4). Then, 45 students with the highest level of ADHD were randomly selected and assigned to three groups (two experimental groups and one control group). Data were analyzed by multivariate analysis of covariance and Bonferroni posthoc test.

The results showed that the two experimental groups had a significant increase in post-test compared to the control group (p<0.001). In addition, there was no significant difference between the mean of ADHD group of self-regulatory behavioral interventions and the mean of ADHD group of self-regulatory motivational behavior. In other words, the effect of the two treatments in reducing ADHD is the same (p<0.01).

Based on the results, it can be concluded that training in motivational and behavioral self-regulatory processes can significantly help reduce the symptoms of ADHD in these children (p<0.01).

Parenting style has a great role in reducing psychological and even psychiatric problems, and diagnosing and treating these problems at an early age can greatly reduce these disorders. The purpose of this study was to investigate the effectiveness of a parent Training Program Based on Integrative Developmental model on reducing Attention-deficit hyperactivity disorder Problems in Preschool Children.

The research method was quasi-experimental research with pre-test, post-test and follow up with control group. The statistical population of the study included all mothers with children aged 4 to 6 years with symptoms of attention deficit / hyperactivity disorder in Sarakhs. For this purpose, 30 mothers of 4 to 6 year old boys with symptoms of attention deficit / hyperactivity disorder were selected by available sampling method. In order to evaluate the symptoms, the Connerchr('39')s two-form grading scale (parent and teacher) and clinical interview and to assess their intelligence, the third version of the Wechsler Childrenchr('39')s Intelligence Test were used. Then, the subjects were randomly assigned into two experimental and control groups.

Data analysis using covariance analysis showed that parental education program based on integrated human developmental model reduces attention/hyperactivity problems in preschool children with ADHD symptoms.

Based on the findings, it is suggested that this DIR model be used as a comprehensive and comprehensive model in the treatment of various emotional and behavioral problems.

As it's vivid by the name of cognitive-behavioral play therapy that cognitive-behavioral interventions are put in a play program in order to solve children's behavioral problems. As you know play-like activities and also verbal and nonverbal communications have been used widely to solve behavioral problems of children. The purpose of this study was to determine the effectiveness of cognitive-behavioral play therapy on behavioral problems, responsibility and self-esteem of male students in 5th and 6th elementary grades in Javanrood city with attention deficit hyperactivity disorders .

The statistical population of this study consisted of all male students in fifth and sixth elementary grades in Javanrood city in the academic year of 2019-2020. The method of this research was semi-experimental. This research was a purposeful applied study. The sampling method was an available sampling method, in which two groups were randomly selected: control and intervention. The data were collected by pre-tests post-tests of two control and intervention groups from which 15 students were randomly assigned to each group (total number was 30 students). The intervention group received 10 sessions of cognitive behavioral play therapy. In this research, three questionnaires had been filled by both groups. The questionnaires included the five-scale self-esteem test of Pep et. al (1989) for children, the Rutter behavioral problems questionnaire (1967), and the Munir Kordloo responsibility questionnaire (2014). The data were analyzed by Multivariate Covariance Analysis (MANCOVA) and the statistical analysis was performed by SPSS software version 22.

According to obtained results from this study it could be acclaimed that the cognitive-behavioral play therapy has significantly affected on behavioral problems, and changed the level of self-esteem and responsibility of students.

According to the effectiveness of cognitive-behavioral play therapy on behavioral problems, responsibility and self-esteem of students with attention deficit hyperactivity disorder and making significant changes on them, this treatment method can be used as an intervention model to recover the symptoms of attention deficit hyperactivity disorder in children along with medical treatment and other rehabilitative procedures.

Children with Attention Deficit/ Hyperactivity Disorder (AD/HD) have difficulty interacting with their peers and suffer from high self stigma. They also have high levels of anxiety. The aim of this study was to determine the executive functions on the level of child interactions with peers, spontaneity and anxiety in children with Attention Deficit/ Hyperactivity Disorder (AD/HD).

Thirty children aged 6 to 14 years with AD/HD who referred to Sabzevar Education Counseling and Psychological Services Clinic were randomly divided into two intervention and control groups and underwent training in 8 sessions of 45 minutes. Psychologists were trained to perform EF. The instruments used included the Connors Questionnaire, the Gersham and Elliott Social Skills Questionnaire, the Spence Children’s Anxiety Scale, and the King Self-stigma Scale, which all children completed before and immediately after the intervention. The comparison between the two groups was performed by multivariate analysis of covariance

Before the intervention, the mean scores of social interactions, spontaneity and anxiety in children with AD/HD were not significantly different, but the mean scores of the two groups at times immediately after the intervention were significantly different, so the mean scores of social interactions, autism and anxiety in children with AD/HD did not change significantly in the control group, but showed a significant change in the intervention group.

Intervention of executive functions has been able to improve social interactions, spontaneity and anxiety levels of children with AD/HD. The use of EF to improve social interactions, autism and anxiety of children with AD/HD is recommended.

The present research aimed at comparing the effectiveness of mindfulness group learning, cognitive behavioral learning, and blended learning in mothers on the executive functions and emotion regulation of children with attention deficit-hyperactivity disorder in the city of Kerman, Iran. This is a pre-test/ post-test, and post-hoc test, quasi-experiment study with three experimental and control groups. The statistical population included all first-grade to third-grade male elementary school students with attention deficit-hyperactivity disorder in the city of Kerman. The sample size included 60 subjects (15 subjects in the mindfulness learning group, 15 subjects in the cognitive-behavioral learning group, 15 subjects in the blended learning group, and 15 subjects in the control group) that were selected through convenience sampling. The children’s mothers were trained. The research tools included the 20-item emotion regulation questionnaire by Hoffman et al. (2016) and the 63-item inventory of executive functions by Gioia (2000). The data was analyzed using the tests of multivariable analysis of variance and covariance analysis with repeated measures. The results indicated that there is a significant difference between the emotion regulation of children with attention deficit-hyperactivity disorder and the mean scores of three stages of pre-test, post-test, and the post-hoc test of executive variables. In accordance with the results of the post-hoc test of the blended learning method had a significant impact on the executive functions in comparison to two mindfulness and the cognitive-behavioral learning method, and emotion regulation had a significant impact in comparison to mindfulness learning.

The purpose of this study was to investigate the effectiveness of acceptance and commitment in depression therapy and cognitive fusion of mothers whom children suffer from attention deficit/hyperactivity disorders.

The present research was Quasi-Experimental with pre-test, post-test and control group. The statistical population of study included all mothers of children with attention deficit/hyperactivity disorders who consulted with psychologists or psychiatric clinics in Yazd in 2019.The sample size was determined by using Cohen's table which was selected from available sampling and randomly divided into experimental and control groups (each of which with 15 subjects). In order to data collecting Beck Depression (1996) and Gillanders, et al. (2014) Cognitive Fusion questionnaire were used. The experimental group received 8 sessions of Acceptance and Commitment Therapy in about 90 minutes. The data were analyzed by SPSS software & multivariate method of covariance (MANCOVA).

The results showed that the treatment based on the acceptance and commitment of depression therapy and cognitive fusion of mothers whom children suffer from Attention deficit/hyperactivity disorders were effective.

The findings of this study highlights the importance of using these interventions in depression therapy and cognitive fusion in mothers of children with attention deficit/hyperactivity disorders and provides new horizons in clinical interventions of these mothers and their children.

The aim of this study was to determine the effectiveness of executive function training (attention, response inhibition, working memory) on symptoms of anxiety, attention deficit and social skills in children with ADHD in Tabriz. This quasi-experimental study was performed in a pretest-posttest design with a control group. The statistical population included all primary school students in District 4 of Tabriz. From the mentioned population, a sample of 30 people was selected by purposive sampling method and randomly replaced in experimental and control groups. Both groups were then pretested and answered the CSI-4 questionnaire, Reynolds and Richmond Child Anxiety Scale (RCMAS) and the Social Skills Rating Scale (SSRS). In the next stage, the experimental group participated in 10 sessions (60 minutes) of executive function training, and then both groups underwent post-test. After collecting data, research hypotheses were analyzed using analysis of covariance using SPSS software. The results showed that executive function training was effective on symptoms of anxiety, attention deficit and social skills in children with ADHD.

The aim of this study was to evaluate the effectiveness of fluorotime play therapy on improving the behavior and adaptive behavior of children with Attention Deficit / Hyperactivity Disorder (ADHD).

The quasi-experimental research design was pretest-posttest with a control group. The statistical population of the study consisted of all children aged 9-11 years with attention deficit / hyperactivity disorder (ADHD) under the auspices of Hazrat Ali Asghar (AS) Clinic in Rey in 2018-19 that 30 people were selected as a statistical sample and divided into two groups. (One experimental group and one control group) were randomly replaced. First, both groups were measured with Barclay Executive Activity Failure Scale (BDEFS-CA), adaptive behavior with the adaptive behavior scale of Limbert et al. (1974). They received 8 sessions of 60-minute fluorotime play therapy. At the end of the course, both groups were tested with the mentioned questionnaires.

The results of analysis of covariance showed that fluorotime play therapy was effective in improving the behavior and adaptive behavior of children with attention deficit / hyperactivity disorder (ADHD). In this way, fluorotime play therapy reduces executive failure and also reduces behaviors. Unexplained in the experimental group (p <0.01).

Considering the effectiveness of fluortime play therapy on improving the behavior and adaptive behavior of children with attention deficit hyperactivity disorder (ADHD), fluorescence play therapy can be used as an effective method in attention deficit / hyperactivity disorder (ADHD) by psychologists. To be placed.

The present study investigates the comparison of executive functions of children with attention deficit/hyperactivity disorder and children with specific learning disorder with normal children, and with emphasis on non-comorbid conditions of these two disorders.

  The methodology of the study was descriptive of causal-comparative type. 24 children with attention-deficit/hyperactivity disorder and 27 children with a specific learning disorder were selected by convenience sampling method. After diagnosis and evaluation, executive functions in these groups were assessed by controlling central nervous system. Students with diagnosis of comorbidity were excluded from the study. Also, in order to compare the performance of children with attention deficit/hyperactivity disorder and specific learning disorder with normal children, 28 normal students were selected as the control group and entered the study. Collected data was analyzed using MANOVA and post hoc Scheffé's test. Also, the profile of executive functions of the three groups was presented in a graph.

the results of the study indicate significant differences between executive function skills in normal children and children with attention deficit/hyperactivity disorder and children with specific learning disorder. Also, significant differences between children with attention deficit/hyperactivity disorder and children with specific learning disorder in visual-spatial memory, composite memory, executive function, cognitive flexibility and response inhibition were observed. However, no significant differences were observed in working memory and verbal memory between children with attention deficit/hyperactivity disorder and children with specific learning disorder (p>0/01).

Based on the results, children with attention deficit/hyperactivity and children with specific learning disorder have a deficit in executive functions. Moreover, children with attention deficit/hyperactivity disorder are weaker than children with a specific learning disorder in executive function skills.