جستجوی مقالات مرتبط با کلیدواژه « hyperactivity disorder. » در نشریات گروه « علوم انسانی »

The present study was conducted to determine the effectiveness of exercises based on multisensory strengthening of cognitive control on reducing memory and attention problems in children with attention-deficit/hyperactivity disorder. The semi-experimental research method was done with a pre-test-post-test and control group. The statistical population of the study was children with attention-deficit/hyperactivity disorder in Tehran in 2023. The sample size of 30 children from Paya Rehabilitation Center was selected by the available sampling method and they were placed in two experimental and control groups, and the experimental group was exposed to activities based on multisensory strengthening of cognitive control, and the control group was subjected to There was no intervention program. The tools used in this research were the Wechsler Children's Intelligence Scale (2013) and the SNAP-Swanson Nolan and Pelham (1980) version four (SNAP-IV) rating scale. The data analysis method was multivariate covariance analysis. The findings showed that by controlling the effect of the pre-test, there was a significant difference between the average of the post-test of attention and memory in the two experimental and control groups at a significance level of 0.01. It can be concluded that exercises based on the multisensory strengthening of cognitive control had an acceptable effect in improving working memory problems and the accuracy and attention of children with attention-deficit/hyperactivity disorder.

The purpose of this research was the effectiveness of mentalization-based drama therapy on the sustained attention 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 subjects (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 developed 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 integrated visual and auditory continuous performance test (1995). The results showed that the drama therapy package based on mentalization had a significant effect on improving sustained attention in the post-test and follow-up stages. 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 sustained attention in children with attention deficit/hyperactivity disorder.

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. 

Due to the existence of some characteristics of students with intellectual disabilities (ID) and the non-applicability of some diagnostic criteria to the symptoms of attention-deficit/hyperactivity disorder (ADHD) in these people, the diagnosis of ADHD in students with ID may not be considered or its prevalence may be estimated much lower than the actual rate. The purpose of the present study was to investigate the prevalence of symptoms of ADHD in students with ID and its relationship with mother’s compassion fatigue. The present research method was descriptive-analytical. The research sample consisted of 105 students with intellectual disabilities. To collect data, the child behavior checklist (Achenbach & Rescorla, 2001) and the compassion fatigue questionnaire (Abdollahzadeh Rafi et al., 2022) were used. The results showed that 58.1% of students with ID show signs of ADHD at the clinical level. Also, compassion fatigue had a positive relationship with the increase in the severity of symptoms of ADHD in students with ID (p<0.05). The high prevalence of ADHD symptoms in students with ID reminds us of the need to address this problem. Also, to reduce the symptoms of ADHD in students with ID, it is necessary to consider the compassion fatigue of their mothers.

The purpose of this study was to determine the effectiveness of social-emotional skills training on self-regulation and emotional recognition of children with attention-deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all male students with attention-deficit/hyperactivity disorder in the fifth and sixth grades of Tehran in the academic year of 2020-2021. The sample size of the research included 30 male children who were selected by available sampling method and randomly assigned to two groups (15 people in each group). The research tool included the self-regulation questionnaire (SRQ) of Bouffard et al. (1995) and the Facial Affect Recognition Task (FART) of Ekman (1976). The control group did not receive any intervention, but the research experimental group received social-emotional skills intervention during 12 sessions. Multivariate covariance analysis was used to analyze the data. The findings showed that with pre-test control, there was a significant difference between the post-test average of cognitive self-regulation, meta-cognitive self-regulation, and emotion recognition in the two experimental and control groups at the level of 0.01. The results showed that social-emotional skill training is probably an effective treatment for self-regulation and emotion recognition in children with attention-deficit/hyperactivity 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 determining the effectiveness of story-based play therapy intervention on response inhibition and emotion regulation in children with attention-deficit/hyperactivity disorder. The research design was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research included all 9-12-year-old children with attention-deficit/hyperactivity disorder in Tehran in 2022. The sample size includes 30 people (15 people in the experimental group and 15 people in the control group) from the statistical population were selected by the available sampling method and were divided into two control and experimental groups. For the experimental group, 8 60-minute story-based play therapy sessions were conducted. In this research, the Child Behavior Rating Scale (Swanson et al, 1980, CBRS), Moon and Sun Stroop Test (Archibald & Kerns, 1990, SMST), and the Emotion Regulation Checklist (Shield and Kiketi, 1998, ERC) were used to collect data. Multivariate analysis of the covariance test was used to analyze the obtained data statistically. The findings showed that by controlling the effect of the pre-test, there was a significant difference between the post-test of the experimental and control groups in response inhibition and emotion regulation (P<0.01). According to the results of this study, it can be concluded that story-based play therapy improves response inhibition and emotion regulation in 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.

Attention-Deficit/Hyperactivity Disorder (ADHD) in adulthood is one of the most complex disorders known in recent years, and the improvement of the symptoms of ADHD has been treated only by relying on medication. The lack of comprehensive and complete treatment with long-term effectiveness in this age is one of the weak points of the scientific field. But the question is, what are the problems of an adult with ADHD for which a suitable treatment can be found?

The present study aimed to derive an intervention model for treating adult problems with ADHD.

This qualitative study was conducted using the grounded theory approach. The study population was adults with ADHD, professionals, and all relevant scientific sources, who were selected based on purposive sampling. The primary data have been coded and then the codes were categorized and aggregated into more complete categories. Coding was done in three types including open, axial, and selective levels in the patient, expert, and resource directions.

Through the interviews with each participant, experts, and scientific texts, selection codes were obtained, respectively. Finally, by merging three categories of codes extracted from participants, experts, and scientific sources, the eight categories appeared as the main problem of adults with ADHD. Based on the identified problems, therapeutic strategies including cognitive rehabilitation, emotion regulation training, metacognition, motivational interviewing, correct social communication training, sleep/wake cycle regulation, and daily physical activity were eproposed intervention model.

A multidimensional approach should be adopted for effective treatment in the field of ADHD in adults. The intervention model extracted in this study can be considered an effective treatment by researchers in the field of therapy.

This study aimed to comparison of the effect of Transcranial Direct Current Stimulation (tDCS) and Transcranial Random Noise Stimulation (tRNS) combined with cognitive training on working memory performance of people with attention deficit/hyperactivity disorder. For this purpose, 45 children with attention deficit hyperactivity disorder in zahedan city were purposefully selected as the research sample. Subjects were divided into three groups: tDCS, tRNS and placebo group. Subjects in the experimental groups received 5 sessions of electrical stimulation (tDCS and tRNS) with an interval of 24 hours between each session; placebo group also received fake stimulation (non-effective). At the same time, all subjects also received cognitive rehabilitation of working memory. All subjects were evaluated before and after the stimulation and one week after the stimulation using the N-back task and the Wechsler Digit span test. The data were analyzed using repeated measures analysis of variance. The results showed that in the tDCS group, there was a significant difference in most working memory components from the pre-test stage to the follow-up (p<0.001). In the tRNS group, a significant difference was found in the component of direct digit span and reverse digit span in the research stages. In the comparison between the two experimental groups, the effectiveness of the tDCS group was higher than that of the tRNS group. Also, no significant difference was found in most of the components between the tRNS and placebo groups (p>0.05). Overall, the results of this study show that tDCS was more effective than tRNS in working memory and this method can be used together with other treatments to improve the working memory of children with attention deficit/hyperactivity disorder.

The goal of this study was to compare the effectiveness of parisa and pars cognitive rehabilitation programs on the inhibitory control of students with attention deficit/hyperactivity disorder. The research method was a semi-experimental type of pre-test, post-test with a control group and follow-up period of 45days. 33male students aged 9to12 years, with attention deficit/hyperactivity disorder were selected purposive sampling method and placed in three groups of 11peers (2experimental and 1control). In each experimental group one of the cognitive rehabilitation programs of Parisa or Pars was implemented in 14sessions of 45minutes, and the control group did not receive any intervention. Data for the inhibitory control variable were collected by Stroop and go-no go tests in three stages. The results of multivariate, univariate of covariance analysis and Bonferroni's post hoc test of the data showed that both programs were effective in improving inhibitory control and most of its components. The results of the follow-up test showed that the effectiveness of the rehabilitation programs was stable in most of the variables. Therefore, according to the results, it is suggested to use two programs in improving the inhibition control, considering the computer and internet facilities.

This study aimed to investigate the effectiveness of self-compassion therapy on depression, anxiety, and stress among mothers of children with attention-deficit/hyperactivity disorder. A quasi-experimental method with a pretest-posttest-follow-up design with a control group was used. The sample consisted of 28 mothers of 5 to 11-year-olds boys and girls with attention deficit/hyperactivity disorder in Rasht in 2020-2021. They were selected by convenience sampling and randomly assigned to experimental and control groups. The experimental group participated in the compassion self-treatment training group for eight weekly sessions, and the control group received a concise summary of the treatment after the end of the study. Both groups were administered a questionnaire on depression, anxiety, and stress three times for pre-test, post-test, and follow-up. The analysis of variance with repeated measures was used to analyze the data. Findings showed that self-compassion treatment significantly affected depression, anxiety, and stress scores. In the post-test stage, depression, anxiety, and stress scores were significantly lower as compared to the pre-test. Moreover, this significant decrease in the follow-up was also stable. The results showed that self-compassion training could benefit mothers, significantly reducing depression, anxiety, and stress. Therefore, it can be implemented as one training compared to other training.

The aim of the present study is to compare the effectiveness of a parenting model based on executive function theory and the Barkley program on self-control in children with attention-deficit/hyperactivity disorder. This study is an applied and randomized clinical trial. The study population is mothers with children with attention-deficit/hyperactivity disorder in Isfahan in the spring and summer of 2018, of whom 45 subjects were purposively selected based on entry and baseline criteria and randomly divided into three groups (two experimental groups and one control group). Fifteen subjects were assigned to each group. The Self-Control Assessment Scale (SCRS) was used to measure the dependent variable at different stages of the study. The first experimental group received 12 sessions of the achievement theory- based parenting model, the second experimental group received 8 sessions of the Barkley program, and the control group received no treatment. Data were analyzed by repeated measures ANOVA and SPSS-26 software. The parenting model based on the theories of executive functions and the Barkley program had positive effects on self-control of children with attention-deficit/hyperactivity disorder (p<0.05). That is, parenting models based on executive function theories and the Barkley program significantly improved self-control in children with attention-deficit/hyperactivity disorder. Therefore, parenting models based on theories of executive functions and the Barkley program, together with other effective therapies, are likely to improve self-control in children with attention-deficit/hyperactivity disorder.

The aim of this study was to determine the effectiveness of multidimensional intervention in three levels of executive functions training to Children with Attention Deficit /Hyperactivity Disorder, communication skills to peers, and behavior change strategies to parents on Working Memory. The research method was quasi-experimental with pre and post-test stages. The statistical population of the study was all boys with symptoms of ADHD, 6 to 9 years old in Kermanshah in the academic year of 2019. that among them by cluster sampling method, 30 students who were diagnosed ADHD were selected based on a questionnaire and clinical interview from fourth edition of the Diagnostic and Statistical Manual of Mental Disorders of Sadock and Sadock and approval by a psychiatrist, and by random cluster sampling method were divided into two groups of 15 people (experimental group and control group). In the experimental group of children with disorder, the executive functions training program, for normal peer children, communication skills training and for parents, learning to change parenting and communication behaviors was performed. In this study Daneman & Carpenter working memory software was implemented in two stages. Data were analyzed using analysis of covariance. The results showed that integrated multidisciplinary education improved working memory and retention but had no significant effect on their processing. Creating the right context through family and peer education and the simultaneous teaching of executive functions has contributed to the effectiveness of this integration. It is suggested that in the treatment of children with ADHD, multifaceted methods be used.

Attention Deficit / Hyperactivity Disorder is one of the most common disorders in children and those with it have deficits in executive functions and concentration and learning. Therefore the aim of this study was to compare the effectiveness of parenting model based on executive function theory and Barkley’s program on executive functions and learning behaviors of children with attention deficit / hyperactivity disorder. The research method was quasi-experimental designs with pretest-posttest and two-month follow-up. A sample of 45 mothers with children with attention deficit / hyperactivity disorder in Isfahan in spring and summer of 2018 was selected based on inclusion and exclusion criteria in three groups (two experimental and one control group) and each group 15 persons were assigned. The College Neuropsychological Test (2002) and the Learning Behaviors Scale (2000) at pre-test, post-test, and follow-up were used to measure the dependent variables. The first experimental group underwent 12 sessions of parenting model based on performance theory and the second experimental group underwent 8 sessions of Barkley’s program and the control node received no treatment. Data were analyzed by repeated measures ANOVA and SPSS software. Parenting model based on theories of executive functions and Barkley’s program have positive effects on executive functions and learning behaviors of children with attention deficit / hyperactivity disorder (p<0.05). That is, parenting paradigms based on theories of executive functions and the Barkley’s program have significantly improved executive functions and learning behaviors of children with attention deficit / hyperactivity disorder. Therefore, the parenting model based on theories of executive functions and the Barclays program are applicable to improve the executive functions and learning behaviors of children with attention deficit / hyperactivity disorder along with other effective treatments.

Given the problems faced by children with neurodevelopmental disorders in sensory processing; the aim of this study is to compare visual-spatial and auditory temporal processing in children with special learning disorders, nonverbal learning disorders, and attention-deficit / hyperactivity disorder. The research method is Exe-Post Facto and its statistical population included girls and boys aged 9 to 12 years who were referred to the Child Psychiatry Center, Learning Disabilities Centers, and primary schools in the academic year 1399-400 in Rasht. 79 of these children were divided into three groups of specific learning disorders with dyslexia, nonverbal learning disorder, and attention-deficit/hyperactivity disorder by convenience sampling. Data were collected using, the Test of Visual-Perceptual Skills, (non-motor)-Revised (Gardner, 1996), Auditory Perception Test (Allen& Serwatka, 1994), and Auditory Problems checklist (Fisher, 1996). Research data were analyzed by univariate and multivariate analysis of variance. The results show that children with a nonverbal learning disorder in all components of visual, and auditory processing components had lower performance than the other two groups. Children with dyslexia also achieved in the component (rotation and inversion) of visual processing and the component (duration) of auditory processing. Based on results and the existence of more deficiencies in children with a nonverbal learning disorder in sensory processing skills (visual and auditory) it is necessary to pay more attention to the signs and symptoms of this disorder in education to reduce the problems of these children by early interventions.

Accidents, both intentional and unintentional, are one of the leading causes of death and disability for children around the world and impose a heavy financial burden on the health care system of societies. The aim of the present study was to compare sensitivity to punishment and reward and accident proneness in children with ADHD and SCT disorders The design of the present study was in the frame of Casual Comparative. Participants comprised 100 children (50 ADHD and 50 SCT) from elementary schools in Tabriz in 1398-1399 academic years, which were selected through a screening method using the Child Behavior Rating Scale (Swanson, Nolan, Pelham,1980), SCT questioner (Penny, Waschbusch, Klein, Corkum, Eskes, 2009), Balloon Analogue Risk Task (Lejuez,2002), and Minor Injury Severity Scale (Peterson, Saldana, hilum, 1996) were performed on samples. For data analysis, Multivariate analysis of variance (MANOVA) and SPSS20 software was used. The findings show that children with ADHD obtained higher scores on sensitivity to reward and accident proneness and children with SCT obtained higher scores on sensitivity to punishment (p<0.05). Based on these findings, it can be concluded that children with sluggish cognitive tempo have less accident proneness than children with attention deficit hyperactivity disorder due to their sensitivity to punishment traits.

The purpose of the study was to determine the effectiveness of attention-focused Plays on the attention and impulsivity of students with attention deficit/ hyperactivity disorder (ADHD). The design of this research was quasi experimental with pre-test, post-test and control group. The statistical population consisted of all boy students with ADHD in Shahrood, at 2016-17 academic years. The participants included 24 students who were selected through purposive sampling and assigned to two experimental and control groups. The research tools were attention deficit/ hyperactivity disorder rating scale, Conner's Behavioral Problem Questionnaire, teacher versions and parent version, and the Toulouse& Piron Comet Squares. The experiment group received training in 10 sessions 50 minutes, but the control group did not receive any interventions. One way and multiple variance analysis of covariance showed that the experimental group scores significantly decreased in the impulsivity variable and the range of attention in the experimental group was significantly higher than the control group. So, play therapy through increasing sensations focus may be effective in increasing attention and decreasing impulsivity of students with ADHD.

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.

This study was conducted to determine the effect of Nintendo Wii-based motor and cognitive training on executive function of children with attention-deficit/ hyperactivity disorder. Statistical population of this research included boys with ADHD, aged 8-11. Years. 27 eligible participants were selected from Avand development center and were randomly assigned and were randomly assigned to an experimental and control group. The experimental group participated in a selected gaming program for 24 sessions, 60 minutes per session. At the beginning of the study and after eight weeks of intervention, participants were assessed with Corsi-Block-Tapping test, GO/No-Go test and Tower of London (TOL) test. R Statistical software were used for data analysis. The resulting data were analyzed using ANCOVA and MANCOVA. The results showed that working memory and response inhibition in the experimental group were significantly improved in comparison to the control group, in assessing planning, there were significant differences between groups in TOL score that measured correct solved problems. But there were no differences in TOL scores that measure performance of planning time and planning speed (P >0.05).. These results suggest that Nintendo Wii game playing might be a simple and cost effective way for improving executive function of ADHD children.