Showing 6 results for Attention Deficit
Alireza Bahrami,
Volume 15, Issue 5 (10-2012)
Abstract
Background: Attention Deficit/Hyperactivity Disorder (ADHD) is a behavioral disorder in children which is characterized by one or a combination of three factors including hyperactivity, inattentiveness and impulsiveness. The purpose of present study was to investigate the effectiveness of ball and non-ball games on improvement of attention deficit/hyperactivity disorder in the 9-11 year old male students in Arak. Materials and Methods: In this pre/post-test designed clinical trial 60 male students with ADHD disorder, were randomly divided into three equal groups including ball games, non-ball games and control group. Practice groups had 12 weeks games therapy (3 sessions per week and 30-45 min per session). The symptoms of ADHD and Hyperactivity were evaluated through Child Symptom Inventory-4 (CSI-4) questionnaire before and after the 12-week practice programs. Results: The results of the present study revealed that after 12 weeks play therapy, both experimental groups had a significant decrease in ADHD symptoms in comparison with pre-test situation (p<0.05), but no significant difference was seen between ball games and non-ball games groups (p>0.05). Conclusion: Based on the obtained findings of the study it can be concluded that ball/ non-ball games, have a positive effect in improving and reduction of symptoms of ADHD.
Farideh Hashemian Nejad, Nasrollah Veysi, Naser Shirkavand, Jamal Ashoori,
Volume 18, Issue 8 (11-2015)
Abstract
Background: Many of key problems in students with attention deficit disorder are related to executive dysfunction that in this field neurofeedback training and computer games are effective. This study aimed to compare the effectiveness of neurofeedback training and computer games on continuous attention and planning ability in students with attention deficit disorder.
Materials and Methods: This study was a quasi-experimental with a pre-test and post-test design and with a control group. The statistical population was included all elementary students with attention deficit disorder that referred to counseling centers of Mashhad city in 2013. Totally, 45 students were selected through available sampling method and randomly assigned to three groups. The experimental groups were educated 12 sessions of 60 minutes by neurofeedback and computer games methods. To assess continuous attention and planning, the CPT and Tower of London computerized tests were used, respectively. Data were analyzed by using the SPSS-19 software and multivariate analysis of covariance (MONCOVA) methods.
Results: The findings showed that both methods of neurofeedback training and computer games significantly lead to increase continuous attention and planning in students with attention deficit disorder. Also, there wasn't any significant difference between two methods in continuous attention and planning (P<0/05).
Conclusion: The results showed that neurofeedback training and computer games methods were effective in improving continuous attention and planning for students with attention deficit disorder. Therefore, counselors and therapists can use mentioned methods in treatment of students with attention deficit disorder.
Saeed Mohamadi Molod, Ali Heidarian Pour, Elnaz Shokri,
Volume 21, Issue 2 (5-2018)
Abstract
Abstract
Background: The aim of this research was to investigate the effect of substructural exercises on serum brain-derived neurotrophic factor (BDNF) and attention function in boys with attention deficit hyperactivity disorder (ADHD).
Materials and Methods: The research method was semi-experimental with pre-test and post-test design with control group. Statistical population of this research included all elementary male students who in the early reviews, the symptoms of attention deficit hyperactivity disorder were diagnosed and referred for further study and treatment to the core of counseling and psychology of education in Sardar district in academic year 2016-2017. From the above community, 30 boys aged 7 to 12 years old were selected as the sample and randomly assigned to control and experimental groups. In order to recognize the attention deficit, the Conners' Parent's Questionnaire and clinical interview were used and to measure attention, Continuous Performance Test (CPT) and to measure the serum levels of BDNF, ESTOBIOPHARM kit were used. The experimental group subjects performed aerobic exercises with intensity 45-75% of maximal heart rate for 12 weeks in 36 sessions of training, 25-75 minutes, and data were analyzed using multivariate covariance.
Results: The results showed that there was a significant difference between control and experimental groups in serum levels of BDNF and continuous attention function (p<0.001).
Conclusion: Regarding the results of this study, it can be concluded that endurance training increases the BDNF and thus improves attention in boy with attention deficit hyperactivity disorder (ADHD).
Fahimeh Omidi, Mostafa Nokani, Anita Alaghmand,
Volume 22, Issue 2 (6-2019)
Abstract
Background and Aim: Attention Deficit Hyperactivity Disorder is a common psychiatric disorder in children and paying attention to drugs that were used in this disorders are important. This study compares the efficacy of Ritalin with Memantin that is added to Ritalin on the severity of ADHD and attention deficit disorder in children.
Materials and Methods: This study is a clinical trial. All of 76 patients with diagnostic criteria for ADHD had been selected from the group of children that they were 7-12 years old, through diagnostic interviews in control & experimental groups based on DSM-V. At first, both groups filled out the Connors parent questionnaire for assessing the severity of the symptoms. Then, Ritalin was prescribed for the patients in the control group and Memantin was added to Ritalin for the patients in the experimental group for one month. The two groups again completed the questionnaire and the effectiveness of drugs was compared.
Ethical Considerations: This study with research ethics code 139510 has been approved by research ethics committee at Arak university of medical sceinces and also has been registered with code IRCT2016080829268N1 at Iranian Registry of Clinical Trials (IRCT).
Findings: According to the P-value of this test, there was no significant difference between the two groups after taking the drugs, which is equal to 0.324 and more than 0.05. But in that groups, there was a significant difference in severity of the symptoms between groups before and after taking the drugs.
Conclusion: Although the symptoms severity of hyperactivity decreased, there was no significant difference between these two groups. The Memantin added to Ritalin did not have a special effect on reducing the severity of symptoms compared to Ritalin. We can conclude the Ritalin might have had a significant effect on the symptoms reduction.
Seyed Mahmoud Tabatabaei, Gholamreza Chalabainloo,
Volume 23, Issue 4 (9-2020)
Abstract
Background and Aim: This study aimed to investigate the effectiveness of resiliency training on positive and negative affect and reduce the psychological distress in mothers of children with Attention Deficit Hyperactivity Disorder (ADHD).
Methods & Materials: The research method was semi-experimental with and pre-test, post-test design with the control group. The statistical population of this study included all mothers of children with ADHD in Tabriz in 2020, among which 30 were selected by convenience sampling method, were randomly assigned to experimental, and control groups. The research tools included the Positive and Negative Affect Scale and Anxiety, Depression, and Stress Questionnaires.
Ethical Considerations: The Ethics Committee of the Islamic Azad University of Tabriz Branch approved this study (Code: IR.IAU.TABRIZ.REC.1398.062).
Results: The results of 9 sessions with 90 minutes of group resilience training (taken from Henderson & Milstein, 2003) showed that resiliency training leads to an increase in positive affect and a decrease in negative affect, as well as a decrease in psychological distress in mothers of children with ADHD.
Conclusion: These results suggest that resiliency education can be effective as an educational-therapeutic approach to increase positive emotions and decrease negative emotions and mental disorders in mothers of children with childhood disorders.
Zahra Barati, Mojgan Sepahmansour, Shokoofeh Radfar,
Volume 24, Issue 5 (11-2021)
Abstract
Background and Aim: Children with Attention Deficit Hyperactivity Disorder are a good target group for cognitive rehabilitation Because their behavioral problems, including inattention, impulsivity, and hyperactivity, have a specific cognitive and cerebral origin. This adaptation of behavior to cognitive function provides an opportunity to repair behavior by strengthening cognitive function. This study aimed to compare the effectiveness of cognitive rehabilitation based on virtual reality technology as a new method and classical cognitive rehabilitation in improving the executive functions of children with attention deficit hyperactivity disorder.
Methods & Materials: This research was a quasi-experimental study using a pre-test-post-test design with a control group. The statistical population included all children aged 7-12 years with Attention Deficit Hyperactivity Disorder in Tehran in 1398 who were selected by convenience sampling method and randomly divided into 3 groups of 12 people. In the pre-test stage, participants were assessed with the Attention Deficit Hyperactivity Disorder Rating Scale and the Computer Integrated Visual and Auditory Test (IVA-2). The first group received a virtual reality-based cognitive rehabilitation package and the second group received a Captain Log computer cognitive rehabilitation package, 12 sessions twice a week. No intervention was performed in the control group during this period. Post-tests were taken from all 3 groups after the intervention. Univariate analysis of covariance (ANCOVA) was used to analyze the data using SPSS software v. 26.
Ethical Considerations: This study was approved by the Research Ethics Committee of the Islamic Azad University, Central Tehran Branch (Code: IR.IAU.CTB.REC.1400.001).
Results: The results showed that both methods of cognitive rehabilitation intervention had a significant effect on cognitive functions (selective attention, sustained attention) of Attention deficit hyperactivity disorder (ADHD) children (P<0.01). But no significant difference was observed between the mean scores of selective attention and sustained attention in the first experimental group and the second experimental group (P>0.05).
Conclusion: Virtual reality-based cognitive rehabilitation is as effective as classical cognitive rehabilitation on selective attention and sustained attention in children with ADHD. Virtual reality-based cognitive rehabilitation can be used as a new approach to rehabilitating this disorder.
