Neuropsychology
Fahimeh Hamzehnejadi; Fariborz Bagheri; Mohammad Hatami; Fariborz dortaj
Abstract
Introduction: The aim of this study was to evaluate the effectiveness of behavioral self-regulation on working memory, attention deficit and hyperactivity in children. Method: This research was performed experimentally with a pretest-posttest design with an experimental group and a control group. The ...
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Introduction: The aim of this study was to evaluate the effectiveness of behavioral self-regulation on working memory, attention deficit and hyperactivity in children. Method: This research was performed experimentally with a pretest-posttest design with an experimental group and a control group. The statistical population included all children aged 7 to 12 years with attention deficit hyperactivity disorder who referred to counseling and psychology centers in Tehran's District 5 in the academic year 2019-2020, and were treated with Ritalin. Sampling was done by simple random method. Then, among the 40 people who received the most symptoms of attention deficit hyperactivity disorder and the lowest score in working memory, they were randomly divided into experimental and control groups. The experimental group separately participated in 8 weekly sessions of 60 minutes of research intervention and the control group remained on the waiting list. The research instruments included the Pediatric Symptoms Questionnaire (CSI-4) and the Work Memory Scale of Aloy et al. (2008). Statistical data were analyzed using multivariate analysis of covariance. Results: The findings indicate that self-regulatory behavioral interventions are effective on working memory and reducing the symptoms of attention deficit hyperactivity disorder in children. Conclusion: Behavioral self-regulation skills training had a significant effect on working memory of ADHD children.
amir dana; Amir Shams
Abstract
Aim: Attention deficit hyperactivity disorder is one of the most common neurodevelopmental disorders in children. The aim of this study was The Effect of Brain cognitive interventions on executive functions in children with attention deficit hyperactivity disorder.Method: The method of this research ...
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Aim: Attention deficit hyperactivity disorder is one of the most common neurodevelopmental disorders in children. The aim of this study was The Effect of Brain cognitive interventions on executive functions in children with attention deficit hyperactivity disorder.Method: The method of this research was semi-experimental and applied in terms of its purpose, which was done using a pre-test-post-test design with control group.30 children with attention deficit hyperactivity disorder participated in this study. At the pretest stage, Selected Attention Test was taken by Strop Effect on Psychological Refractory Period test. The participants were randomly divided into experimental and control groups of 15.The experimental group received Brain cognitive interventions for 12 sessions per hour and for 4 weeks (3 sessions per week).During this period, no intervention was performed in the control group. After the end of the intervention period, a post-test was taken. Data were analyzed by covariance analysis using SPSS_22 software. Results: The results showed that Brain cognitive interventions is affected by focused Selective Attention (P <0.001) and divided (P <0.002).Conclusion: In a general conclusion, it can be argued that presentation of Brain cognitive interventions could improve executive functions such as focused selective attention and divided selected attention in children with attention deficit hyperactivity disorder.
Fateme Taaki; Maryam Sharifi; Mahgol Tavakoli
Abstract
Aim: Hyperactivity disorder is one of the most common chronic developmental disorders that has always been of interest to researchers and therapists. So far, several studies have been conducted to evaluate and improve cognitive problems such as working memory function in children with this disorder. ...
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Aim: Hyperactivity disorder is one of the most common chronic developmental disorders that has always been of interest to researchers and therapists. So far, several studies have been conducted to evaluate and improve cognitive problems such as working memory function in children with this disorder. The purpose of this study was to collect and combine the results of these studies and calculate their effect size using a meta-analysis research model in order to achieve a more comprehensive view on the difference between the working memory of children with attention deficit hyperactivity disorder with healthy children, as well as the effectiveness of interventions on it. Method: 23 studies (10 comparisons and 13 interventions) that were accepted methodologically were selected and meta-analysis was performed on them. The tool was a meta-analysis checklist. Findings: The meta-analysis findings showed that the effect size of the comparison of working memory in children with attention deficit hyperactivity disorder with normal children was 1.21 (p Conclusion: According to Cohen table, both sizes of the effect obtained in this research are high and this confirms the existence of the difference between the working memory of children with attention deficit hyperactivity disorder and healthy children and also shows the effectiveness of the interventions
SEYEDYOONES MOHAMMADI; maryam Hosini
Volume 4, Issue 12 , June 2018, , Pages 125-140
Abstract
Aim: The aim of this study was to evaluate the efficacy of neurofeedback and drug therapy in the treatment of attention deficit hyperactivity disorder in children with ADHD and to compare the effectiveness of these two treatments. Methods: According to The purpose of the research, 45 children with attention ...
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Aim: The aim of this study was to evaluate the efficacy of neurofeedback and drug therapy in the treatment of attention deficit hyperactivity disorder in children with ADHD and to compare the effectiveness of these two treatments. Methods: According to The purpose of the research, 45 children with attention deficit hyperactivity disorder (ADHD) were selected through available sampling method and were divided into three groups (Experimental and control). Drug therapy and neurofeedback treatment was conducted during weekly meetings in Isfahan. In this study, parents' Converz questionnaire was used for data collection in two stages: pre-test and post-test. Findings: The results of the analysis revealed that the efficacy of drug therapy and neurofeedback treatment on attention deficit problems and impulsivity problems of children was significant. Also, the results of the analysis showed that drug therapy was more effective than neurofeedback in reducing stunting problems, while neurofeedback treatment has been more effective than medication in treatment of attention deficit problems. Conclusion: According to the results on this research, neurofeedback is a suitable treatment method for reduction symptoms of attention deficit and hyperactivity in children.
alireza pirkhaefi; tohid akbarvand
Volume 1, Issue 1 , September 2015, , Pages 26-40
Abstract
Introduction: The present study was done with the objective of determining the efficiency of neuropsychological rehabilitation method of sensory integration in improving executive functions of children with disorder in shortcomings attention/proactive. Methods: The survey is pre-test post-test model ...
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Introduction: The present study was done with the objective of determining the efficiency of neuropsychological rehabilitation method of sensory integration in improving executive functions of children with disorder in shortcomings attention/proactive. Methods: The survey is pre-test post-test model with two groups, one experimental group and one control group. The research sample consisted of 30 elementary school boys and girls, at the age of 7 to 11, who were selected from among available children suffering ADHD disorder (Attention Deficit Hyperactivity) in the academic year 1392-1393. This students were equally on the basis of recognizing values and intelligence and were randomly divided to two equal group; i.e. experimental and control groups. The research instruments for gathering the data were the questionnaire of Child Symptom Inventory (CSI-4), and Color Matrixes of Intelligence Test of Riyon. And to evaluate the executive functions (planning, attention, confining response), London Tower Test and Continuous Function test were used, the interrupting remedy was done on the basis of sensing alignment method and consisted of six weeks of exercising (SI). Findings: the data were analyzed by means of SPSS programs and Covariance analysis methods. The results reveal that sensing alignment in the post-test caused meaningful improvement in executive functions (planning, attention, confining response), (P
