جستجوی مقالات مرتبط با کلیدواژه « attention deficit » در نشریات گروه « علوم تربیتی »

The purpose of this study was to compare the effectiveness of treatments based on sensory integration on the brain networks of primary school children with attention deficit/hyperactivity disorder.

The purpose of this research is a quasi-experimental study with a comparison group with random assignment, pre-test-post-test. The purpose of quasi-experimental research is to find possible causes of a behavior pattern. The pre-test and post-test design with control group is one of the experimental designs in which subjects are randomly selected and replaced in different groups using the same method. In this research, the treatment based on sensory integration is considered as an independent variable, and its effectiveness on the brain networks of primary school children suffering from attention deficit/hyperactivity disorder is considered as a dependent variable. The statistical population includes all primary school children with attention deficit/hyperactivity disorder who refer to related centers in Shiraz city. The sample size is 160 people.

This study aimed to determine the effectiveness of cognitive behavioral game therapy on attention deficit and aggression in children with attention deficit hyperactivity disorder. The present research method was a semi-experimental type with a pretest-posttest design with a control group. The study's statistical population included 60 children with attention deficit hyperactivity disorder (45 boys and 15 girls) who were officially diagnosed by a psychoanalyst and a psychologist at Negah Novin Occupational Therapy Center in district 12 of Tehran city in 2023. The sample size of 30 these children (10 girls and 20 boys) were selected by purposeful sampling. Children were randomly divided into two experimental (n =15) and control (n =15) groups. The instruments were the Conners Parent Rating Scale (CPRS) and the Nelson and Finch Children inventory for angry (CIA). The experimental group received a cognitive behavioral therapy intervention program for ten sessions of forty-five minutes, while the control group did not receive any intervention. Data analysis was performed by SPSS-24 software using descriptive statistics and covariance analysis methods. The results showed that the intervention program of cognitive behavioral game therapy had a significant effect on attention deficit (  P<0.01) and aggression subscales that includes frustration  P<0.01), aggression body  P<0.01), Relationships with Peers  P<0.01), Relationships with Authority Figures . The findings of the present study indicated that therapists can improve the attention deficit and aggression of these children by including cognitive behavioral play therapy in the educational programs of children with attention deficit hyperactivity disorder.

The aim of this study is to investigate the effectiveness of emotional intelligence training on self-regulation in student with Attention Deficit/Hyperactivity Disorder. The research method is a semi-experimental design with pre and post test measures involving experimental and control group. The statistical population consisted of all fourth and fifth grade students with ADHD in Tehran in year 2023. 30 students with ADHD (17 fourth graders and 13 fifth graders) were selected from Raha and Kasra Counseling Centers using purposive sampling and were randomly divided to experimental (15 students) and control group (15 students). Emotional intelligence training program consisting of 8 sessions lasting 45 to 60 minutes each over 8 weeks was implemented for the experimental group.To assess self regulation, Self-Regulation Questionnaire (SLQ) before and after the intervention were used. Subsequently,. The data were analyzed using multivariate analysis of covariance (MANCOVA) with SPSS software. The results of the study indicate that emotional intelligence training significantly (P< 0.0001) improves the self-regulation skills of students with ADHD. Therefore, we suggeste that professionals incorporate emotional intelligence training programs into the therapeutic and educational programs for students with ADHD

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 current research was done to develop a model of attention deficit based on the components of emotions and thought with the mediation of the analytical intelligence of teenagers. This research used a descriptive method of correlation type using structural equation modeling methods. The statistical sample included 375 students of the first secondary school with signs of attention deficit in Tehran in the academic year of 2001-2002, who were selected in a available way. Three questionnaires include adult ADHD self-report scale (ASRS), Kazemi Haghighi Emotion Thought Questionnaire and Kettle Intelligence Questionnaire Result 3-Form A (KIT:A), were completed by the samples. In addition to descriptive statistics, the structural equation method was used for data analysis using Amos-26 software. The findings showed that thought excitement and analytical intelligence were significantly related to attention deficit symptoms. According to the findings, it can be concluded that some characteristics, such as the excitement of thought and analytical intelligence, can predict the signs of attention deficit (p<0.01). From the research findings, it can be concluded that in the diagnosis and treatment process of attention deficit, the variables of emotion, thought, and analytical intelligence is very important. Thus, the increase in attention deficit is associated with a decrease in the score of thought excitement and analytical intelligence.

The low executive functions of students with hyperactivity and attention deficit cause problems in the lives of the students and their parents, and these children need more interaction, especially with parents, the purpose of this research is to compare the effectiveness of treatment based on parent interaction. The child has hyperactivity and attention deficit with two methods of virtual and face-to-face training on the executive functions of students.

The present study was conducted with the aim of comparing the effectiveness of treatment based on parent-child interaction with two methods of virtual and face-to-face training on the executive functions of students with hyperactivity and attention deficit disorder. The research method was quasi-experimental, with a pre-test and post-test design with a control group, with voluntary non-probability sampling and random assignment in the test and control groups. The statistical population of the study was all children aged 10 to 12 years in the 19th district of Tehran in 1400 who were suffering from hyperactivity and attention deficit. The sample size of 45 people was determined by the purposeful sampling method, this number of people was divided into three groups by the matching method, the number of each group was determined to be 15 people, and the two test groups, one group with face-to-face training method and one group with non-face-to-face training method and online treatment based on parent-child interaction and the control group did not receive any treatment program. The research tool was the executive functions questionnaire of Gerard et al. (2000). The method of data analysis was univariate and multivariate covariance analysis using spss software.

The results of the research showed that there is a difference between treatment based on parent-child interaction with two methods of virtual and face-to-face training on the executive functions of students with hyperactivity and attention deficit (P<0.01). Also, treatment based on parent-child interaction with virtual education method is effective on the executive functions of students with hyperactivity and attention deficit (P<0.01). Treatment based on parent-child interaction with face-to-face method is effective on the executive functions of students with hyperactivity and attention deficit (P<0.01).

It can be concluded that treatment based on parent-child interaction with two methods of virtual and face-to-face training can be effective in improving the executive functions of students with hyperactivity and attention deficit disorder.

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 present study was conducted with the aim of investigating the effect of group art therapy on aggression and social adjustment of children with attention deficit/hyperactivity disorder. The research method was a semi-experimental pre-test-post-test with a control group. The statistical population of the study included90 children aged 8-12 years with attention deficit/hyperactivity disorder who referred to one of the behavioral disorders centers in Tehran in the first six months of 2019. Among them, 30 people (21 boys and 9 girls) were selected as the research sample by purposive sampling method and assigned to two experimental and control groups in the same ratio. The people of the experimental group received the art therapy program (visual arts) in 10 sessions of 90 minutes (two sessions per week) as a group, the control group was placed on the waiting list. Aggression (Shahim, 1385) and social compatibility (Sinha & Singh, 1993) questionnaires were used to collect information. The results of the multivariate covariance analysis showed that by controlling the pre-test effect, there was a significant difference between the average post-test scores of the experimental and control groups in the variables of aggression and social adaptability (P<0.001). In general, according to the results of this research, it can be said that group art therapy was effective in reducing aggression and increasing social adjustment of children with attention deficit/hyperactivity disorder.

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.

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

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 aim of this study was reaching the causative modeling of Attention Deficit Hyperactivity Disorder (ADHA) symptoms based on the character traits and impulse control of mothers with the mediating role of parenting styles. The method of the present study was descriptive-correlational with using of structural equation modeling method. The statistical population included 1324 mothers of elementary school students with symptoms of ADHD in Tehran in the academic year 2019-2020, of which 480 mothers were selected by purposive sampling. Four questionnaires including Connerss Parents (Connerss, 1999), Impulsivity Scale (Lynham, 2006), Temperament- Character Inventory (Cloninger, 1994) and Parenting Styles Questionnaire (Bumrind, 1972) were completed by mothers and for data analysis in addition to descriptive statistics, the structural equations method bu utilizing LIZREL 8/85 software was used. The results showed that mothers' personality characters and impulsivity have a significant relationship with the symptoms of ADHD in children. According to the results, it can be concluded that some harmful characteristics of mothers can predict the symptoms ADHD in children. Findings showed that in the treatment of children with ADHD, attention to the personality traits and parenting style of parents can be effective in the treatment process.

Attention Deficit /Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects parenting styles as well as parent-child interaction. The present study aimed to investigate the parenting styles among the mothers of children with ADHD. For this purpose, a search of internal databases including Scopus, Eric, PubMed and Google Scholar databases engine obtained 92 articles with parenting style in mothers of ADHD children. Based on the systematic review study protocol, the full text of the 11 final papers that were selected for meta-analysis. Then, the full text of the selected articles was fully reviewed and the related information was extracted. This information included the characteristics of the research identity card, the research method (community, sample and sampling method) and then the determination of parenting. Mothers of children with ADHD are more commanding, less rewarding, and less likely to interact with their children. Negative, demanding, and critical parental behaviors in response to ADHD are more common than the parents with normal children and use more authoritarian parenting practices given that children with this kind of disorder may have academic behavioral problems and inattention.

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.

The aim of this study was to evaluate the effectiveness of computerized training of visual-motor skills on motor impulsivity and response inhibition in children with attention deficit/hyperactivity disorder (ADHD).

The design was experimental with pretest-posttest and a control group. The statistical population of the study consisted of all male students with attention deficit/hyperactivity disorder, who were studying in the elementary school of Mashhad during the academic year 2019-2020. First, 450 students were selected via cluster sampling and screened by the Connor's teacher rating scale. A total of 56 students had a score above 26, which 30 of them were randomly selected and assigned to two experimental groups and one control group. The researcher-made computer game Rayapoya modeled on the German software Cog Pack (The Cognitive Training Package) (Marker, 1987-2007), Conner's Teacher Rating Scale (CTRS) (1969), O’Connor Dexterity Test (1920), and Stroop Test (1935) were employed to collect the required data. To analyze the data, multivariate analysis of covariance (MANCOVA) was applied.

The (MANCOVA) results showed that after controlling the pre-test scores, there was a statistically significant difference between the mean post-test scores of the experimental and control groups on the attention deficit/hyperactivity disorder variable.

This study showed that computerized cognitive training of visual-motor skills is a promising learning method that improves motor impulsivity and response inhibition in children with attention deficit/hyperactivity disorder. Therefore, it can be used as an alternative or complementary method for common attention deficit/hyperactivity disorder interventions.

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).

The present study was conducted to evaluate and compare sensory processing, academic help seeking and problem-solving strategies in children with Attention Deficit/Hyperactivity Disorder, (ADHD) children with special learning disabilities, and normal students.

In the present comparative scientific type study, among all 10-12 years old students of Shiraz, 150 people (50 people with (ADHD), 50 people with special learning disabilites and 50 normal people) were selected by purposive sampling and considering the entry and exit criteria. SNAP (Parent Form) Sensory Processing Scale, Academic Help Seeking Scale, and Problem-Solving Strategies were used to assess the participants. Data were analyzed by multivariate analysis of variance (MANOVA).

The results showed that all three groups of students had significant differences in the components of sensory processing, academic help seeking and problem-solving strategies.

The findings of this study provide evidence of sensory processing problems, academic help seeking, and problem-solving strategies in students with ADHD and, special learning disabilities. Therefore, it is necessary to consider psychological interventions and training in order to improve and correct the problems of these students.

The aim of this study was to compare the effect of SNARC between people with hyperactivity, and attention deficit and healthy people in Iranian adolescents.

The research design was descriptive and causal-comparative. Statistical populations of the study were 10-15 years old adolescents of Tehran. The sample group consisted of 30 individuals with hyperactivity, 30 individuals with attention-deficit, and 30 normal individuals who were selected by convenience and targeted manner sampling method. All of them responded to Magnitude Judgment Task (Georges, 2017).

The results showed the significant effect of SANRC in adolescents with the hyperactivity, group attention-deficit, and normal people, so that the highest amount was in hyperactivity and the lowest amount was in the normal group. This effect was seen as a representation of small numbers on the right side, and large numbers on the left side. Also the normal group gave the most correct answers and the attention-deficit group gave the least number of correct answers. The reaction time of the attention-deficit group was the highest, and the hyperactive group had the lowest.

These results imply that SANRS has an inverse reaction time. effect in Persian-speaking Iranians, and a greater effect in people with ADHD disorder.