Neuropsychology
Abed Mahdavi; Manijeh Noori; Ladan Valizadeh Davoodabadi; Hoda Ghoraeian; Zahra Ramezanpour Sobhani; Yaser Heidari; Ebtesam Farajollahzadeh
Abstract
Purpose: Attention hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders characterized by symptoms of inattention, hyperactivity, and impulsivity. The study compared the effectiveness of the Meta-thinking Training Program based on Mental-Brain Simulation (MTMBS) and Clay ...
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Purpose: Attention hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders characterized by symptoms of inattention, hyperactivity, and impulsivity. The study compared the effectiveness of the Meta-thinking Training Program based on Mental-Brain Simulation (MTMBS) and Clay Art Therapy (CAT) in improving emotion regulation in adolescents with ADHD. Method: This study was a randomized controlled clinical trial of the semi-experimental type in which 45 adolescents with ADHD were randomly placed in three Test and control groups. The emotion regulation difficulty questionnaire of Graz and Romer (2004) and the Connors parenting form grading questionnaire (1978) were used to collect data. The training intervention of both methods was implemented for eight and sixteen sessions of 90 minutes. The data analysis was performed using multivariate covariance analysis and a Bonferroni test. Findings: The results indicated that both therapeutic approaches significantly improved emotion regulation in adolescents with ADHD. A multivariate covariance analysis revealed that the therapeutic interventions accounted for 80 to 83 percent of the changes in various components of emotion regulation. However, Statistical evaluation indicated no significant variance in effectiveness between the treatments. Conclusion: Based on the findings, both therapeutic approaches are equally effective in improving the emotion regulation of adolescents with ADHD. These results have important implications for providing evidence-based therapeutic interventions for this group of patients and can help improve their quality of life and mental health.
Neuropsychology
sara rahnama; Mohsen Saeidmanesh; Farangis Demhari
Abstract
The purpose of this study was to investigate the Effectiveness of remote cognitive-equilibrium tasks based cognitive rehabilitation on improving executive functions and reducing behavioral symptoms of children with ADHD. The present study was a semi-experimental, pre-test-post-test type with a control ...
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The purpose of this study was to investigate the Effectiveness of remote cognitive-equilibrium tasks based cognitive rehabilitation on improving executive functions and reducing behavioral symptoms of children with ADHD. The present study was a semi-experimental, pre-test-post-test type with a control group. The statistical population of the included all children with attention ADHD aged 8 to 12 years. Using available sampling method, 30 children with ADHD were selected and replaced in two experimental (15people) and control (15people)groups using random replacement method. The research tools included Connors questionnaire for parents (1960), Quay and Patterson behavioral problems questionnaire (1987), brief executive function questionnaire (2000). The experimental group was trained for 10 sessions of 45 minutes in the format of two sessions a week, using the cognitive rehabilitation package based on balance-cognitive tasks of Baran, but the control group did not receive any intervention. Data analysis was done using (MANCOVA) to measure the effectiveness of remote cognitive rehabilitation using SPSS-26. The findings showed that remote cognitive rehabilitation based on balance-cognitive tasks (F = 82.952) and a significance level smaller than (0.001) has a significant effect on the component of executive functions. Also, cognitive rehabilitation through The round based on balance-cognitive tasks (F = 57.829) and the significance level is less than (0.001)) has a significant effect. Therefore, it was concluded that remote cognitive rehabilitation based on balance-cognitive tasks improves executive functions and reduces symptoms. The behavior of children with ADHD is affected.
mona asbaghi; . .; . .; . .
Volume 2, Issue 6 , December 2016, , Pages 77-90
Abstract
Introduction: The main aim of present study was to compare the effect of Neurofeedback training and Neurofeedback along with cognitive rehabilitation on ADHD children’s improvement. Method: To do so, 20 elementary students with ADHD were selected among Tehran clinics’ clients through purposive ...
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Introduction: The main aim of present study was to compare the effect of Neurofeedback training and Neurofeedback along with cognitive rehabilitation on ADHD children’s improvement. Method: To do so, 20 elementary students with ADHD were selected among Tehran clinics’ clients through purposive sampling. For assessing attention, TOVA test was conducted by all subjects as continues performance test. Subjects were divided in to two groups; 10 subjects received Neurofeedback training alone and another group trained Neurofeedback along with cognitive rehabilitation. Training session were conducted for 10 weeks; each week three sessions. Data were analyzed using Analysis of Covariance (ANCOVA). Findings: The results showed that effect size of Neurofeedback along with cognitive rehabilitation was higher than Neurofeedback training alone on impulsivity problems’ reduction. Conclusion: The results of this study showed that Neurofeedback can decrease signs of ADHD and the effect of Neurofeedback can be more obvious if cognitive rehabilitation is added.
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
