Hassan Gharibi; Zoleykha Qolizadeh; Isa Hekmati; Changiz Rostami
Volume 3, Issue 9 , September 2017, , Pages 117-132
Abstract
Introduction: The purpose of this study was to Compare the efficacy of neurofeedback training and verbal self instruction on reduce of attention deficit / hyperactivity disorder symptoms. Method: For this aim, 60 students with attention deficit / hyperactivity symptoms among clients of counseling centers ...
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Introduction: The purpose of this study was to Compare the efficacy of neurofeedback training and verbal self instruction on reduce of attention deficit / hyperactivity disorder symptoms. Method: For this aim, 60 students with attention deficit / hyperactivity symptoms among clients of counseling centers in Sanandaj selected and randomly divided and replaced into three groups of 20 people. The first and second groups, as experimental groups were received 12 sessions (one session per week) verbal self instruction and 24 sessions of neurofeedback training intervention (2 session per week), but the control group received no intervention. Research too ls include CSI (CSI-4), ability and difficulties questionnaire and Raven's IQ test. Findings: Findings from analysis of covariance showed that control of effect of pre-test, a significant difference (at P>0/001) are given in the post-test, post hoc test, showed that both treatment groups had a significant effect (at P>0/001) in reducing symptoms. But the effectiveness of neurofeedback group was significantly higher than verbal self instruction. Conclusions: Both methods have efficiency in reduce of attention deficit / hyperactivity disorder symptoms, but the effectiveness of neurofeedback is higher than verbal self instruction. Mechanism of this effect is probably due to altered cognitive functions such as Inhibition.
Hassan Gharibi; Zoleykha Gholizadeh; Isa Hekmati
Volume 1, Issue 3 , March 2016, , Pages 21-37
Abstract
Introduction: The purpose of this study was to examine the effectiveness of verbal self-instruction on cognitive functioning (inhibition, working memory, and set shifting) of ADHD children. Method: To this end, 40 children with ADHD were selected purposefully from among the clients of Sanandaj Psychological ...
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Introduction: The purpose of this study was to examine the effectiveness of verbal self-instruction on cognitive functioning (inhibition, working memory, and set shifting) of ADHD children. Method: To this end, 40 children with ADHD were selected purposefully from among the clients of Sanandaj Psychological Clinics and were randomly categorized in experiment and control groups. The experimental group received 12 sessions of training in self-instruction, but the control group was kept in waiting-list. Child Symptom Inventory (CSI-4), Wisconsin Card Sorting Test (WCST), Victoria Stroop Color-Word test, and Letter-Number Span test were administered before and after the intervention in both control and experimental groups. Findings: Analysis of Covariance showed that self-instruction had significant effect on inhibition (reaction time and error interference of Stroop test) and working memory (Letter-Number Span test) of Children with ADHD (p
