جستجوی مقالات مرتبط با کلیدواژه "attention deficit hyperactivity disorder" در نشریات گروه "پزشکی"

Recently, non-pharmacological treatments, especially the cognitive rehabilitation treatment approach, have been given attention to improve the structures and functions involved in attention-deficit/hyperactivity disorder. The purpose of this research was to compare the effect of vestibular stimulation exercises and rotational exercises on the dual cognitive and motor balance function of children with attention deficit hyperactivity disorder.

In this research, 24 children aged 8-11 years with attention deficit hyperactivity disorder in Khorramabad city were randomly selected and divided into three equal groups of vestibular stimulation exercises, rotation exercises, and control. For 6 weeks (three one-hour sessions per week), the experimental groups were subjected to the intervention of selected vestibular and rotational stimulation exercises. The control group did not do any physical activity during this period. A timed standing up and moving test by holding a cup of water in the hand was used to evaluate motor-balance performance and counting 15 numbers randomly was used to evaluate cognitive-balance performance. To analyze the data, dependent t-tests, one-way analysis of variance, and Tukey's post hoc test were used (taking into account type 1 error, α = 5%).

vestibular stimulation exercises and rotational exercises had a significant effect on the dual cognitive and motor balance function of children with attention deficit hyperactivity disorder (P=0.001); However, no significant difference was observed between the effects of the above two types of exercises on the dual cognitive and motor balance function of the subjects. Conclusion Both vestibular and rotational stimulation exercises had a significant and similar effect on improving motor (P=0.86) and cognitive (P=0.93) dual balance function of children with attention deficit hyperactivity disorder.

Interactional patterns are conflicting in parent and child with attention deficit hyperactivity disorder (ADH (; And there are few effective treatments for them. Therefore, this study aimed the effectiveness of child-based working memory educational program on the parent-child interaction of children with ADHD.   

The research method was quasi-experimental, pre-test, post-test, follow-up with a control group. The statistical population included all children 7 to 10 years with ADHD who referred to the Asal counseling center in Tehran in the second half of 2022. Among them, thirty children with ADHD were selected based on inclusion criteria and by purposive sampling method and randomly were placement into two groups (15 people). Child-based working memory educational program was performed simultaneously for each child and mother in 12 sessions of 45 minutes, and the control group was on the waiting list. The research instrument included Parent-Child Relationship Survey (Fine et al., 1983). The data were analyzed using repeated measure of covariance analysis in SPSS23 software. 

The results showed that there was a significant difference between the parent-child interaction in experimental and control groups; And child-based working memory educational program increased the parent-child interaction (F= 4.40, P<0.05) and the components of hate/loss of mother's role (F= 9.61, P<0.05), and communication (F= 4.37, P<0.05) of children with ADHD, and the effect of this therapeutic intervention was stable in the follow-up phase (P<0.05).      

Based on the obtained results, the intervention program used emphasized on the decrease symptoms of the communication between parents and children, has improved the parent-child interaction of children with ADHD. Therefore, it can be of interest to clinical psychologists as one of the major axes of improving parent-child interaction.

 The purpose of this study is comparing the Effectiveness of Social-Emotional Aspects of Learning (SEAL) and Parent Effective Training (PET) on Parenting-Stress, in 6-12-Year-old Children with Attention Deficit Hyperactivity Disorder (ADHD).

 The research method was semi-experimental and a pre-test-post-test design was used with a control-group. The statistical population of this research was all male and female students aged 6-12 with ADHD in Isfahan who were studying in the academic year of 2021-2022.The research sample consisted of 48 parents and students with ADHD who were purposefully selected and randomly assigned to experimental and control groups. Each package consisted of 8 treatment sessions for children and parents, which was package (SEAL) for children and package (PET) for parents. To analyze the data at the descriptive level, frequency tables and graphs and percentages of frequency, average and standard-deviation were calculated, and at the inferential level, univariate and multivariate analysis of covariance tests were used.

 The findings showed that there is a significant difference between the average scores of the experimental and control groups before and after the intervention at the P<0.05 level. The parenting-stress scores in the experimental-group of the SEAL training-package were lower than the PET-group and the control-group. There is no significant difference between the parenting-stress scores of the two packages in the post-test and follow-up stages.

 The results showed that the parenting-stress after the intervention in the experimental-group is lower than in the control-group, and the educational programs reduced the parenting-stress.

The purpose of this study was to compare the effectiveness of Transcranial Direct Current Brain Stimulation (tDCS) and computer-based cognitive rehabilitation on improving impulsivity in children with attention-deficit/ hyperactivity disorder.

The current research design was quasi-experimental with pre-test-post-test and control group. 60 children with attention-deficit/ hyperactivity disorder were selected by purposeful sampling and randomly placed in three groups: experiment 1, experiment 2, and control (20 people in each group). Data were collected using Connors Parent Rating Scale (1978), Raven's Progressive Matrices Test (2000), and Barrett's impulsivity questionnaire (1995). The subjects of the first experimental group received Transcranial Direct Brain Stimulation and the second experimental group also received Captain Log's rehabilitation intervention. The control group did not receive any intervention. Data were analyzed with covariance analysis and Bonferroni's post hoc test.

The results showed that experimental groups had lower impulsivity compared with the control group. Also, by controlling the effect of the pre-test in the two experimental groups, there is a significant difference between the two methods of transcranial direct current brain stimulation and computer-based cognitive rehabilitation (P<0.05), and transcranial direct current brain stimulation is more effective in improving the impulsivity in children with attention-deficit/ hyperactivity disorder.

According to the results, it can be said that the intervention of transcranial direct brain stimulation and cognitive rehabilitation was effective in improving impulsivity in children with attention-deficit/ hyperactivity disorder. Therefore, both interventions can be used to improve impulsivity in these children.

children with attention deficit hyperactivity disorder face many psychological, social, and academic problems. The present study aimed to investigate the effectiveness of virtual reality-based rehabilitation on the executive functions of children with attention deficit hyperactivity disorder.

The current research was quasi-experimental with pre and post-test and control group. The statistical population included all 7 to 12-year-old children suffering from attention deficit hyperactivity disorder referred to Baqiyatallah Hospital located in District 3 of Tehran in 2021-2022, from which 30 people were randomly selected based on available sampling methods. The subjects were assigned to two groups of 15 people, test and control. To collect data, a computerized visual and auditory integration test was used, and data analysis was performed using the covariance test in SPSS-26 software.

The results of the study showed that the rehabilitation treatment based on virtual reality was able to significantly increase the post-test scores of executive functions (selective attention, sustained attention, and response inhibition) in the experimental group, and the largest increase was related to the component of selective attention. has been (P<0.01).

It can be said that rehabilitation treatment based on virtual reality is one of the effective treatments for improving executive functions in children with hyperactivity/attention deficit. Therefore, it is suggested that child health specialists use this treatment to improve the mental, cognitive, and executive status of these children.

The present study was conducted to determine the effectiveness of parent-child interaction training on psychological well-being and response inhibition of children with attention deficit hyperactivity disorder.

The current research was semi-experimental with a pre-test-post-test and follow-up design with two experimental and control groups. The statistical research population of mothers of children with attention deficit hyperactivity disorder who were referred to the Rastin Clinic in the 3rd district of Tehran in 1400, 30 people were selected through available sampling based on the entry criteria in the first step and then randomly in the second step. A group of 15 people, including the experimental and control groups, were replaced by ten sessions of parent-child interaction training. The sessions were weekly and the control group was placed on the waiting list. Research tools were parent-child interaction protocol, psychological well-being questionnaire (Reif, 2002), and color-word test (Stroop, 1935).

The research findings showed that parent-child interaction training significantly increases the psychological well-being of mothers with children with attention deficit hyperactivity disorder and children's response inhibition (P<0.001).

The present study emphasizes the importance of parent-child interaction training in increasing the psychological well-being of mothers of children with attention deficit hyperactivity disorder and providing new horizons in clinical interventions. Therefore, parent-child interaction training can be used  to create a positive and appropriate change in the mothers of children with attention deficit hyp eractivity disorder.

Attention deficient-hyperactivity disorder (ADHD) is the most prevalent psychiatric diagnosis in preschool children. The present study aimed to translate and determine the validity and reliability of the Persian version of Conners Early Childhood Attention Deficit-Hyperactivity Disorder Questionnaire–Parents’ Form in Iranian children aged 3-6 years.

We included 1,013 pediatrics aged <6 years in 2017-18 in Tabriz, Iran. In the first step, the questionnaire was translated into Persian using the re-translation method. Then, the content validity of the questionnaire was evaluated by ten specialists. Finally, the concurrent validity of the questionnaire was simultaneously compared with the children’s Strengths and Difficulties Questionnaire (SDQ). ROC curve was used to determine the best cut-off point, and sensitivity and specificity were measured to determine the questionnaire’s diagnostic value compared to the clinical psychiatric interview. The test-retest method was used to determine reproducibility using the intra-class correlation coefficient (ICC). The internal consistency was also evaluated with Cronbach’s alpha test.

Of all the 1,013 participants, 569 (56.2%) were female. The overall modified kappa agreement and concurrent validity coefficients were 0.76 and 0.70, respectively. The sensitivity and specificity of the questionnaire was estimated 86.8% and 79.4%, respectively. The ICC was calculated at 0.90, and the questionnaire’s internal consistency was calculated at an overall Cronbach’s alpha coefficient of 0.88.

The Persian version of Conners Early Childhood Attention Deficit-Hyperactivity Disorder Questionnaire–Parents’ Form exhibited proper reliability and validity for screening the Iranian pediatric population.

The emerged validated tool from the present study can be used in the first-line health system in the public and private sectors for physician and non-physician healthcare providers, especially family physicians in primary health care.

The results of previous studies have shown that children with attention deficit-hyperactivity disorder (ADHD) have problems with visual-motor skills. Based on this, the present study was conducted with the aim of comparing the effects of motor-independent and motor-dependent visual perception practice on the visual-motor integration of children with attention deficit hyperactivity disorder.

This study was a quasi-experimental study with a pretest-posttest design with two experimental groups and one control group. The statistical population was all children aged 4 to 6 years in Tehran city in 2022 who had been referred to Ali Asghar Hospital. After screening, 45 of these people were selected as the research sample. Subjects were divided into three groups: motor-dependent visual perception, motor-independent perception, and control. Subjects in the experimental groups received 15 minutes of 45-session training, while the control group received no intervention. All participants were assessed before and after training using the Bender Gestalt test. The data were analyzed using multivariate analysis of covariance.

The results showed that the subjects of both test groups had a significant improvement in the total score of visual-motor integration and all its components compared to the control group. Also, the results showed that the subjects in the movement-dependent group obtained a higher improvement in the copy and movement components compared to the motor-independent group.

Based on the results of the present study, the use of motor-independent or motor-dependent visual perception practice can be suggested as an effective intervention to improve the visual-motor integration of children with ADHD.

Interaction patterns are conflicting in parent and child with attention deficit hyperactivity disorder; And there are few effective treatments for them. Therefore, this study aimed the effectiveness of child-centered intervention based on unified transdiagnostic therapy on the interaction of parents of children with attention deficit- hyperactivity disorder.

The research method was semi-experimental to pretest- posttest- followup with a control group. The statistical population included all children 7 to 10 years with attention deficit- hyperactivity disorder who referred to the Asal counseling center in Tehran in 2022. Among them, 30 children were selected based on inclusion criteria and by purposive sampling method and randomly were placed into two groups (15 people) of unified transdiagnostic therapy and control. Child-centered intervention based on unified transdiagnostic therapy was performed for each child in 12 sessions of 45 minutes, and the control group was on the waiting list. The research instrument included Parent-Child Relationship Survey (Fine‚ Moreland & Schwebel, 1983). The data were analyzed using repeated measure of covariance analysis in SPSS23 software.  

The results showed that there was a significant difference between the experimental group and control group; And child-centered intervention based on unified transdiagnostic therapy increased the interaction of parents of children with attention deficit- hyperactivity disorder, and the effect of these therapeutic intervention was stable in the followup phase (P<0.05).    

Based on the results of the present study, child-centered intervention based on unified transdiagnostic therapy can be effective in improving the interaction of parents of children with attention deficit- hyperactivity disorder; And it is suggested that therapists and counselors use this treatment in order to improve the interaction of parents of these children along with other therapeutic interventions.