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Showing 3 results for Adhd
Aghaye Saeed Zandi, Mohammad Rasoul Hemayat Talab, Aghaye Morteza Homayoun Nia Nevisandeh Election,
Volume 10, Issue 2 (7-2016)
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common behavioral disorders in children. The current study investigated the effects of sports, play, and active recreation in children (SPARK) program on reducing the behavioral problems of children with ADHD. In order to conduct the experiment, the participants (n=30) were randomly assigned into an experimental group and a control group. Child Behavior Checklist (CBCL) was administered to both groups. Then, the experimental group received SPARK program for 12 sessions of 30 minutes, while the control group received no training. At the end of the sessions, both groups were assessed once more. Findings demonstrated that the groups were not very different in the pretest stage__AWT_NOKT_COMMA__ but, post-test scores revealed a significant difference between the groups. This implies the efficacy of doing exercise and physical activities on reducing the behavioral problems of the experimental group members. Therefore, it seems that physical activities should be put into focus in schools and educational centers in order to pave the way for designing therapeutic programs for ADHD children. It is recommended that administrators, trainers, and parents provide suitable environments for ADHD children to help them improve their behaviors.
Somaye Robatmili,
Volume 13, Issue 1 (3-2019)
Abstract
Working memory (WM) is responsible for producing, maintaining, and manipulating cognitive representations of stimuli, searching for the same or similar stimuli in memory, and maintaining appropriate behavioral responses. WM is assumed to play a significant role in extant models of Attention Deficit Hyperactivity Disorder (ADHD). Using a single-case design with multiple baselines, we applied a computer-based cognitive rehabilitation program with adaptive training of WM tasks on 6 children with ADHD (inattention type) during 15 sessions – with each lasting 30 min– and evaluated the effects of the training. The obtained data were analyzed using visual analysis, percentage of recovery, and Reliable Change Index. The findings suggested that the program significantly enhanced the trainee’s performance in abilities pertaining to central executive functioning (CE), phonological loop (PH), and visuospatial sketchpad (VS) subsystems of WM. These results demonstrate that performance on WM tasks can be significantly improved by training, implying that that WM training has the potential to be of clinical use for ameliorating the symptoms of ADHD.
Dr Maryam Ghazaei, Mrs Narjes Taheri, Mrs Leyly Ramezan Saatchi,
Volume 15, Issue 1 (4-2021)
Abstract
The family is the first environment in which children grow up and therefore has significant effects on children’s behaviors. The present study aimed to test the aggression model among ADHD children based on maternal parenting styles with the mediation of executive function. This was a descriptive correlational study that was conducted on 200 primary school students with ADHD in Iran. Data collection tools included the Buss and Perry Aggression Questionnaire, Baumrind’s Parenting Styles Questionnaire, and the Barkley Rating Inventory of Executive Function (BRIEF). The results of path analysis suggested the relationship between maternal authoritative and permissive parenting styles with aggression was mediated through executive function (p<.05). The maternal authoritative parenting style has a negative relationship with aggression (p<.001) and executive function problems (p<.001). Also, the maternal permissive parenting style has a positive relationship with aggression (p<.001) and executive function problems (p=.006). Maternal parenting styles can affect the cognitive and behavioral performance of ADHD children.
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