جستجوی مقالات مرتبط با کلیدواژه « اختلال کم توجهی » در نشریات گروه « علوم تربیتی »

The purpose of this study was to investigate the effectiveness of parenting education with the approach of acceptance and commitment on distress tolerance and behavioral regulation of emotion of mothers of students with attention deficit hyperactivity disorder. The research method was a semi-experimental design with a pre-test and post-test with a control group. The statistical population included all the mothers of 8-10-year-old female students with attention deficit hyperactivity disorder who were studying in the elementary schools of Isfahan city in the academic year of 2022-2023. A multi-stage cluster random sampling method was used to select the sample, and the mothers of 30 children were randomly divided into two experimental groups (15 people) and control group (15 people). The experimental group received parenting intervention with the approach of acceptance and commitment during 10 sessions of 90 minutes. To collect data, Connors Parent Form Questionnaire (CPRS), the distress tolerance questionnaire (DTS) and the emotional regulation questionnaire (BERQ) were used. The data were analyzed using the statistical model of univariate covariance analysis and multivariate covariance analysis and The results showed that the parenting intervention based on acceptance and commitment has a significant effect on increasing the tolerance of distress and its components and the three components of emotional regulation including doing other things, active confrontation and seeking social support and reducing withdrawal and ignoring. . Based on the results, it can be said that interventions based on acceptance and commitment can have effective results in improving the mental health of this group of mothers.

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 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.

This study was aimed to investigate the effectiveness of emotional intelligence training on the cognitive, behavioral, emotional and motivational skills of adolescents with Attention Deficit/Hyperactivity Disorder (ADHD). The present research was a semi-experimental study with pre-test, post-test design and a control group. Participants in this study were 30 girl adolescents with ADHD aged 13 to15 years old. Subjects were selected by convenient sampling method and divided into experiment and control groups randomly, each of which was consisted of 15 adolescents. Experiment group received emotional intelligence training in 12 sessions each lasting for 50 minutes, but control group did not. The tools used in present research were Felner, Lease and Philips Social Self-Competence Questionnaire (SCQ). Data were analyzed by MACNOVA using SPSS software. The results of MACNOVA on the difference mean of pre-test, post-test scores showed that experiment and control groups had significant differences at least in one of the sub-scales of the cognitive, behavioral, emotional or motivational skills. The final results showed that emotional intelligence training had significant and positive effect on all sub-scales (P<0/0001). Emotional intelligence training had significant effect on the cognitive, behavioral, emotional and motivational skills on the adolescents with ADHD. Since enhancement of these skills can lead to social self-competence of this adolescents, planning for emotional intelligence training is of particular importance for them.

The aim of this study was to comparing of effectiveness in computer – based cognitive training, nutritional supplementations intervention and both combined on improvement of Attention and Behavioral symptoms of Attention deficit/ Hyperactivity Disorder ( ADHD). the research method was experimental with pretest- posttest and control group. The statistical population consisted of all primary school girls in districts of Tehran  during the school year 2017-2018 that 66 children ADHD  Were Marked that 52 of them were selected as eligible for the study and  assigned to four experimental and control groups of 13. SNAP-IV and clinical interviews were employed to diagnose ADHD. The Raven intelligence scales was conducted to control of participants intelligence. The participants were matched in age, IQ and gravity of symptoms ADHD.  Data were gathered with strengths and difficulties questionnaire (SDQ) information and continuous performance test (CPT). Data were analyzed using of covariance analysis using spss20. in order to analyze the data the results representing the increased mean improvement in behavioral symptoms and attention score in intervention groups in compare to control group. Although, there was no significant difference in the attention score and the behavioral symptoms between intervention groups.
  The findings showed that the effect of therapeutic interventions on attention and behavioral symptoms was significant. The maximum effect size was observed on  correct response (0.85).

The present study aimed to examine the effectiveness of creative drama on the social adjustment of children with attention-deficit/ hyperactivity disorder (ADHD) by expanding the zone of proximal development.
This controlled quasi-experimental study used the pretest-posttest design. The sample included 30 participants selected through convenience sampling and based on medical conditions (whether they took medications or not) with their parents’ permission and then randomly assigned to experimental and control groups (n=15 each). The experimental group was taught using creative drama and the control group was instructed using lectures. The data collection instrument was a researcher-made 28-item social adjustment questionnaire scored on a Likert scale. The questionnaire measured four areas of social adjustment in children, including a) participating in group work, b) respecting the rights of others, c) belief in the values and ethics of the group or community, and d) commitment to and respect for family and friends. ANCOVA was applied for data analysis.
Results indicated that there is a significant difference between the effects of lecture and creative drama in favor of creative drama on all four areas of social adjustment in children with ADHD (p It is better to use creative drama compared to lectures in order to improve the social adjustment of children with ADHD.

Time Perception is an important performance that facilitates ability to anticipate future and efficiency of respond to happening events. The aim of this study is to compare the features of time perception in three subtypes of Attention Deficit/Hyperactivity Disorder (ADHD).
The study was descriptive and causal-comparative. The study population includes all primary school children with attention deficit / hyperactivity disorder in girl's schools in 2016 in Sirjan. The sample consists of 69 children with attention deficit / hyperactivity disorder, which were selected by purposive sampling. To collect data, Achenbach conduct disorder questionnaire and three task estimates, the production of the time was used. The data were analyzed using descriptive statistics, ANOVA and Tukey test.
The results showed that there is a significant difference between the three sub-types of Attention Deficit / Hyperactivity in the task of time estimation (p 0/258).
Based on the findings, time perception is difference in sub-type of attention deficit/ hyperactivity disorders.

Attention deficit / hyperactivity disorder is one of the most common disorders in children. Deficits that caused by this disorder will impact on students at home, school and society. The aim of this study was the comparison between involvement style and effective factors in parental involvement related to learning in students with and without ADHD.
Research method of present study was causal-comparative. Participants in this study were third-grade of primary school students that 100 (50 normal and 50 ADHD) of theme were selected as sample. Children Raven intelligence scales, family-school questionnaire, effective factors in parental intervention scale, Connor’s scale of parent and teacher forms were used as research tools. To analyze the data, independent t-test and ANOVA were used.
The results showed that parents’ involvement styles of normal students were instrumental and students with ADHD were controlled. The results about gender showed that instrumental and controlling involvement in boys (normal and ADHD) is more than girls (normal and ADHD) (p0/05, t= 0/90), all factors average were different between (p The findings of this study showed that parents of normal students in dealing with children most use instrumental method and parent of students with ADHD used controlling method. The results showed that parents applied both instrumental and controlling methods in relation to boys than to girls. Effective factors in parental involvement except school invited, average of all factors in parents of normal and ADHD students were different.

Neurofeedback therapy is now one of the most common methods in treatment of Attention Deficit/Hyperactivity Disorder (ADHD). Neurofeedback is a non-invasive method to improve performance by modifying brainwave patterns. According to the DSM-V, ADHD is a neurodevelopmental disorder that it is recognized by symptoms such as: inattention, hyperactivity and impulsivity. In this article we focus on Neurofeedback therapy procedure and consequences of this treatment on ADHD. Most of researches show that Neurofeedback therapy is efficient in treatment of ADHD. However, problem of most researches is the weakness of their methodology. In fact, more controlled study should reveal the true effect of Neurofeedback therapy on ADHD.

Hyperactivity is one of the most common behavioral disorders that increase risks of mental health in parents, especially mothers. The purpose of this research was survey on mental health components in mothers of children with ADHD in comparison with normal children in Hamedan province. The method of this research was causative-comparative. Population of study includes all mothers of Hamedan city in 2011. 200 mothers of children with ADHD and normal children were selected in cluster-random sampling method in two stages from elementary school in Hamadan. Data were collected by using Conner (parent form) and SCL-90 questionnaires and were analyzed using 18-SPSS software. Statistical method for analyze the data was MANOVA. results showed that there is a significant difference between mental health of mothers of children with ADHD and normal children (P < 0.01). Also, there was a significant difference between somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychotic of mothers having ADHD and normal children. It can be concluded that mothers of children with ADHD have less mental health than mothers with normal children. Hardships of life with a child suffering ADHD is not ineffective; thus recommended that precautionary, educational and therapeutic interventions to give this group of mothers in order to improve the mental health of them.

The purpose of this Research was to identify problems and treating methods of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD). The risk of mistake in diagnosing ADHD includes a wide range of behaviors that would be differentiated from ADHD. Thus, clinical and school specialists should take care in diagnosis and take family record and other diagnosis criteria into account. Clinical assessment of ADHD should be comprehensive and multidimensional. Therapeutic interventions should begin after comprehensive assessment and exact diagnosis. Several pharmaceutical and psychological interventions such as medication, behavioral interventions, cognitive behavioral interventions, training parents, training social skills, relaxation and multimodal therapies have been proposed for treating children and adolescents with ADHD. A comprehensive treatment plan is what teachers, school psychologists, physicians and clinical specialists effectively cooperate in its performance.