جستجوی مقالات مرتبط با کلیدواژه « فزون کنشی » در نشریات گروه « علوم تربیتی »

Brain-based learning is student-oriented and uses the whole brain. The aim of the research was to design a supplementary curriculum compatible with the brains of inattentive/hyperactive students.

The research was applied in terms of purpose and exploratory mixed method. The qualitative part consisted of documents, databases, and curriculum planning and brain science experts, 17 of whom were selected using the purposeful sampling method and theoretical saturation, and the quantitative part included educational experts and elementary teachers of Mashhad, 2013, who were selected using the multi-stage cluster sampling method, 419 people. The qualitative tool was a semi-structured interview, which was validated by content validity and reliability by coding agreement coefficient. Quantitative part, researcher-made questionnaire, content validity with the opinion of curriculum experts and reliability with Cronbach's alpha of 83%. The analysis of the qualitative part was done with the method of thematic analysis and coding and a small part of descriptive statistics (SPSS23) and EMOS26.

It indicated that the elements considered for the supplementary curriculum are valid from the point of view of teachers and experts, and it is necessary to prioritize brain characteristics and special needs, remove time limits, reduce the amount of assignments and assessments, and present them in a diverse and attractive manner. . The results of the confirmatory factor analysis showed that the model has ten basic elements that are formed in the form of four philosophical, social, neurological and psychological dimensions.

Based on the findings of qualitative and quantitative analysis, the desired curriculum can be compiled, and in order to make it effective, it is necessary to include 187 components in design, production, implementation and evaluation. The model is suitable and helps to improve performance, and its implementation is inevitable for the optimal education of hyperactive/inattentive children, and its implementation requires the formulation of effective policies, programs and strategie

Attention deficit hyperactivity disorder is one of the most common neurodevelopmental disorders.The destructive effects of this disorder in most aspects of the life of children, especially in educational and studying fields, have required early and definitive treatment of this disorder.In recent years, various treatments have been proposed to control this disorder.The purpose of this study was to investigate the effectiveness of cognitive rehabilitation based on computer games on Symptom Severityof children with attention deficit / hyperactivity disorder. 

Metod: 

The statistical population consisted of students with attention deficit / hyperactivity disorder students who were studying in elementary school. The research design was a post-test pre-test and follow-up with the control group.For this purpose, 32 students with attention deficit / hyperactivity disorder were selected from primary schools in Shiraz in the winter of 1397 who were willing to cooperate.At first, Coners questionnaire and Fourth edition of Swanson, Nolan and Pellham Scales were completed by parents and teachers. Then a pretest was conducted for all children participating in the study, which included a continuous performance test. Children were divided into two groups experimental and control group. experimental group  was computer-based cognitive rehabilitation and control group was placed on the waiting list.Intervention was done three times a week for one month, in which all students received 12 sessions of treatment.After this period all post-test children were taken. The follow-up session was performed after 45 days of the post-test session. The results were analyzed using SPSS-24 software using repeated measures of variance analysis.After this period all post-test children were taken. The follow-up session was performed after 45 days of the post-test session.

According to the results, there is a significant difference between the experimental and control groups Therefore, it can be said that cognitive rehabilitation based on computer games is effective health.

B>IntroductionAttention-deficit hyperactivity disorder (ADHD) is a heterogeneous disorder with unknown etiology. ADHD often overlaps with other conditions such as anxiety and mood disorders. The core features of ADHD are poor attention, excessive impulsivity and hyperactivity. The aim of this research is to investigate the therapeutic effects of cognitive behavioral skills group training focused on children and focused on mother + children on manifest anxiety in children with ADHD.Research Quessions 1- Does cognitive-behavioral skills group training focused on children and focused on mother + children significantly decrease the degree of physiological signs of anxiety in children with ADHD?2- Does cognitive-behavioral skills group training focused on children and focused on mother + children significantly decrease the degree of the worry and oversensitivity in the children with ADHD?3- Does cognitive behavioral skills group training focused on children and focused on mother + children significantly decrease the degree of the manifest anxiety in the children with ADHD?MethodsThe resaerch was conducted among the male students of the grade five in the primary school in Shiraz, Iran. The participants were diagnosed as ADHD, according to a diagnostic interview by researchers. The children were selected using CSI-4 that was completed by teachers. A sample of 57 students were selected from the population randomly. The sample was assigned into 3 groups of equal sizes that were composed of 2 treatment groups, and one control group. Subjects responded simultaneously in pretest and posttest situations to the manifest anxiety scale respectively and their teachers responded to CSI- 4 questionnaire too. ResultsThree main results were concluded: 1) Cognitive-behavioral skills group training focused on children and focused on mother + children significantly decreased the degree of physiological signs of anxiety in children with ADHD. 2) Cognitive-behavioral skills group training focused on children and focused on mother + children significantly decreased the degree of the worry and oversensitivity in the children with ADHD. 3) Cognitive behavioral skills group training focued on children and focused on mother + children significantly decreased the degree of the manifest anxiety in the children with ADHD.Discussion and conclusionAs a result, Cognitive-behavioral skills group training had a significant effect on the manifest anxiety in the children with ADHD. The series of studies confirmed curative effects of cognitive–behavioral skills group training on ADHD (Rohde; Clarke; Mace; Jorgensen & Seeley, 2004). Based on the results, it could be said cognitive –behavioral skills can improve parents’ attitudes toward children’s problems such as cognitive error and communication deficit. The final conclusion is that parenting and family interventions as well as intervention focused on children significantly decreased the degree of the manifest anxiety in the children with ADHD.

The present study was conducted to examine the effectiveness of behavior therapy (BT) and cognitive-behavior therapy (CBT) on amelioration of attention deficit hyperactivity disorder (ADHD). The effectiveness was studied during the time and within the basic settings in which the core symptoms are manifested. 8 subjects from two special education settings were selected. Multiple baseline design across subjects was utilized. Baseline data were collected through frequent observation of behaviors for each subject. In intervention phase, 4 subjects assigned to BT, and 4 others to CBT programs. Behaviors of subjects were also observed in follow-up phase. The Results obtained from analysis of data points in experimental phases indicated a significant amelioration in symptoms of off-task behaviors. The effects were observed for 3 subjects of BT and 4 subjects of CBT in intervention phase. However, maintenance of effects was not observed in follow-up phase. The findings have implications to study long-term effectiveness of BT and CBT in treatment for the ADHD core clinical symptoms, and generalization of data from school-based setting to home environment.