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

 Throughout human history, there have been structured games among all cultures. Playing can be enjoyable, fun, and relaxing and can be used as a way to escape from everyday life (1). In addition to being a fun pastime, gaming is a social activity in which people with common interests interact with each other. With the popularity of computers, tablets, and smartphones and the use of the Internet in recent years, playing online and offline games has become a common activity, especially for young people, and increasingly, as an important part of recreational activities (3). Numerous studies show that in parallel with the spread of the Internet, overuse of it can lead to problems such as addiction and dependence, so that even Internet addiction is defined as a 21st-century epidemic (4, 5).Online games are a type of Internet games that have become widespread due to increasing people's familiarity with the Internet, especially the youth, increasing the speed of the Internet, as well as the existence of high-speed and wireless connections (6). Addiction to online games is considered obsessive, extreme, uncontrollable, and physically and mentally destructive. Therefore, addiction to these games can be defined as: Extreme and impulsive use of online games, in a way that leads to social and emotional problems, and despite these problems, a person can not control his extreme use of the game Slowly Internet addiction is an impulse control disorder characterized by overuse of the Internet, which is associated with significant functional impairment, anxiety, depression, and other symptoms of psychiatric pathology (7). Internet addiction is sometimes associated with suicide, even after modulating potentially disturbing variables such as depression. Attention-Deficit/Hyperactivity Disorder (ADHD) is a developmental neurological disorder that has three main characteristics: Attention Deficit Hyperactivity Disorder, Hyperactivity Disorder, and Impulsivity. People with ADHD have abnormalities in parts of themselves (9). Some psychologists report about the related between depression, anxiety and symptoms of ADHD with Addiction to online games (10). Also relation is between internet addiction with d reducing of academic hope and sleep quality (20, 21).
Acceptance and Commitment Therapy: This follows a pattern of health, not illness, and assumes that human psychological problems are related to unhappiness and emotional disorders caused by language, thus helping human beings cope with Cognitive and emotional problems mainly work on language (26). The effectiveness of treatment based on acceptance and commitment on sleep quality, academic hope and anxiety in students with internet game disorder, with and without comorbidity of ADHD in Khorramabad in 2020 became necessary.

The statistical population was students with internet game disorder in Khorramabad city. The sample size was 42 people (14 people for each of the experimental and control groups) so that each group consisted of an equal number of students with internet game disorder with and without comorbidity of attention-deficit/hyperactivity disorder. Therapeutic intervention sessions were performed in 9 sessions of two hours and one session per week. To measure the research variables, questionnaires of Internet Gambling Disorder -20 test, mental health assessment of children and adolescents aged 6 to 14 years (CSI-4), Petersburg quality of sleep (PSQI), academic hope scale (date and waist), and Beck anxiety (1988) and an acceptance and commitment-based treatment package were used. Data analysis was performed using analysis of covariance in SPSS22 and Smart PLS.

The results show that the univariate test is significant for each of the dependent variables in both post-test and follow-up stages (P <0.01). Also, the univariate test is significant only for dependent variables of academic achievement (P <0.05). And is not significant for other variables (P <0.05).

The effectiveness of acceptance and commitment-based therapy on sleep quality, academic hope and anxiety of students with internet gambling disorder has an effect and this effect persists over time. In explaining the present study, it can be said that the results of this study are consistent with the mentioned studies, meaning that the ACT treatment approach has an effect on the dependent variables and this effectiveness has continued and shows that the treatment is based It is an effective treatment approach for acceptance and commitment for different types of behavioral, psychological, mental, mood disorders, etc. Obviously, it is moderated by the individual's relationship to these experiences. Therefore, these people are taught that to the extent that they can accept and tolerate their experiences, they can act independently of the experiences. According to the results of the present study, it can be said that acceptance and commitment-based therapeutic education can reduce the symptoms of Internet gambling disorder and reduce the severity of dependence and thus the desire for treatment in a positive way. , Be effective. Therefore, by teaching these ACT skills, an effective step can be taken to treat students with internet game disorder with and without co-occurrence with ADHD. Acceptance and commitment therapy affect the quality of sleep and this effect persists over time. In the explanation of the present study, it should be said that according to Table 4-12, the treatment based on acceptance and commitment on the quality of sleep of students with internet game disorder is effective and this effectiveness has continued in a one-month follow-up period. Explaining the results of the present study, it should be said that the therapeutic approach based on acceptance and commitment of ACT is effective on students' academic achievement with internet gambling disorder and this effectiveness has continued in a one-month follow-up period. Acceptance and commitment therapy has an effect on anxiety and this effect has persisted over time.
According to the results of the present study, it can be said that therapeutic training based on acceptance and commitment can be effective in reducing the symptoms of internet gaming disorder and reducing the severity of mental disorders. Therefore, by teaching these treatment skills based on acceptance and commitment, an effective step can be taken in the direction of treating students with internet gaming disorder with and without comorbidity with attention deficit hyperactivity disorder.

Attention Deficit-Hyperactivity Disorder (ADHD) is one of the developmental neurological disorders, which is associated with significant disorders in developmental, cognitive, emotional, and educational issues. Mentalization-based therapy enhances the ability of ADHD children to empathize by increasing the reflective function of one’s own and others’ mentalizing capacity and improve the ability to see through the perspective-taking and understanding of one’s own and others' feelings under the influence of ego functions reinforcement. From the theory of ego psychology and object-relations approach, Attention-Deficit Hyperactivity Disorder (ADHD) is a disorder in ego functions (executive functions, inability to regulate emotions, problem-solving, etc.) and the development of a coherent senseof self in relation to others. These children have serious problems in interpersonal relationships, and failure and the dyad of frustration and anger are characteristic of their relationships (1). According to Fonagyet al. (1996), mentalization is a psychological process that facilitates explicit and implicit meaningful interpretation of one's own and others' actions, desires, thoughts, and intentions(2, 3). Mentalization is the result of secure attachment and relationship with the early caregivers. Metallization-Based Therapy (MBT) was originally developed by Bateman and Fonagy for adult patients with borderline personality disorder in the 1990s; but in recent years, this treatment has been used for a wide range of disorders, including childhood disorders. Its purpose is to improve the mentalization skills (understanding of the inner world, point of view and feelings, and one's own desiresand others’ intentions or theory of mind) in the child and the parent. The present study aimed to test the effectiveness of this treatment on the empathic function of children with ADHD, considering there are some deficits in empathic functionsduring developmental lines of such children.

The present study is an experimental study of a one-factor design with three groups of Repeated Measures. The study sample consisted of 60 children (30 girls and 30 boys) with school-age ADHD (6- to 12-year-old) who were selected by targeted sampling. These children first received an initial diagnosis by a psychiatrist and then were assessed by psychologists for entry and exit criteria using the K-SADS-PL DSM-5 diagnostic interview form. The participants’ parents completed EQ-SQ questionnaire in three stages (pre-test, post-test, and follow-up), describing their child. Participating children were randomly assigned to three intervention groups including pharmacotherapy with methylphenidate, MBT-C, and combined method. The interventions lasted for 36 sessions and a follow-up session was held again three months after the end of the treatment. To analyze the data, Repeated Measures ANOVA and Bonferroni Post Hoc tests were used. All participants signed an informed consent form for ethical considerations.

MANOVA results showed that in the intergroup effect test between the three interventions (pharmacotherapy, MBT-C, combined method), there was a significant difference (P <0.001) in the empathy variable. The result of the intragroup effect test was also significant (P <0.001). In addition, the results of the Post Hoc test in  efficacycomparisons for the two-way between the three interventions showed that mentalization-based therapy and combined method were significantly different from the pharmacotherapy group; And its effectiveness in improving empathy in children with ADHD was confirmed. There was no significant difference in effectiveness between MBT-C group and combined method (P > 0.05).

The results confirm that mentalization-based therapy increases the level of empathy in children with ADHD. Mentalization-based therapy is a process-oriented therapy that uses plays to enhance mentalization and introspection, trying to teach and improve the reflective function, thinking, and mentalization capacity of children's mentalization and empathetic companionship and curiosity about the relationship with the child's inner experiences by the parents. Thus, MBT-C can be an effective intervention to improve empathy capacity in children with ADHD by focusing on the interaction of the inner and outer worlds and the regulation of emotions and interpersonal relationships.Data analysis of the present study showed that mentalization-based therapy was effective on empathy in children with ADHD and there was a significant difference between the three interventions of combinedintervention, MBT-C, and pharmacotherapy with methylphenidate in the empathy variable. And combinedintervention and MBT-C were more effective than pharmacotherapy on empathy in children with ADHD. Midgley et al. (2013) stated that the goal of Mentalization-Based Treatment for children (MBT-C) plants the seeds of curiosity and genuine empathy that create an atmosphere full of "emotional oxygen" for both the child and the parents so that they can face the pleasures and experience the challenges of life during the therapy(4). Taylor (2012) also utters that simple mentalization efforts such as support and empathy are effective in treating cases where there is high arousal in children (such as the emotional experiences seen in children with ADHD) (5).Given that mentalization-based treatment seeks to improve children's capacity for reflective functions, thinking, and mentalization, as well as educating reflective functions and practiceempathetic companionship and curiosity about the child's inner experiences to parents, it increases the effectiveness of treatment for ADHD children. Mentalization-based treatmentby use of play builds a powerful medium (for both the child and the parent and therapist) to explore relationships, to learn about the world of feelings, and to discover a psychological voice for oneself as a child. From a mentalization perspective, play is a form of social learning, as all kinds of experiences in daily life are rehearsed, changed, and completed, and integrated into the child's behavioral repertoire through this medium.

Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in childhood. Attention is one of the most important cognitive functions which is impaired in children with ADHD that can affect the future educational, social and occupational functions of these children. The aim of this study was to investigate the effectiveness of attention training on attentional functions in children with ADHD.

The method of this study was semi- experimental with purposive sampling with pre-test and post-test for control group. For this aim, 40 male students were diagnosed as ADHD who were selected by clinical interview and Conner's questionnaire and randomly 20 participants were assigned in the experimental group and 20 were assigned in the control group. In order to measure the variables of the research, Stroop task, continuous performance test, Wisconsin Card Sorting test, and divided attention test were used. Attention training was presented on the experimental group in 8 sessions, using a set of related cognitive games and attention-based task .For data analysis, covariance analysis was used.

The results indicated that attention training significantly increased the sustained attention performance and response inhibition of children with ADHD, but there was no significant effect on the selective attention function, shifting attention and divided attention.

According to the findings, the present training package can be used to improve sustained attention and response inhibition in children with ADHD.

Many studies have shown that exercise exercises have an effect of altering the cerebral pocketing cells and improving cognitive, motor, learning and memory functions. Also, attention deficit hyperactivity disorder (ADHD) strongly associated with a defect in the cerebellum that has been created by reducing the size of the cerebellum. The purpose of this study was to investigate the effects of endurance training along with methylphenidate consumption on Purkinje cells in rats with ADHD.

A Laboratory research method used. The subjects were 4–6 weeks, 40 Wistar rats (mean and standard deviation of 102.28±4.74 g); which randomly divided into two groups. A total of 7 rats as a control group and 33 rats in an L–NAME group. At this stage, 10 mg L–NAME per kg bodyweight, eight weeks and five times a week, was injected subcutaneously for hypertension. The L–NAME group at the age of 8 to 12 weeks (mean and standard deviation of 181.70±8.37 g) randomly divided into five groups. A blood sampling group including five rats (mean and standard deviation of 182±6.51 grams)  used for blood sampling, and the remaining 28 rats (mean standard deviation of 181.66±8.69 grams) were divided into four groups of 7 rats randomly. Four groups were ADHD, ADHD+endurance training, ADHD+methylphenidate consumption group, ADHD+endurance training+methylphenidate consumption. To ADHD+methylphenidate use and ADHD+endurance training+methylphenidate consumption, 2 mg of methylphenidate was given daily in kilograms of body weight, five days per week orally. The open–field test for over–active detection and 5–band treadmill for endurance training of rats used. The rats ran for 28 days, five days a week. The practice load for training groups included running at speeds of 2 to 8 m/min for 30 minutes. Descriptive statistics were used to determine to mean, mean, standard deviation, drawing tables and charts. For normalization of the distribution of dependent variables from the Kolmogorov–Smirnov and the assumption of the equation of variances, the Levine test and the correlation t were used to examine the intra–group weight variations and one–way variance for intra–group variation.

The results showed that there was a significant difference between the number of Purkinje cells in the control group than the other groups (ADHD without endurance training and methylphenidate consumption group, ADHD+endurance exercise, ADHD+methylphenidate consumption, ADHD+methylphenidate consumption+endurance exercise) (p<0.001). Also, there was a significant difference between the number of Purkinje cells ADHD without endurance training and methylphenidate consumption group than the other groups (control, ADHD+endurance exercise, ADHD+methylphenidate consumption, ADHD+methylphenidate consumption+endurance exercise) (p<0.001). However, there was no significant difference between ADHD+endurance exercises with ADHD+methylphenidate consumption group and ADHD+methylphenidate consumption+ endurance exercises.

According to the findings of this study, about the fact that endurance exercises have been reported without complications, it seems that 30 minutes of endurance training per day could replace the use of methylphenidate to changes in cerebral Purkingia cells for an ADHD animal model. It is also assumed that the increase in the number of Purkinje cells is associated with better endurance function associated with exercise.

Asthma is among the most common chronic childhood disease. The recent studies suggest that some school and behavioral problems manifesting the hyperactivity symptoms are caused by asthma and its related treatment. While other studies show no association between these factors. Therefore, this study was carried out to determine the comorbidity of attention deficiency and hyperactivity among the asthmatic children in Kashan during 2013.
In this case-control study, the asthmatic children (n=89) referring to the Asthma and Allergy Clinic in Kashan were selected based on purposive sampling method as the Case group and age/sex-matched healthy children (n=117) were randomly selected as Control group. The spirometry and pick flowmetry tests were used for the diagnosis of asthma. The DSM-IV criteria were also used for the diagnosis of attention deficiency associated with hyperactivity.
The comorbidity of attention deficiency and hyperactivity among the asthmatic children was 5 times more than the Control (P=0.001) (OR: 5.67, CI: 2.66-12.08). In this study no significant relation was seen between the attention deficiency associated with hyperactivity and the severity of asthma and also the sex (P=0.624 and P=0.06, respectively).
Asthma probably increase the risk of attention deficiency associated with hyperactivity. Therefore the diagnosis and treatment of behavioral disorders in asthmatic children is considered important.

ADHD (attention-deficit hyperactivity disorder) is a developmental disorder that has been attracting the attention of psychologists and psychiatrists for a long time. The purpose of this research was to study the effectiveness of training in improving attention and working memory on continuous performance in ADHD children. This was a semi-expremental study performed on 44 ADHD children referred to psychiatric clinics in Babol city. They were equally divided into the experimental and the control groups. The performance of the members belonging to both groups was assessed using the continuous performance test in the pretest stage. Each member of the experimental group was then individually trained for 20 half-hour sessions (three half-hour sessions per week for a period of seven weeks) using attention and working memory improvement software. After the training period, post-test was conducted on members of both groups using the mentioned software. Results of ANCOVA indicated that despite increased continuous performance in both the experimental and the control groups in the post-test stage, the increased continuous performance in the experimental group was greater compared to the control group. Therefore, training in improving attention and working memory was effective in increasing continuous performance in ADHA children. Training in improving attention and working memory, and similar trainings, can be considered as complementary treatment method, or a substitute method for medicines.

Children with attention deficit hyperactivity disorder have problem in sustain attention that is necessary for learning. The purpose of present study is comparing explicit and implicit memory in children with attention deficit disorder and typically developing children. In present cross sectional study, fifteen children with attention deficit disorder compared with fifteen typically developing children in Abarkouh city (Yzad, Iran). Children should be recalled auditory presented word immediately and after a delay for explicit memory and recognize presented words that merged with non presented word for implicit memory. T- Test and ANOVA were used for analysis. Results show that children with ADHD have lower performance than typically developing children in explicit memory task (P=0.041) Implicit memory task performed similarly in both groups (P=0.343). Children with ADHD have deficit in explicit memory. We propose that education and rehabilitation strategy should be based on implicit learning.

Attention deficit / hyperactivity disorder (ADHD) is a neurodevelopment abnormality. Inattentive behavior is considered a core and pervasive feature of ADHD. This study was done to compare the executive function and working memory in attention deficit / hyperactivity disorder and healthy children. This case – control study was done on 50 children with ADHD as cases and 40 healthy children as controls. The disorder was diagnosed by applying Kanerz teacher test and confirmed by a psychiatrist. Stroop test، Wisconsin Card Sorting Test (WCST)، Continuous Performance Test (CPT) and n-back test were used to assess the executive function and working memory. There was a significant difference between case and control groups in regard to executive function and working memory (P<0. 05). Error omission was 16. 98±8. 157 and 7. 3±3. 824 in cases and controls، respectively (P<0. 05). Attention deficit / hyperactivity disorder reduces executive function and working memory in children.