The Effectiveness of Computer Cognitive Rehabilitation on Improvement of Executive Function of Response Inhibition in Children with Attention Deficit Hyperactivity
Sima
Aivazy
Master of Psychology, Razi University, Kermanshah, Iran
author
Kamran
Yazdanbakhsh
Ph.D., Assistant Professor of Cognitive Psychology, Razi University, Kermanshah, Iran
author
Asie
Moradi
Ph.D., Assistant Professor of Psychology, Razi University, Kermanshah, Iran
author
text
article
2018
per
Introduction:In children with attention deficit hyperactivity disorder, defects in executive functions are also recognized.The aim of this study was to measure the effectiveness of cognitive rehabilitation on improvement of executive function of response inhibition in children with attention deficit hyperactivity disorder (ADHD). Methode: The present study was semi-experimental design with pre-test and post-test with control group. In this study, children aged 7 to 12 years who were diagnosed with (ADHD) by psychological experts of the counseling center of Kermanshah were selected. 20 of these children (10 girls and 10 boys) were randomly assigned to two experimental and control groups. The experimental group was subjected to 12 sessions of The Captain's Log Mind Power Builder and the control group did not receive treatment. After the last session of treatment, both groups were re-evaluated. Data were analyzed by covariance analysis using SPSS_23 software. Findings: The findings showed that cognitive rehabilitation was effective on improvement of executive function of response inhibition in children with attention deficit hyperactivity disorder. Conclusion: Therefore, we recommend a cognitive rehabilitation program for improving the executive function of response inhibition of children with ADHD.
Neuropsychology
Payame Noor University
2476-5023
4
v.
14
no.
2018
9
22
https://clpsy.journals.pnu.ac.ir/article_5239_e7a359a7071b54823264e09981958304.pdf
dx.doi.org/10.30473/clpsy.2018.41327.1350
The Impact of Manipulation Training of Handedness on Expressive and Receptive Language in Children with Autism Spectrum Disorder
shima
mohamadi
Master's degree in clinical psychology of children and adolescents, science and arts university , Yazd, Iran
author
farangis
demehri
- Doctor of Psychology of Exceptional Children, Assistant Professor of the science and arts university , Yazd, Iran
author
Mohsen
Saeidmanesh
PhD in Cognitive Neuroscience, Assistant Professor of the science and arts university , Yazd, Iran
author
text
article
2018
per
Introduction:In children with attention deficit hyperactivity disorder, defects in executive functions are also recognized.The aim of this study was to measure the effectiveness of cognitive rehabilitation on improvement of executive function of response inhibition in children with attention deficit hyperactivity disorder (ADHD). Methode: The present study was semi-experimental design with pre-test and post-test with control group. In this study, children aged 7 to 12 years who were diagnosed with (ADHD) by psychological experts of the counseling center of Kermanshah were selected. 20 of these children (10 girls and 10 boys) were randomly assigned to two experimental and control groups. The experimental group was subjected to 12 sessions of The Captain's Log Mind Power Builder and the control group did not receive treatment. After the last session of treatment, both groups were re-evaluated. Data were analyzed by covariance analysis using SPSS_23 software. Findings: The findings showed that cognitive rehabilitation was effective on improvement of executive function of response inhibition in children with attention deficit hyperactivity disorder. Conclusion: Therefore, we recommend a cognitive rehabilitation program for improving the executive function of response inhibition of children with ADHD.
Neuropsychology
Payame Noor University
2476-5023
4
v.
14
no.
2018
23
36
https://clpsy.journals.pnu.ac.ir/article_5376_80e5257bdc8cc377530137ed7af0b66f.pdf
dx.doi.org/10.30473/clpsy.2018.40828.1341
Examining the Efficacy treatment of Computer-based Neurocognitive in people with Borderline Personality Disorder
seyed hasan
sadeghzadeh
Department of computer and Information technology, Payame Noor University, Tehran, Iran
author
zahra
karami
corresponding author, Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran
author
maryam
babaeifard
Department of Psychology, Payame Noor University, Tehran, Iran
author
hamidreza
vafaei
MD,General Surgery Board,Aesthetic Surgery
author
text
article
2018
per
Introduction:Many studies have shown that borderline personality disorder is related to the neuropsychological deficits and there is also evidence that neurocognitive profile of patients with borderline personality disorder can be related to the consequences of this disorder. This study aimed to Examining the efficacy treatment of Computer-based Neurocognitive in people with borderline personality disorder. Method: this study's design was pre experimental with pretest- posttest. Studied population consisted of all patient with borderline personality disorder who were visited in clinics and health centers in Tehran. The sample included 30 patients who met the Diagnostic Interview for Borderline Personality Disorder—Revised version (DIB-R) criteria in the 4 scale affective dysregulation, impulse action patterns, cognitive– perceptual impairment and interpersonal relationship disturbance for borderline personality disorder. Patients were randomly assigned in experimental and control groups ( 15 patients in experimental group and 15 patient in control group), then therapeutic interventions were made. Subjects were also assessed by clinical, neuropsychological and functional measures in baseline and after 32 meet of the 16Weeks of computer-assisted cognitive remediation (experimental group) intervention or treatment as usual (control group) which were made twice a week. Findings: Covariance analysis results demonstrated that patients who received CACR showed greater improvement in working memory and psychosocial functioning results than patients treated with TAU, but symptom severity didn't have significant difference. Conclusion: Findings of this study showed the feasibility and potential the efficacy treatment of Computer-based Neurocognitive domains, suggesting a relatively limited clinical usefulness of the treatment of Computer-based Neurocognitive in the treatment of the borderline personality disorder.
Neuropsychology
Payame Noor University
2476-5023
4
v.
14
no.
2018
37
58
https://clpsy.journals.pnu.ac.ir/article_5454_072d594ca9e50a6baa34a45ad97426e0.pdf
dx.doi.org/10.30473/clpsy.2019.36665.1265
The effect Environmental Approach (affordances) Approach to metacognitive of Children with Mental Disorders
morteza
homayounnia
PH.d, Motor Behavior, Department Motor Behavior, University of Tehran, Tehran, Iran
author
mahmoud
shiekh
Associate professor, Ph.D Motor Behavior,Department Motor Behavior, University of Tehran,Tehran, Iran
author
rasool
hemayattalab
full professor, Ph.D Motor Behavior,Department Motor Behavior, University of Tehran,Tehran, Iran
author
shahnaz
shahrbanian
Assistant professor, Department of Sport Injury, Faculty of Sport Science, Tehran University/ Department of Sport Science, Faculty of Humanities, Tarbiat Modares University
author
alireza
homayouni
Department of psychology, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran
author
text
article
2018
per
Introduction : The purpose of this study was to determine the effects of environmental affordances on metacognitive in children with intellectual disability. Method: This was a quasi-experimental study. Target population included 175 children (6-9 years old) with intellectual disability living in Babol in 2017. Among them 50 children were conveniently recruited and randomly divided into two groups: experimental and control group (25 per each group). The experimental group went under a specific program including the environmental affordances, such as, facilities, training, and exercises focusing on motor skills development of children. The intervention lasted for 36 weeks, 3 sessions per week, and 30 to 45 minutes per session. The metacognitive questionnaire (MCQ-C) was used to assess metacognitive skills. Analysis of covariance was used to analyze the collected data. Results: The results indicated that the environmental affordances were effective in improving m metacognitive (pConclusion: Considering the lack of metacognitive skills in children with mental disorders and the relationship between metacognition and learning, it can be argued that is suggested improving the metacognitive skills of these children in order to improve the learning of different skills.
Neuropsychology
Payame Noor University
2476-5023
4
v.
14
no.
2018
59
72
https://clpsy.journals.pnu.ac.ir/article_5455_dcfe9521024f07e11f426b7e578c8117.pdf
dx.doi.org/10.30473/clpsy.2019.42103.1361
Effectiveness of Cognitive behavioral group Play therapy and Transcranial Direct Current Stimulation on Executive Function of Working Memory And Response Inhibition of Children with Attention Deficit- Hyperactivity Disorder
Azam
Fattahi Andebil
Assistant Professor, Consultative Group, Faculty of Education & Consultation, Islamic Azad University, Roudehen Branch, Roodehen, Iran
author
Hayedeh
Saberi
Assistant Professor, Department of Psychology, Faculty of Psychology and Social Sciences, Islamic Azad University, Roodehen Branch, Roodehen, Iran
author
asghar
kazemi kavaki
Ph.D. Student, Consultation Group, Faculty of Education & Consultation, Islamic Azad University, Roodeen Branch, Roodehen, Iran
author
text
article
2018
per
Introduction: The present study has been done with aim to investigate the effectiveness ofCognitive behavioral group Play therapy(CBPT)and transcranial direct current stimulation(tDCS)On executive function of working memory and response inhibition of children with (ADHD).Methods:In this quasi-experimental study with pre-test and post-test and control group,49 boys ADHD 6 to 11 years old were selected by Convenience Sampling method and from two schools in Islamshahr.In the following,By doing Stanford Intelligence Test and Conner’s Parent,13 people were excluded due to absence of entry criteria.The remaining 36 boys were randomly assigned into groups of intervention and control (each group included 12 subjects).Then, tests of N-Back for measures working memory and Go-No-Go was used for measures response inhibition Before and after interventions.Interventions included CBPT 8 sessions of 60 minutes and tDCS included 10 sessions of 10 minutes with intensity of 1 mA .Data were analyzed by Software SPSS version 23.Findings: After the removal of the effect of pre-test was determined that there was no significant difference between the intervention and control groups in the working memory scores(in the number of correct responses and action speed).Also,CBPT had no significant difference in any of the response inhibition scores compared to the control group, However,tDCS had a significant difference with the control group in the scores of action accuracy and action speed was.Conclusion:the CBPT method is not effective in improving active memory and inhibition of response,and tDCS method is only effective in improving response inhibition.children with ADHD disorders using tDCS can be more control their impulsivity.
Neuropsychology
Payame Noor University
2476-5023
4
v.
14
no.
2018
73
90
https://clpsy.journals.pnu.ac.ir/article_5500_e355003b84a2821a4be37c49df371b79.pdf
dx.doi.org/10.30473/clpsy.2019.42393.1369
The Effect of Cognitive Rehabilitation Training and Progressive Physical Training on Cognitive Flexibility and Social Developmental on Mentally Retarded Children
Maryam
Rahimianmashhadi
Assistant Professor, Faculty of Physical Education, Alzahra University, Tehran, Iran
author
parvaneh
shamsipoordehkordi
Assistant Professor, Faculty of Physical Education, Alzahra University, Tehran, Iran
author
مرضیه
ابطحی
کارشناس ارشد
author
text
article
2018
per
Introduction: The purpose of this research, determination impact cognitive rehabilitation training and progressive physical training on improvement cognitive flexibility and social developmental mentally retarded children. Method: In this study of semi experimental, 45 educable mentally retarded children with age range 8 to 12 year, according inclusion criteria select in two groups experimental and one of group control were placed. Findings: Data analysis shows among average social developmental and total error, groups of progressive physical training and cognitive rehabilitation with group control in post test level difference statistics is not significant. Averages shows progressive physical training group have social developmental score better than to others groups in post test. The mean of cognitive flexibility in cognitive rehabilitation and progressive physical education groups was better than control group. Conclusion: Cognitive and behavioral skills of mentally retarded children can be found through cognitive rehabilitation exercises Training and development
Neuropsychology
Payame Noor University
2476-5023
4
v.
14
no.
2018
91
110
https://clpsy.journals.pnu.ac.ir/article_5502_6afe1e87f55c7486e934bed454f8601c.pdf
dx.doi.org/10.30473/clpsy.2019.34162.1210
The Effect of Attention-Based Games on the Self-regulatory and Executive Function of Anxious Students
ali
mostafaie
Assistant Professor of Psychology, Payame Noor University , West Azarbaijan, Iran
author
mohamad
oraki
Associate Professor, Department of Psychology, Payame Noor University, Tehran, Iran.
author
anover
niknam
MSc in Sport Sciences, Payame Noor University, Rey, Iran
author
text
article
2018
per
Inroduction: The goal of this research Influence of Attention Games on the Self-regulatory and Executive Function of Anxious Students. Method: This study is a semi-experimental design with pre-test and post-test design with control group. For this purpose, an estimated 30 students are anxious grade Fourth Elementary School Year 97-96, Selected cluster sampling method And then Randomly way Two experimental groups (N=15), Control(N=15). Package of interventions Attention-Based Games on experimental group It was done in ten sessions. In order to measure the impact of intervention Pintrich & DeGroot, self-regulatory questionnaire, Conners Neuropsychological and Spielberger anxiety scale Before and after the training sessions, control and experiment groups were performed. The results were analyzed using Statistical analysis of covariance analysis. Findings: Results of one-way covariance analysis Showed that There is a significant difference between the experimental and control groups in terms of self-regulation and performance. Also, the anxiety variables of the experimental group compared with the control group, From pre-test to post-test Decreased, This indicates that interventions have been effective, The severity of anxiety disorder has decreased. Conclusion: Attention play can be considered as an effective method along with other methods medical on Increasing self-regulation and improving the performance of anxious students.
Neuropsychology
Payame Noor University
2476-5023
4
v.
14
no.
2018
111
128
https://clpsy.journals.pnu.ac.ir/article_5516_978f0c4b90ca3bbbe6a66b048644a95f.pdf
dx.doi.org/10.30473/clpsy.2018.41812.1354
The Effective of Rhythmic melodic stimuli and Play Education on Mirror Neurons and Working Memory of 4-7-Year-Old ADHD Children`s
Zahra
Kholusi
Master of General Psychology, Islamic Azad University, Tehran West Branch, Tehran, Iran.
author
Hassan
Ashayeri
Professor, Faculty of Rehabilitation, Tehran University of Medical Sciences, Iran.
author
sima
Ghodrati
Assistant Professor, Department of Psychology, Islamic Azad University, Tehran West Branch, Tehran, Iran.
author
text
article
2018
per
Introduction: The purpose of this research was to study the effect of Rhythmic melodic stimuli and playing on the performance of spatial neurons and the working memory of children aged 4-7 years.Methods: Materials and Methods: This research was a semi-experimental study with pre-post and post-prognosis in two educational groups. The survey population included all children aged 4-7 years old in Tehran's 8th district. The sampling method was available in this study and the sample size was 20 people, 10 of them in the music group and 10 in the game group with random sampling. Data collection was based on the Conner's parent and teacher questionnaire, working memory Wechsler 4, and brain recording from frontal region in three modes (1. rest eye open,2. Kohs Block test,3. Imitation of the game) Analysis and analysis of data obtained using SPSS version 24 and two descriptive and inferential sections using the Klomof-Samsinom assay for normal distribution of scores Multivariate analysis of MANOVA was performed. Findings: The results of this study showed that learning music and playing, in reducing the symptoms of hyperactive children and the performance of 4-7 years old neurons is 1/92% and 5.68% effective. Conclusion: Learning games with rules and music are effective tools in improving the performance and reducing the symptoms mirror neurons in 4-7 years old hyperactive children.
Neuropsychology
Payame Noor University
2476-5023
4
v.
14
no.
2018
129
144
https://clpsy.journals.pnu.ac.ir/article_5543_b8a344fe84b6145501f057838f614bf0.pdf
dx.doi.org/10.30473/clpsy.2019.42194.1362