جستجوی مقالات مرتبط با کلیدواژه "hyperactivity disorder" در نشریات گروه "علوم تربیتی"

The purpose of this study was to compare the effectiveness of neurofeedback-based treatments 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, neurofeedback-based treatment 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. The sampling method is targeted in such a way that 30 patients were selected from the relevant medical centers that had active treatment cases in the spring and summer season and amounted to 160 cases. The participants were identified and evaluated based on the Connors questionnaire (parent form) as well as clinical interviews with parents and children suffering from attention deficit/hyperactivity disorder.

The results obtained from the present study indicate that the neurofeedback intervention has shown the greatest effect in the temporal region on the right side in theta and alpha waves and the theta wave on the opposite side. In the results obtained from the Coherence Quantitative Assessment Scale, it showed the most changes in the Fp1/Fp2 area in delta, alpha and beta waves, as well as F3/F4 in delta, theta and alpha waves to a greater extent, and also in T3/T4 on the delta wave. Also, O1/O2 on theta wave, F7/F8 on beta wave, F7/T5 on alpha wave and C3/C4 were seen to a lesser extent.

The studies showed that neurofeedback along with cognitive tasks was able to reduce the symptoms of attention deficit disorder and hence it is an effective method to reduce the symptoms of this disorder. The results showed the effectiveness of neurofeedback in treating the symptoms of attention deficit disorder and this study found the effect size reported a significant effect for the treatment of attention deficit and impulsivity and a moderate effect size for the treatment of hyperactivity. In many other researches,

The aim of this research was the effectiveness of the drama therapy package based on mentalization on the emotion regulation of children with attention deficit/hyperactivity disorder.

The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of the research included all students aged 9 to 11 years old with attention deficit/hyperactivity disorder in Zanjan city in 2023. The sample size includes 30 subject (15 subject in the experimental group and 15 subject in the control group) from the statistical population were selected by purposeful sampling and were placed in two control and experimental groups. For the experimental group, the drama therapy package based on mentalization was implemented, while the control group remained on the waiting list. The research tools included Connors Attention Deficit Hyperactivity Disorder Questionnaire (2007) and Emotion Regulation Questionnaire for Children and Adolescents (2012).

The results showed that the drama therapy package based on mentalization had a significant effect on improving emotion regulation in the post-test and follow-up stages (P<0.01).

The findings of this research provide useful information regarding the drama therapy package based on mentalization, and counselors and psychologists can use this intervention to improve emotion regulation in children with attention deficit/hyperactivity disorder.

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.

The purpose of this research was to investigate the effectiveness of parent-child play therapy on self-esteem, social skills, and academic performance in Students with Attention-Deficit/Hyperactivity Disorder (ADHD). The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all Students with Attention Deficit/ Hyperactivity Disorder of the second period of Isfahan City in the academic year 2023-2024, of which 30 people (19 male students and 11 female students) were selected by convenience sampling method based on the entry criteria. They were randomly divided into experimental and control groups (15 people in each group). In order to collect information, Eysenck self-esteem inventory (ESI), social skills questionnaire (SSQ) and academic performance questionnaire (APQ) were used. The experimental group received 10 90-minute sessions of the parent-child play therapy program and the control group did not receive any program. To analyze the findings, univariate covariance analysis was used using SPSS-23 statistical software. The results showed that play therapy had a significant effect on increasing the level of self-esteem, social skills, and academic performance of Students with Attention Deficit/ Hyperactivity Disorder (P<0.05). Therefore, it is suggested that specialists provide a basis for improving the self-esteem, social skills and academic performance of these children by establishing a parent-child play therapy training program.

Aim. The aim of the present study was to investigate the prevalence of attention deficit/hyperactivity disorder based on self-report in women of Malayer city.Method. The method of this research was descriptive. The research population consisted of all the female of Malayer city, and 2,633 people were selected from this population. Data collection was done using the Connors (1999) adult ADHD self-report scale. Chi-square statistical test was used to analyze the data. Analysis was done with SPSS-22 statistical software.Findings. The prevalence of attention deficit/hyperactivity disorder in women aged 19 to 40 years was 8.2%, and attention deficit disorder was more common (9.6%) than hyperactivity disorder (7.4%). Also, with increasing age, the prevalence of attention deficit/hyperactivity disorder in women decreases.Conclusion. Attention deficit/hyperactivity disorder has a high prevalence in women, therefore, it is necessary to pay attention to this disorder and plan for its treatment.

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 the current research was to study the effectiveness of the home-school collaboration training program on school bonding and peer relation in boy students with attention-deficit/hyperactivity disorder.

The method of research was practical and quasi-experimental pretest-posttest with a control group. The study population included mothers, teachers, and boy students with attention-deficit/ hyperactivity disorder in schools in the 4th district of Tabriz in 2021. Using the convenience sampling method, 30 of these students were selected and randomly assigned into experimental and control groups. The school bonding Questionnaire (SBQ) and Hudson's Index of peers relation(IPR) were used to collect the data before and after the test. The home-school collaboration training program was carried out in nine training sessions for parents and teachers.

Data analysis used with Multivariate analysis of covariance and SPSS-16 revealed that there was a statistically significant difference between the scores of the subjects in the two stages of pre-test and post-test. In the same vein, there was a significant change in peer relationships and school bonds in the experimental group under the influence of the home-school collaboration training program.

Due to the effectiveness of the home-school collaboration training program, the development and implementation of this program is recommended for other groups with disabilities, teachers, and their parents.

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.

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.

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 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.

Objective The aim of this study was to compare the learning styles of students with learning disabilities, attention deficit / hyperactivity disorder and normal.Methods The method of the present study was descriptive-causal-comparative and the statistical population of this study included all male and female primary school students in Rasht and students referring to the Center for Learning Disabilities in the academic year 1397-98, of which 50 Available sampling In the group of students with learning disabilities, 50 people were selected by available sampling method from primary schools as students with attention deficit / hyperactivity disorder and 50 normal students were selected by multi-stage cluster sampling from primary schools in Rasht. Data collection tools were Connors Form Teacher Rating Scale (1969), Reading Disorder Test by Shafiee et al. (2008), and kolb Learning Styles Questionnaire (1985).Results The results were analyzed using Kruskal-Wallis and u man Whitney tests. The results showed that there was a significant difference between students with learning disabilities, attention deficit / hyperactivity disorder and normal learning styles (p <0.001); that students with learning disabilities in reflective observation and divergent learning style scored higher on average than students with attention deficit / hyperactivity disorder and normal. Students with Attention Deficit / Hyperactivity Disorder scored higher in Active Experimentation and Adaptive Learning Style than the other two groups. Normal students also scored higher on abstract conceptualization and convergent learning styles.Conclusion Students have their own preferred learning style that can affect their academic performance.

Attention Deficit / Hyperactivity Disorder (ADHD) is associated with problems such as failure in executive dysfunctions. The aim of this study was to evaluate the effectiveness of child mindfulness therapy on the main symptoms and executive dysfunctions of children with ADHD. The research method was quasi-experimental with pre-test, post-test, and follow-up design with the control group. The population of this study consisted of all girls aged 6 to 12 years with ADHD in Mashhad. In this study, 38 girls with ADHD were Selected from normal schools though multi-stage cluster sampling and were randomly assigned to experimental (n = 19) and control (n = 19) groups. Data were collected using the SNAP rating scale (Swanson et al., 1980) and the Deficits in Executive Functioning Scale-Children and Adolescents (Barclay, 2012). For the experimental group, the child's mindfulness therapy was performed in eight sessions and the control group did not receive any intervention during the study. The results showed that training the child mindfulness reduced ADHD scores and executive dysfunctions in post-test and follow-up (p<0.001). Based on the results, it is recommended to use the child mindfulness training to reduce the ADHD symptoms and executive dysfunctions in children with ADHD.