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عضویت

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

  • Maryam Rahimi, Zohreh Latifi *, Amir Ghamarani, Mohammad Mazaheri, Akram Dehghani
    Background
    The current study aims to compare the effects of medication and lifestyle changes with medication alone on the quality of sleep in children with attention deficit hyperactivity disorder.
    Method
    The study uses a mixed-methods approach to design a treatment for children with ADHD. It employs inductive thematic analysis to identifiy problems, and create a lifestyle modification package. The package is reviewed and approved by a panel of experts. The study evaluates the effects of two interventions on children with ADHD and sleep problems using a quasi-experimental design. The population consists of 7-11-year-olds from the Felavarjan region, diagnosed with ADHD and experiencing sleep issues. The study involves a combination of drug therapy and lifestyle modification, drug therapy alone, or no intervention.
    Results
    The findings show that, when compared to the control group, there is a significant difference in sleep quality between the experimental groups that received medication and lifestyle adjustment and those that received medication alone (P<0.05). Children's sleep quality was significantly enhanced by the combination of medicine and lifestyle change, which proved to be more effective than medication alone.
    Conclusion
    Lifestyle change combined with medication were found to be more effective in improving sleep quality in children with attention deficit hyperactivity disorder compared to medication alone. Based on the findings of the present study, lifestyle modification is suggested as a complementary approach to pharmacotherapy for reducing problems and improving sleep quality in children with attention deficit hyperactivity disorder.
    Keywords: Attention Deficit Hyperactivity Disorder, Iranian Traditional Medicine, Medication, Lifestyle, Sleep Quality
  • Maryam Mohammadi Dolatabad, Yasser Rezapour-Mirsaleh*, Azadeh Choobforoushzadeh, Saghar Ahmadi
    Background and Objectives

    Various psychological, biological and pharmacological interventions are used to treat the attention deficit hyperactivity disorder. Today, Transcranial direct current stimulation (TDCS) is among the biologic therapies that ave attracted the attention of researchers due to its cost-effectiveness and lack of side effects is, which works by stimulating neurons on the surface of the brain. Therefore, the present research aimed to assess the effect of TDCS on improving the clinical symptoms of attention deficit hyperactivity disorder (ADHD).

    Materials & Methods

    This quasi-experimental research was performed with a pretest-posttest design with a control group and follow-up. This study was performed on children with ADHD in Rafsanjan City, Iran. Among them, 16 people were selected as a sample using convenience sampling method and were randomly assigned to intervention and control groups in equal numbers. For the intervention group, Transcranial direct current stimulation was performed, while the control group received no intervention. Data was collected through the standard Swanson Attention Deficit Hyperactivity Disorder Questionnaire (1980) and repeated measures analysis of variance was employed for data analysis in Amos-24 software.

    Results

    Based on the findings, in the intervention group, the clinical symptoms of hyperactivity after receiving the intervention, at the posttest stage, were significantly reduced compared to before receiving the intervention (P<0.01), while this difference in the Control group was not significant. The findings also revealed that the reduction of clinical symptoms of hyperactivity in the experimental group at the follow-up stage was stable (p <0.01).

    Conclusion

    Based on the results of this study, it can be said that transcranial direct current stimulation is effective in improving the clinical symptoms of ADHD.

    Keywords: Attention Deficit Hyperactivity Disorder, Transcranial Direct Current Stimulation, Clinical Symptoms
  • Hamid Rahimi Hajiabadi, Zahra Pourmoghaddas, Omid Yaghini, Tayebeh Mohammadi, Sharareh Moghim, Maryam Khalili, Hamidreza Roohafza, Rana Saleh
    Background

    Central nervous system (CNS) infections can lead to long-term motor and cognitive complications in children.

    Objectives

    We aimed to investigate the prevalence of attention deficit-hyperactivity disorder (ADHD) and assess the quality of life in children with CNS infections.

    Methods

    A longitudinal study was conducted on 94 children (aged 6 - 15 years) with CNS infection symptoms who were admitted to referral hospitals in Isfahan, Iran. Parents completed questionnaires assessing quality of life and neurological deficits at 6 and 12 months after discharge. All patients were evaluated by the corresponding physician for a final assessment.

    Results

    Attention deficit-hyperactivity disorder symptoms were diagnosed in 30 patients, with viral encephalitis being the most common infection. The quality of life in children with CNS infections was significantly lower compared to that of healthy children.

    Conclusions

    Central nervous system infections negatively impact the quality of life in children. Screening for ADHD and managing affected children can help improve outcomes. Further research and interventions are needed to mitigate long-term complications.

    Keywords: Central Nervous System, Encephalitis, Pediatrics, Quality Of Life, Attention Deficit-Hyperactivity Disorder
  • Elahe Nazeriye, Mandana Niknam*
    Background and Aim

    Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent disorders of childhood with several consequences. This study aimed to compare the effectiveness of cognitive computer games rehabilitation and play therapy based on cognitive rehabilitation on the risk-taking of children with attention deficit hyperactivity disorder.

    Materials and Methods

    The research method was semi-experimental with a pretest-posttest, a waiting list, and a one-month follow-up design. The statistical population included all children aged 7 to 12 with attention deficit hyperactivity disorder in Karaj City. The participants, 24 children referred to the Razi counseling center in 2020-2021, were selected by the convenience sampling method and were randomly assigned to cognitive computer games (8 children), cognitive play therapy (8 children), and control (8 children) groups. The experimental groups received the interventions, while the control group stayed on the waiting list and received no treatment during research. The balloon analog risk task (BIS) was used to collect data. Analysis of variance with repeated measures and Bonferroni's post hoc tests were used for data analysis.

    Results

    The findings showed that cognitive computer games and play therapy based on cognitive rehabilitation are effective in the risk-taking of children with attention deficit hyperactivity disorder (P<0.05). Also, the findings showed a significant difference between the effectiveness of the two interventions in risk-taking.

    Conclusion

    Play therapy based on cognitive rehabilitation was more effective than cognitive computer games in reducing risk-taking.

    Keywords: Cognitive Computer Games, Play Therapy, Cognitive Rehabilitation, Risk-Taking, Attention Deficit Hyperactivity Disorder
  • Nazanin Medghalchi, Afagh Hassanzadeh Rad, Maryam Zavar Mousavi

    This article explores my personal experiences as a veterinary student diagnosed with attention deficit hyperactivity disorder (ADHD), focusing on how ChatGPT has figsignificantly helped me manage my symptoms and improve concentration, particularly during preparation for the IELTS exam. Despite my high cognitive abilities and early literacy, ADHD has posed challenges in sustaining focus during intensive study periods. As a high-functioning individual with ADHD, incorporating ChatGPT into my study routine has been instrumental in enhancing both focus and productivity. This study underscores the positive impact of ChatGPT as a digital tool for improving concentration and managing ADHD symptoms, demonstrating its potential as an effective supplement to traditional interventions.

    Keywords: Attention Deficit Hyperactivity Disorder, Child, Developmental Disorder, Artificial Intelligence
  • فرزانه خداداد، غلامرضا منشئی*، هاجر ترکان
    مقدمه

    اختلال بیش فعالی/نقص توجه از مشکلات جدی در محیط های آموزشی به شمار می آید و تاثیرات منفی قابل توجهی بر ابعاد سلامت روان دانش آموزان دارد. پژوهش حاضر با هدف مقایسه اثربخشی درمان ذهن آگاهی کودک محور و درمان مبتنی بر پذیرش و تعهد بر همدلی عاطفی- شناختی دانش آموزان دبستانی مبتلا به اختلال بیش فعالی/نقص توجه دارای قلدری انجام شد.

    روش بررسی

    این پژوهش نیمه تجربی در سال 1402 و با استفاده از طرح پیش آزمون- پس آزمون با  گروه کنترل و پیگیری دو ماهه در یک بازه زمانی شش ماهه در شهر اصفهان انجام شد. نمونه گیری به روش هدفمند انجام و 54 پسر 9 الی 11 ساله دارای معیارهای ورود به صورت تصادفی در سه گروه  18 نفره (ذهن آگاهی کودک محور (18=N)، درمان مبتنی بر پذیرش و تعهد (18=N) و گروه کنترل (18=N) جایگزین شدند. داده ها با استفاده از پرسشنامه همدلی کودک و نوجوان جمع آوری شد. شرکت کنندگان گروه اول، درمان ذهن آگاهی کودک محور را در 10 جلسه 60 دقیقه ای و 2 بار در هفته و گروه مداخله دوم درمان مبتنی بر پذیرش و تعهد را در 9 جلسه 60 دقیقه ای و 2 بار در هفته دریافت کردند. در پایان پژوهش در هر گروه 15 نفر باقی ماندند و تجزیه و تحلیل داده ها با آزمون تحلیل واریانس با اندازه گیری مکرر و آزمون تعقیبی بن فرونی و با بهره گیری از نرم افزار SPSS  نسخه 26 انجام شد.

    یافته ها

    نتایج نشان داد هر دو مداخله ذهن آگاهی کودک محور و درمان مبتنی بر پذیرش و تعهد بر همدلی عاطفی (05/0>p) و شناختی (05/0>p) موثر بوده و این اثربخشی در مرحله پیگیری نیز حفظ شده است (05/0>p) اما تفاوت معنی داری بین اثربخشی مداخلات مشاهده نشد (05/0<p).

    نتیجه گیری

    نتایج این مطالعه نشان می دهد که هر دو مداخله درمان ذهن آگاهی کودک محور و درمان مبتنی بر پذیرش و تعهد به طور موثری بر افزایش همدلی عاطفی و شناختی در دانش آموزان مبتلا به اختلال بیش فعالی/نقص توجه تاثیر داشته و می تواند توسط درمانگران استفاده شود.

    کلید واژگان: ذهن آگاهی, پذیرش و تعهد, همدلی, اختلال نقص توجه همراه با بیش فعالی
    Farzaneh Khodadad, Gholamreza Manshaee*, Hajar Torkan
    Introduction

    Attention Deficit Hyperactivity Disorder (ADHD) is considered a serious problem in educational environments and has significant negative impacts on the psychological well-being of students. The present study aimed to compare the effectiveness of child-centered mindfulness therapy and acceptance and commitment therapy on emotional-cognitive empathy of primary school students with ADHD experiencing bullying.

    Methods

    This semi-experimental study was conducted in 2023 using a pre-test and post-test design with a control group and a two-month follow-up over a six-month period in Isfahan city. A purposive sampling method was employed, and 54 boy students aged 9-11 years meeting the inclusion criteria were randomly assigned to three groups of 18 participants including child-centered mindfulness therapy (N=18), acceptance and commitment therapy (N=18), and a control group (N=18). Data were collected using the child and adolescent empathy questionnaire. Participants in the first group received child-centered mindfulness therapy in 10 60-minute sessions, conducted twice a week, while participants in the second experimental group received acceptance and commitment therapy in 9 60-minute sessions, conducted twice a week. By the end of the study, 15 participants remained in each group. Data analysis was performed using repeated measures ANOVA and Bonferroni post-hoc tests, utilizing SPSS software version 26.

    Results

    The results indicated that both child-centered mindfulness therapy and acceptance and commitment therapy were effective in enhancing emotional empathy (p<0/05) and cognitive empathy (p<0/05).This effectiveness was also maintained at the follow-up stage (p< 0/05). However, no significant differences were observed between the effectiveness of the interventions (p>0/05).

    Conclusion

    The results of this study indicated that both child-centered mindfulness therapy and acceptance and commitment therapy significantly affected emotional and cognitive empathy in students with ADHD and can be utilized by therapists.

    Keywords: Mindfulness, Acceptance, Commitment, Empathy, Attention Deficit Hyperactivity Disorder
  • Zahra Kazemi, Masoumeh Falah Nodehi, Ebrahim Abdoli, Ali Ghaffari, Sajad Jokar *
    Background
    Neurodevelopmental disorders manifest as a range of conditions during development, impacting the brain's function, structure, and growth. 
    Objectives
    resulting in cognitive deficits and challenges in adaptation for children. This study examines how problem-solving skills contribute to learning disabilities in children with attention deficit hyperactivity disorder, distinguishing between boys and girls and considering the mediating influence of social cognition.
    Methods
    The current study employed a descriptive-correlational approach with a cross-sectional research design, utilizing structural equation modeling (SEM) and multi-group analysis techniques. The study aimed to explore male and female students with attention deficit hyperactivity disorder (ADHD) in Tehran from July to October 2023. A sample of 134 adolescents was selected using purposive sampling. The research tools included the Problem-Solving Inventory (PSI), Colorado Learning Difficulties Questionnaire (CLDQ), and Student Social Cognition Questionnaire (SHAD). The researchers performed descriptive statistics analysis with SPSS version 27 and utilized SmartPLS version 4 for path analysis and Multi-Group Analysis (MGA). The study considered a significance level of 0.05.
    Results
    According to the research findings, Problem-solving skills had a significant negative impact on Learning Difficulties, with girls being affected more than boys. The difference between the two genders was statistically significant (p = 0.029). Further analysis revealed that Social cognition only acted as a mediator in reducing Learning Difficulties in girls. 
    Conclusion
    Based on the results of this study, it appears essential to focus on problem-solving skills to decrease learning disabilities and enhance social cognition in students diagnosed with attention deficit hyperactivity disorder.
    Keywords: Problem-Solving, Learning Difficulties, Attention Deficit Hyperactivity Disorder, Social Cognition
  • مقدمه

    با توجه به تاثیر آپنه خواب بر تظاهرات اختلال نقص توجه- بیش فعالی (ADHD) در کودکان و نوجوانان، مطالعه حاضر با هدف بررسی شیوع آپنه خواب و اختلالات خواب در کودکان و نوجوانان مبتلا به ADHD انجام شد.

    روش کار

    جامعه آماری این مطالعه توصیفی- همبستگی را کلیه کودکان و نوجوانان مبتلا به ADHD تشکیل می دهند که به کلینیک روانپزشک کودک و نوجوان و کلینیک روانپزشکی کودکان و نوجوانان بیمارستان روان پزشکی ابن سینا مشهد، ایران در سال 2022-2023 مراجعه کرده اند.. از این میان 20 مورد با استفاده از روش نمونه گیری در دسترس انتخاب شدند. والدین چک لیست دموگرافیک و پرسشنامه عادات خواب کودکان (CSHQ) را تکمیل کردند. ما شاخص توده بدن (BMI) را اندازه گیری کردیم و آپنه انسدادی خواب را با استفاده از دستگاه ApneaLink ارزیابی کردیم. داده ها با استفاده از شاخص های توصیفی، آزمون من ویتنی، ضریب اسپیرمن، آزمون کای اسکوئر و ضریب پیرسون مورد تجزیه و تحلیل قرار گرفت.

    یافته ها

    در نهایت 12 بیمار با میانگین سنی 23/2 ± 92/9 سال شرکت کردند. میانگین BMI 71/3 ± 42/20 بود. میانگین نمره پرسشنامه عادات خواب کودکان 92/74 بود. همچنین 8 بیمار سطوح مختلف آپنه انسدادی خواب را تجربه کردند. فقط ارتباط معنی داری بین اختلالات خواب و BMI مشاهده شد (007/0=P). همچنین همبستگی بین آپنه انسدادی خواب و متغیرهای جمعیت شناختی معنی دار نبود (05/0 >p).

    نتیجه گیری

    به نظر می رسد آپنه خواب و اختلالات خواب در کودکان و نوجوانان مبتلا به ADHD شایع است، بنابراین تشخیص بالینی مشکلات خواب نقش مهمی در درمان علائم ADHD دارد.

    کلید واژگان: آپنه خواب, اختلال نقص توجه-بیش فعالی, اختلالات خواب
    Alireza Khalesi, Fatemeh Moharreri, Azam Sadat Heydari Yazdi, Hamid Khalesi, Maryam Nazari Noghabi *
    Introduction

    Regarding the impact of sleep apnea on Attention-Deficit Hyperactivity Disorder (ADHD) manifestations in children and adolescents, the present study aimed to assess the prevalence of sleep apnea and sleep disturbances in children and adolescents with ADHD. 

    Materials and Methods

    The statistical population of this descriptive-correlational study consisted of all children and adolescents with ADHD who were referred to a clinic of child and adolescent psychiatrist and clinic of children and adolescents psychiatry in Ibn-e-Sina Psychiatric Hospital in Mashhad City, Iran, in 2022-2023. Among them, 20 cases were selected using the convenient sampling method. The parents fulfilled the demographic checklist and Children's Sleep Habits Questionnaire (CSHQ). We measured Body Mass Index (BMI) and evaluated obstructive sleep apnea using ApneaLink device. The data were analyzed using descriptive indexes, the Mann-Whitney test, Spearman's coefficient, the Chi-square test, and the Pearson coefficient. 

    Results

    Finally, 12 patients with a mean age of 9.92 ± 2.23 years participated. The mean BMI was 20.42 ± 3.71. The mean score of the Children's Sleep Habits Questionnaire was 74.92. Also, 8 patients experienced different levels of obstructive sleep apnea. Only a significant correlation was seen between sleep disturbances and BMI (P= 0.007). Also, the correlations between obstructive sleep apnea and demographic variables were insignificant (P> 0.05). 

    Conclusion

    It seems that sleep apnea and sleep disturbances are prevalent in children and adolescents with ADHD, so the clinical diagnosis of sleep problems plays an important role in treating ADHD symptoms.

    Keywords: Attention-Deficit Hyperactivity Disorder, Sleep Apnea, Sleep Disturbances
  • سیده شهلا نرگسی، بهمن حسنوند*
    مقدمه

    اخیرا درمان های غیردارویی خصوصا رویکرد درمانی توانبخشی شناختی برای بهبود ساختارها و کارکردهای درگیر در اختلال نارسایی توجه/بیش فعالی مورد توجه قرار گرفته است. هدف از انجام پژوهش حاضر، مقایسه تاثیر تمرینات تحریک دهلیزی و تمرینات چرخشی بر کارکرد تعادلی دوگانه شناختی و حرکتی کودکان مبتلا به نقص توجه- بیش فعالی بود.

    روش

    در این پژوهش 24 نفر از کودکان 8-11 ساله مبتلا به اختلال نقص توجه - بیش فعالی شهر خرم آباد بصورت تصادفی خوشه ای انتخاب و به سه گروه مساوی تمرینات تحریک دهلیزی، تمرینات چرخشی و کنترل تقسیم شدند. گروه های تجربی به مدت 6 هفته (سه جلسه یک ساعتی در هفته)، تحت مداخله تمرینات منتخب تحریک دهلیزی و چرخشی قرار گرفتند. گروه کنترل در این مدت فعالیت بدنی خاصی انجام ندادند. از آزمون برخاستن و حرکت کردن زمان دار با نگه داشتن فنجان آب در دست جهت ارزیابی عملکرد حرکتی- تعادل و به همراه شمارش معکوس 15 عدد به طور تصادفی جهت ارزیابی عملکرد شناختی-تعادل استفاده شد.

    نتایج

    تمرینات تحریک دهلیزی و تمرینات چرخشی تاثیر معنی داری بر کارکرد تعادلی دوگانه شناختی و حرکتی کودکان مبتلا به نقص توجه- بیش فعالی داشت (0/001>P)؛ ولی بین تاثیر دو نوع تمرین فوق بر کارکرد تعادلی دوگانه شناختی و حرکتی آزمودنی ها، تفاوت معنی داری مشاهده نشد.

    نتیجه گیری

    هر دو مداخله تمرینات تحریک دهلیزی و چرخشی بر بهبود کارکرد تعادلی دوگانه حرکتی  و شناختی کودکان مبتلا به نقص توجه- بیش فعالی تاثیر معنی دار و مشابهی داشتند. لذا هر دو روش می تواند به عنوان یک مداخله غیردارویی استفاده شود.

    کلید واژگان: تمرین تحریک دهلیزی, تمرین چرخشی, تعادل دوگانه شناختی و حرکتی, نقص توجه- بیش فعالی, کودکان
    Seyyed Shahla Nargesi, Bahman Hasanvand*
    Introduction

    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.

    Method

    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%).

    Conclusion

    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.

    Keywords: Vestibular Stimulation Training, Rotation Training, Cognitive, Motor Dual Balance, Attention Deficit-Hyperactivity Disorder
  • A. Massoodi*, S.M. Zavarmousavi, S. Moudi, E. Alinejad, H. Gholinia Ahangar
    Aims

    Attention-deficit/hyperactivity disorder affects approximately 5.3% of children globally, causing significant functional challenges. This study examined the relationship between parental stress-coping strategies and the quality of life in children with this disorder.

    Instrument & Methods

    In this cross-sectional analysis, 220 children with attention-deficit/hyperactivity disorder (aged 8 to 12 years) and their parents were selected from medical centers affiliated with Babol University of Medical Sciences in 2023. Diagnoses were confirmed by a child and adolescent psychiatrist using DSM-5 criteria. Parents completed the Coping Inventory for Stressful Situations-Short Form, while the children's quality of life was assessed using the Pediatric QoL Inventory.

    Findings

    Children rated their quality of life and its specific aspects higher than their parents did. A significant difference was observed only in the emotional coping strategy within the emotional functioning domain, where children in the high-quality-of-life group reported better scores (p=0.017). Other dimensions and coping strategies did not show statistically significant differences (p>0.05). Furthermore, from the parents' perspective, no significant associations were found between stress-coping strategies and their children's quality of life across any dimension (p>0.05).

    Conclusion

    Parental coping strategies, particularly those involving emotional support, play a key role in shaping the emotional experiences of children with ADHD.

    Keywords: Attention Deficit Hyperactivity Disorder, ADHD, Coping Strategies, Quality Of Life, Parents
  • راضیه کیانی زاده، مهناز استکی*، فریبا حسنی

    مقدمه و اهداف :

    اختلال کاستی توجه و فزون کنشی سبب نقص در پردازش های روان شناختی، هیجانی و شناختی کودکان می شود. براین اساس پژوهش حاضر با هدف بررسی تاثیر نوروفیدبک بتا بر کارکردهای اجرایی و توانایی حل مسئله کودکان مبتلا به اختلال کاستی توجه و فزون کنشی انجام شد.

    مواد و روش ها

     روش پژوهش حاضر نیمه آزمایشی با طرح پیش آزمون- پس آزمون با گروه کنترل و دوره پیگیری 2 ماهه بود. جامعه آماری پژوهش شامل کودکان پسر دبستانی مبتلا به اختلال کاستی توجه و فزون کنشی بودند که در 6 ماهه اول سال 1398 به کلینیک های روان پزشکی و روان شناسی مشهد مراجعه کرده بودند. در این پژوهش تعداد 24 کودک دبستانی مبتلا به اختلال کاستی توجه و فزون کنشی با روش نمونه گیری هدفمند انتخاب و با گمارش تصادفی در گروه های آزمایش و کنترل جایگزین شدند. کودکان حاضر در گروه آزمایش به مدت 30 جلسه طی 2 ماه و نیم تحت درمان نوروفیدبک قرار گرفتند. در این پژوهش از پرسش نامه اختلال کاستی توجه/فزون کنشی (بروک و کلینتون، 2007)، آزمون اکتشافی حل مسئله (جانسن، 2000) و پرسش نامه کارکردهای اجرایی (کولیج و همکاران، 2002) استفاده شد. داده ها به شیوه تحلیل واریانس آمیخته تجزیه وتحلیل شدند.

    یافته ها 

    نتایج نشان داد نوروفیدبک بتا بر کارکردهای اجرایی (P=0/0001 و Eta=0/60 و F=33/42) و توانایی حل مسئله (P=0/0001 و Eta=0/57 و F=29/81) کودکان مبتلا به اختلال کاستی توجه و فزون کنشی تاثیر معنی دار دارد. بدین صورت که این مداخله توانسته به بهبود کارکردهای اجرایی و توانایی حل مسئله این کودکان منجر شود.

    نتیجه گیری

     باتوجه به نتایج پژوهش حاضر، درمان نوروفیدبک با ارائه بازخوردهای زیستی و آگاهی افراد نسبت به پردازش های ذهنی و شناختی، می تواند یک روش کارآمد جهت بهبود کارکردهای اجرایی و توانایی حل مسئله کودکان مبتلا به اختلال کاستی توجه و فزون کنشی به شمار رود.

    کلید واژگان: اختلال کاستی توجه و فزون کنشی, توانایی حل مسئله, کارکردهای اجرایی, نوروفیدبک بتا
    Razieh Kianizadeh, Mahnaz Esteki *, Fariba Hassani
    Background and Aims

     Attention-deficit hyperactivity disorder (ADHD) can impair psychological, emotional, and cognitive processes. The present study aims to investigate the effect of beta neurofeedback on executive functions and problem-solving skills of elementary school male children with ADHD.

    Methods 

    This is a quasi-experimental study with a pre-test/post-test/two-month follow-up design. The participants were 24 elementary school male children with ADHD referred to psychology and psychiatry clinics in Mashhad, Iran, in 2020. They were selected using a purposive sampling method and randomly divided into intervention and control groups. The children in the intervention group received beta neurofeedback at 30 sessions for 2.5 months. The data collection tools were Brock and Clinton’s ADHD questionnaire, the children’s problem-solving exploratory test of Johnson, and Coolidge et al.’s executive functions questionnaire. The data were analyzed using repeated measures ANOVA.

    Results

     The results showed that beta neurofeedback had significant effects on executive functions (F=33.42; Eta squared=0.60; P=0.0001) and problem-solving skills (F=29.81; Eta squared=0.57; P=0.0001). It led to significant improvement in the intervention group.

    Conclusion

     Beta neurofeedback can improve executive functions and problem-solving skills of children with ADHD through providing biological feedback and increasing awareness of mental and cognitive processes.

    Keywords: Attention Deficit Hyperactivity Disorder, Problem-Solving, Executive Functions, Beta Neurofeedback
  • کامران حیدری فارسانی، رضا احمدی*، طیبه شریفی
    سابقه و هدف

     پژوهش حاضر با هدف مقایسه اثربخشی بازی درمانی شناختی و آموزش حافظه کاری رایانه محور بر توجه کودکان دارای اختلال نقص توجه- بیش فعالی شهر فارسان در سال 1400 انجام شد.

    مواد و روش ها

     روش تحقیق از نوع نیمه آزمایشی با طرح پیش آزمون- پس آزمون- پیگیری همراه با گروه گواه بود. جامعه آماری کلیه دانش آموزان 7 تا 12 ساله دارای اختلال نقص توجه- بیش فعالی شهر فارسان بودند که 30 کودک مبتلا به اختلال نقص توجه- بیش فعالی با استفاده از روش نمونه گیری هدفمند از مراجعان مرکز مشاوره صبح امید شهر فارسان پس از تشخیص روان پزشک و پس از اجرای پرسش نامه علائم مرضی کودکان انتخاب شدند که با استفاده از آزمون عملکرد پیوسته توجه پایدار موردسنجش قرار گرفتند. از نرم افزار آموزش حافظه کاری و پروتکل بازی درمانی کوتاه مدت ساختاری برای کودکان مبتلا به نقص توجه- بیش فعالی استفاده شد. برای تجزیه وتحلیل داده ها از آزمون تحلیل واریانس با طرح آمیخته و آزمون تعقیبی بونفرنی استفاده شد.

    یافته ها

     نتایج نشان داد که بازی درمانی شناختی و آموزش رایانه محور حافظه کاری بر توجه کودکان با اختلال نقص توجه- بیش فعالی شهرستان فارسان تاثیر گذاشته است (p<0/01, F=6/132, Eta=0/321)، ولی اثربخشی بازی درمانی شناختی و آموزش رایانه محور حافظه کاری تفاوت نداشته اند و اثر دوره بازی درمانی و آموزش رایانه محور حافظه کاری همچنان ماندگار است.

    نتیجه گیری

     بنابراین از هر دو مداخله می توان برای کاهش تکانشگری کودکان مبتلا به اختلال نقص توجه- بیش فعالی استفاده کرد.

    کلید واژگان: بازی درمانی, آموزش شناختی, توجه, اختلال نقص توجه- بیش فعالی
    Kamran Heydari Farsani, Reza Ahmadi*, Tayebeh Sharifi
    Background and Objectives

    The present study was conducted with the aim of comparing the effectiveness of cognitive play therapy and computer-based working memory training on the attention of children with attention deficit-hyperactivity disorder (ADHD) in Farsan City in 2021.

    Materials and Methods

    The research method was quasi-experimental with a pretest-posttest and follow-up design and a control group. The statistical population consisted of all students aged 7 to 12 years with ADHD (n=180) in the city of Farsan. Thirty children diagnosed with mixed ADHD were selected using purposive sampling from clients of the Sobhe Omid Counseling Center in Farsan, following diagnosis by a psychiatrist and the completion of a children's symptoms questionnaire. These children were assessed using a Continuous Performance Test for sustained attention and impulsivity. A working memory training software and a structured short-term play therapy protocol specifically designed for children with ADHD were utilized. For data analysis, mixed-design ANOVA and Bonferroni post-hoc tests were applied.

    Results

    The results showed that cognitive play therapy and computer-based working memory training affected the attention of children with ADHD in Farsan City (P<0.01, F=6.132, Eta=0.321). However, there was no difference in the effectiveness of cognitive play therapy and computer-based working memory training, and the effects of these interventions remained lasting.

    Conclusion

    Therefore, both interventions can be utilized to reduce impulsivity in children with Attention Deficit Hyperactivity Disorder (ADHD).

    Keywords: Attention, Attention Deficit-Hyperactivity Disorder, Cognitive Training, Play Therapy
  • Masoome Rezaee, Parvin Dibajnia

    Introduction: 

    This research intends to determine the occurrence of ADHD-related symptoms in children with Convergence Insufficiency (CI), a treatable visual issue that may be misconstrued as ADHD. It focuses on understanding how often these behaviors are noticed by parents and educators in various environments, such as home and school.

    Methods

    This was a case–control study and 108 children attended. Eye examinations were performed and the children were divided into the with CI and control groups. The Children Symptoms Inventory-4 (CSI-4) questionnaire was completed by teachers and parents. CSI-4 is a rating scale that screens for emotional and behavioral symptoms of childhood disorders. These questionnaires ask the parent and teachers to rate the frequency of behaviors observed: never, sometimes, fairly often, or most of the time.

    Results

    A total of 108 school-aged children were evaluated by parents and 100 of them by the teachers. There were 51% girls in the CI group and 49% in the control group. Comparison of the mean scores of the parent questionnaire in CI group and control group in ADHD symptoms showed that these two groups did not have significant difference (P<0.05) in ADHD symptoms. The results of the teacher questionnaire indicated that these two groups had a significant difference (P<0.05) for inattention symptom.

    Conclusion

    The results from this study suggested that based on teacher information, CI children have a higher frequency of inattentive behaviors, compared to normal binocular children. ADHD may make diagnosis of CI difficult, exacerbate the symptoms of CI and vice versa. For children who have ADHD symptoms or other learning difficulties, a comprehensive visual examination can be useful for diagnosis of CI and other vision problems

    Keywords: Attention Deficit Hyperactivity Disorder, Symptoms, Convergence Insufficiency
  • شکوفه عسگری، محمد مظفری*، سجاد امینی منش، محمدرضا بردیده
    زمینه و هدف

    الگوهای تعاملی والدین و کودک با اختلال نارسایی توجه- فزون کنشی متعارض است و آموزش ها در این حوزه کمتر به چشم می خورد. بنابراین، مطالعه حاضر با هدف اثربخشی برنامه آموزشی حافظه فعال کودک محور بر تعامل والد- کودک کودکان با اختلال نارسایی توجه فزون کنشی انجام شد.         

    روش

    روش مطالعه، شبه تجربی از نوع پیش آزمون- پس آزمون- پیگیری با گروه گواه بود. جامعه آماری شامل تمامی کودکان 7 تا 10 سال با اختلال نارسایی توجه - فزون کنشی مراجعه کننده به مرکز مشاوره عسل شهر تهران در شش ماهه دوم سال 1401 بودند. از بین آنها تعداد 30 کودک مبتلا به اختلال نارسایی توجه - فزون کنشی بر اساس ملاک های ورود و به شیوه نمونه گیری هدفمند انتخاب شده و به صورت تصادفی در دو گروه (15 نفری) جایدهی شدند. برنامه آموزشی حافظه فعال کودک محور همزمان برای هر کودک و مادر در 12 جلسه 45 دقیقه ای اجرا شد و گروه گواه در فهرست انتظار قرار گرفتند. ابزار پژوهش شامل پرسشنامه بررسی رابطه والد- فرزند (فاین و همکاران، 1983) بود. داده ها با استفاده از روش تحلیل کوواریانس با اندازه گیری مکرر در نرم افزار SPSS23 تحلیل شدند.   

    یافته ها

    نتایج نشان داد بین گروه های آزمایش و گواه از نظر تعامل والد- کودک تفاوت معنا دار وجود داشت و برنامه آموزشی حافظه فعال کودک محور باعث افزایش تعامل والد- کودک (05/0P< ،40/4 =F) و مولفه های تنفر/ گم گشتگی نقش (05/0P< ،61/9 =F) و ارتباطات (05/0 P< ،37/4 =F) کودکان با اختلال نارسایی توجه فزون کنشی شده و تاثیر این مداخله درمانی در مرحله پیگیری نیز پایدار بوده است (05/0<p).  

    نتیجه گیری

    بر اساس نتایج به دست آمده، برنامه مداخله ای به کار گرفته شده چون بر نشانه های ضعف در ارتباط بین والدین و کودک تاکید داشته است باعث بهبود تعامل والد- کودک کودکان با اختلال نارسایی توجه فزون کنشی شده است؛ بنابراین می تواند به عنوان یکی از محورهای عمده بهبود تعامل والد- کودک مورد توجه متخصصان بالینی باشد.

    کلید واژگان: آموزش حافظه فعال کودک محور, تعامل والد- کودک, اختلال نارسایی توجه فزون کنشی
    Shokufeh Asgari, Mohammad Mozafari*, Sajjad Amini Menesh, Mohammadreza Bardideh
    Background and Purpose

    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.   

    Method

    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. 

    Results

    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).      

    Conclusion

    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.

    Keywords: Child-Based Working Memory Training, Parent-Child Interaction, Attention Deficit- Hyperactivity Disorder
  • Farrokhlegha Najafzadeh *, Hassan Shafaei, Somayeh Alizadeh, Amir Dana
    Background
    Finding the factors that may affect performance of fine and gross motor skills in children with attention deficit hyperactivity disorder (ADHD) is of great importance. Therefore, the aim of this study was to examine the correlations between physical activity (PA) participation and anthropometric features with gross and fine motor skills in school children with ADHD.
    Methods
    This was a descriptive-correlational study. The study participants were 320 students with ADHD (including 120 girls; mean age of 7.86±0.89 years) from Tehran, Iran, in 2023. To assess PA, anthropometric features and motor proficiency, the Rapid Assessment of Physical Activity (RAPA) scale (scores range from 0 to 7), standard tools such as a meter and scale, and the short form of the Bruininks-Oseretsky Test of Motor Proficiency (scores from 0-53, and 0-51 for gross and fine skills, respectively) were used. The data were analyzed using independent t-test and Pearson correlation test.
    Results
    The participants had a relatively low level of PA (mean=2.23±1.07). Moreover, boys exhibited significantly higher proficiency in gross motor skills compared with girls (t=6.282, P<0.001), while girls demonstrated significantly higher proficiency in fine motor skills (P<0.001). Also, PA was directly and significantly associated with both gross (r=0.593, P<0.001) and fine motor skills (r=0.478, P<0.001). Moreover, body mass index showed an inverse and significant correlation with gross motor skill (r=-0.681, P<0.001).
    Conclusions
    These findings emphasized the importance of promoting more PA and height-to-weight matching processes for optimal motor growth in children with ADHD. Therefore, it is recommended to incorporate programs aimed at enhancing motor skills in children during physical education lessons.
    Keywords: Exercise, Motor Proficiency, Child, Attention Deficit Hyperactivity Disorder, Anthropometry
  • Fatemeh Molazamani, Sasan Bavi *, Hamdollah Jayervand
    Introduction
    Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmentaldisorder that usually begins in childhood. Inconsistent with one’s developmental stage, thiscondition is marked by attention deficit, impulsivity, and hyperactivity. The present studyaimed to investigate the effect of virtual reality intervention (VRI) on impulsivity, sustainedattention, and divided attention in children with ADHD.
    Methods
    This is a quasi-experimental study with a pretest-posttest control group design. Thestudy population consisted of 103 boys and girls diagnosed with ADHD seeking treatmentat Baqiyatullah Hospital in Tehran in 2021. Thirty children who met the inclusion criteriawere purposefully selected and allocated to two groups: a control group (only taking Ritalin)and an intervention group (n=15 per group). The intervention group received VRI (twelve60-minute sessions held three times weekly). The research instrument included the integratedvisual and auditory continuous performance test. Data analysis was conducted using analysisof covariance (ANCOVA).
    Results
    The results revealed that VRI improved impulsivity, sustained attention, and dividedattention in children diagnosed with ADHD (P<0.001).
    Conclusion
    Based on the findings, VRI can improve sustained attention, divided attention,and impulsivity in children with ADHD.
    Keywords: Virtual Reality, Impulsivity, Attention, Attention Deficit Hyperactivity Disorder, Children
  • الهام ایروانی، سالار فرامرزی*، حسن رضایی جمالویی
    سابقه و هدف

     اختلال نقص توجه و بیش فعالی از جمله اختلالاتی است که تعداد زیادی از کودکان به آن مبتلا هستند و تاکنون پژوهش های مختلفی به منظور بهبود نشانگان این اختلال انجام گرفته است. بررسی ها نشان می دهد که کارآمدی والدین و توجه به ابعاد عاطفی - اجتماعی یادگیری در بهبود نشانگان این اختلال نقش اساسی دارد ؛ بنابراین، هدف پژوهش حاضر مقایسه ی تاثیر بسته ی آموزشی عاطفی - اجتماعی یادگیری  (SEAL) با آموزش کارایی  والدین (PET) بر استرس  والدگری در کودکان 6 تا 12 سال با اختلال نقص توجه و بیش فعالی (ADHD) است.

    مواد و روش ها

     روش پژوهش نیمه آزمایشی است و از طرح پیش آزمون و پس آزمون با گروه کنترل و دوره ی پیگیری استفاده شد. به این منظور تعداد 48 نفر از والدین و دانش آموزان 6 تا 12ساله ی مبتلا به ADHD در شهر اصفهان در سال تحصیلی 1400 و 1401 به صورت هدفمند انتخاب و به صورت تصادفی در دو گروه آزمایش و یک گروه کنترل جای گماری شدند. دو گروه آزمایش هرکدام به مدت 8 جلسه تحت مداخلات درمانی قرار گرفت. برای گروه آزمایشی کودکان، بسته ی آموزشی عاطفی - اجتماعی یادگیری  (SEAL) و برای گروه آزمایشی والدین بسته ی آموزشی کارایی  والدین (PET) اجرا شد. داده های پژوهش با استفاده از روش آماری تحلیل کوواریانس و نرم افزار آماری SPSS 21 تحلیل شد.

    یافته ها

     یافته ها نشان داد که بین میانگین نمرات گروه های آزمایش و کنترل بعد از مداخله در سطح 0/05 P< تفاوت معنادار وجود دارد. همچنین نمرات استرس والدگری در گروه بسته ی آموزشی SEAL از گروه PET و گروه کنترل کمتر بود و بین نمرات استرس والدگری دو بسته در مراحل پس آزمون و پیگیری تفاوت معنی دار وجود نداشت.

    نتیجه گیری

     نتایج نشان داد که استرس والدگری بعد از مداخله در گروه آزمایش کمتر از گروه کنترل بود و بسته های آموزشی موجب بهبود استرس والدگری شده است و استفاده از این بسته ها به منظور بهبود نشانگان نقص توجه و بیش فعالی به درمانگران، مربیان، روان شناسان و مشاوران توصیه می شود.

    کلید واژگان: ابعاد عاطفی - اجتماعی یادگیری, آموزش کارایی والدین, استرس والدگری, کودکان 6 تا 12 سال, نقص توجه و بیش فعالی
    Elham Iravani, Salar Faramarzi*, Hassan Rezaei Jamalouei
    Background and Objectives

     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).

    Materials and Methods

     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.

    Results

     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.

    Conclusion

     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.

    Keywords: Social-Emotional Aspects Of Learning, Parent Effectiveness Training, Parenting Stress, 6 To 12-Year-Old Children, Attention Deficit Hyperactivity Disorder
  • سارا تقی زاده هیر، محمد نریمانی*، سیف الله آقاجانی، مهریار ندر محمدی، سجاد بشرپور
    زمینه و هدف

    پژوهش حاضر با هدف مقایسه اثربخشی تحریک الکتریکی فراجمجمه ای مغز و توانبخشی شناختی مبتنی بر رایانه بر بهبود تکانشگری کودکان مبتلا به اختلال نقص توجه/ بیش فعالی انجام شد.

    مواد و روش ها

    پژوهش حاضر شبه آزمایشی با طرح پیش آزمون- پس آزمون و گروه کنترل بود. به روش نمونه گیری هدفمند 60 کودک دارای اختلال نقص توجه/ بیش فعالی انتخاب شدند و به صورت تصادفی در سه گروه آزمایش 1، آزمایش 2 و کنترل (هر گروه 20 نفر) جایگزین شدند. داده ها با استفاده از مقیاس درجه بندی والدین کانرز (1978)، آزمون هوش ریون (2000) و پرسش نامه تکانشگری بارت (1995) جمع آوری شد. آزمودنی های گروه آزمایش 1، تحریک الکتریکی مغز را دریافت کردند. گروه آزمایش 2 نیز مداخله توانبخشی شناختی را دریافت کردند. گروه کنترل، مداخله ای را دریافت نکرد. تجزیه وتحلیل داده ها با تحلیل کواریانس چندمتغیره (مانکوا) و آزمون تعقیبی بونفرونی انجام شد.

    یافته ها

    نتایج نشان داد که گروه های آزمایشی تحریک الکتریکی مغز و توانبخشی شناختی از تکانشگری پایین تری در مقایسه با گروه کنترل برخوردار بودند. همچنین با کنترل اثر پیش آزمون در دو گروه آزمایشی، بین دو روش تحریک الکتریکی فراجمجمه ای مغز و توانبخشی شناختی، تفاوت معنی داری وجود دارد (0/05>P) و تحریک الکتریکی فراجمجمه ای مغز اثربخشی بیشتری در بهبود تکانشگری کودکان مبتلا به اختلال نقص توجه/ بیش فعالی داشته است.

    نتیجه گیری

    با توجه به نتایج به دست آمده، می توان گفت تحریک الکتریکی مغز و توانبخشی در بهبود تکانشگری کودکان مبتلا به اختلال نقص توجه/ بیش فعالی اثربخش بودند.بنابراین از هر دو مداخله در بهبود تکانشگری این کودکان می توان استفاده کرد.

    کلید واژگان: تحریک الکتریکی فراجمجمه ای مغز (Tdcs), توانبخشی شناختی, تکانشگری, اختلال نقص توجه - بیش فعالی
    Sara Taghizadeh Hir, Mohammad Narimani *, Aghajani Seyfollah, Mehriar Nadrmohammadi, Sajjad Basharpoor
    Introduction

    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.

    Materials and Methods

    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.

    Results

    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.

    Conclusion

    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.

    Keywords: Transcranial Direct Current Stimulation (Tdcs), Cognitive Rehabilitation, Impulsivity, Attention Deficit- Hyperactivity Disorder
  • Maryam Kousha, Samaneh Hasanpour Asli, Fatemeh Eslamdoust-Siahestalkhi *, Yasmin Shoar, Zohreh Shoar
    Objectives

    Attention Deficit Hyperactivity Disorder (ADHD) and obesity are major pediatric public health problems. The present study aimed to examine the association between these two health parties in our pediatric populations.

    Materials & Methods

    This study is a single group retrospective cohort study about Body Mass Index (BMI) changes in 149 children and adolescents between 3-18 years old with a diagnosis of ADHD based on one child and adolescent psychiatrist interview according to the Diagnostic and Statistical Manual of Mental Disorders 4th edition criteria (DSM-IV-TR). All participants were treated with methylphenidate. Besides, they were reassessed by the Kiddie Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Persian version (K-SADS-PL-P). Furthermore, the height, weight, and BMI of participants were calculated. The data were analyzed by descriptive statistics, repeated measures, and Wilks’ lambda analysis using IBM SPSS Statistics version 23.

    Results

    The mean age of patients was 8.2±2.6 years, and 71.8% were boys. The obtained results showed that those treated with methylphenidate for more extended periods had higher BMI increases (p <0.001). The change in BMI was not related to the age at the start of treatment (p = 0.125), but this index was significantly different based on the years under treatment (p = 0.002). Moreover, changes in BMI were not significant based on gender (p = 0.850), the type of ADHD specifiers (p= 0.686), and concomitant drugs (p = 0.783).

    Conclusion

    This study’s findings suggest that long-term use of ADHD medications could raise the risk of obesity in children.

    Keywords: Body Mass Index, Child, Adolescent, Attention Deficit-Hyperactivity Disorder, Methylphenidate
  • زهرا براتی، مژگان سپاه منصور*، شکوفه رادفر
    مقدمه

    کودکان دارای اختلال بیش فعالی/ نقص توجه با مشکلات متعدد روانشناختی، اجتماعی و تحصیلی مواجه هستند. هدف از پژوهش حاضر بررسی اثربخشی توانبخشی مبتنی بر واقعیت مجازی بر کارکردهای شناختی کودکان مبتلا به  بیش فعالی/ نقص توجه بود.

    روش کار

    پژوهش حاضر از نوع نیمه تجربی دارای پیش آزمون و پس آزمون و گروه کنترل بود. جامعه آماری شامل تمامی کودکان 7 تا 12 ساله مبتلا به بیش فعالی/نقص توجه مراجعه کننده به بیمارستان بقیه ا...واقع در منطقه 3 شهر تهران در سال  1401-1400 بود، که از میان آنها تعداد 30 نفر براساس روش نمونه گیری در دسترس انتخاب شدند و  به صورت تصادفی ساده آزمودنی ها به دو گروه 15 نفره آزمایش و کنترل گمارش شدند. جهت جمع آوری داده ها از آزمون یکپارچگی دیداری و شنیداری رایانه ای بهره گرفته شد و تجزیه و تحلیل داده ها با استفاده از آزمون کوواریانس در نرم افزار SPSS-26  انجام شد.

    یافته ها

    نتایج حاصل از مطالعه نشان داد که درمان توانبخشی مبتنی بر واقعیت های مجازی توانسته به صورت معناداری نمرات پس آزمون کارکرد های اجرایی (توجه انتخابی، توجه پایدار و بازداری پاسخ) در گروه آزمایش را به صورت معناداری افزایش دهد و بیشترین افزایش مربوط به مولفه توجه انتخابی بوده است (P<0.01).

    نتیجه گیری

    می توان گفت که درمان توانبخشی مبتنی بر واقعیت های مجازی یکی از درمان های موثر بر بهبود کارکردهای اجرایی در کودکان دارای بیش فعالی/ نقص توجه است. بنابراین پیشنهاد می شود که متخصصان سلامت حیطه کودک جهت بهبود وضعیت روانی و شناختی و اجرایی این کودکان از این درمان استفاده کنند.

    کلید واژگان: توانبخشی, کارکردهای شناختی, بیش فعالی نقص توجه, کودکان
    Zahra Barati, Mojgan Sepahmansour*, Shokoofeh Radfar
    Introduction

    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.

    Method

    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.

    Results

    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).

    Conclusion

    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.

    Keywords: Attention Deficit Hyperactivity Disorder, Children, Cognitive Function, Rehabilitation
نکته
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