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

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.

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.

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.

The aim of this research was to explain the mental health and quality of mother-child interaction with attention deficit-hyperactivity disorder based on parenting styles.

Accordingly, the research method was descriptive and among the causal-comparative methods. The population included mothers with children with attention deficit / hyperactivity disorder who ranged in age from six to twelve in Tehran in the 2020-21 academic year. The sample of the present study, which was selected by convenience sampling method, included 100 mothers with children with attention deficit / hyperactivity disorder who referred to the Health Center of District 22 of Tehran. CSI4 Parent Report Questionnaire and DSM5-based diagnostic interview were used to identify students with ADHD. Data were collected using the Bamrind Parenting Style Questionnaire (Bamrind,1991), the Parent-Child Relationship Scale (Pianta,1994), the Child Behavioral Problems Scale (Canners,1968), and the Mental Health Questionnaire.

The results showed that mothers' mental health differed significantly in terms of parenting style except for the total health score. Also, differences in mother-child interaction based on the type of parenting style of mothers were significant, which was reported only in two subscales of general positive relationship and conflict.

Based on the findings, it can be stated that parenting education and choosing appropriate styles in mothers with ADHD child can not only improve mothers' mental health, but also improve the quality of mother-child interaction.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common chronic mental disorders diagnosed in children. There is clear evidence that some environmental factors such as the exposure of mother to chemicals during pregnancy, premature birth, environmental toxins, and various diseases such as bacterial diseases and encephalitis are strongly associated with ADHD. The aim of this study is to investigate the environmental factors influencing the development of ADHD from the toxicology perspective.

In this review article, we searched the relevant articles up to June 2023 in various databases, including PubMed, Scopus, Web of Science, and Google Scholar, using relevant keywords. We included all articles that related to the influencing factors in the review process.

The investigation showed that various toxic factors such as smoking, alcohol, pesticides, bisphenol A, mycotoxins, phthalates, heavy metals, and food additives have an effect in causing ADHD, and in the case of many toxins, the results of different studies are contradictory.

This review shows an important role for some of the investigated pollutants in increasing the risk of ADHD symptoms. These factors can affect neurodevelopmental processes and neurotransmitter systems, and contribute to ADHD symptoms. It is not possible to draw firm conclusions about the relationship between certain chemicals and ADHD; and therefore more research is required to find stronger evidence of the relationship or lack of relationship between exposure to certain chemicals and this disorder.

Children with attention deficit hyperactivity disorder have poor working memory and response inhibition, which has much to do with their academic and social performances. This study was conducted to investigate the effectiveness of abacus training on the working memory and inhibition of primary school students with attention deficit hyperactivity disorder.

The present study is a semi-experimental one with pre-test, post-test and a control group. The statistical population of this research is the student non-profit schools in Yasouj city in 1400. Using convenience sampling, 40 primary school students with attention deficit hyperactivity disorder were randomly selected and divided into two groups of 20 members in experimental and control groups. The experimental group went under 12 sessions of 45 minutes of abacus training. The participants were evaluated with the demographic information form and Wechsler working memory test for children (WISC-R) and the Stroup test in 2 stages.

The results of covariance analysis showed significant score improvement in working memory and response inhibition in the experimental group compared to the control group as the (p<0.001) meanwhile the effect size of working memory and response inhibition were 0.81 and 0.47 respectively.

we recommend that educational officials accomplish abacus training with the help of experts in this field. This training will lead to the improvement of working memory, response inhibition, and probably better academic and social performances