Original article
Neuropsychology
hussein zare; hussein ghasemi; amin rafiepoor; nasrollah erfani
Abstract
Aim: The present study was conducted to determine the effect of cognitive rehabilitation on improving executive functions, cognitive emotion of regulation, and reducing drug craving among male prisoners undergoing methadone maintenance therapy. Method: The present study was conducted using a quasi-experimental ...
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Aim: The present study was conducted to determine the effect of cognitive rehabilitation on improving executive functions, cognitive emotion of regulation, and reducing drug craving among male prisoners undergoing methadone maintenance therapy. Method: The present study was conducted using a quasi-experimental pretest-posttest design with an unequal control group. The statistical population included prisoners undergoing methadone therapy at Qazalhessar Prison in 2023. The sample consisted of 80 individuals who were enrolled in a 2-month clinical trial with a 2-month follow-up period. The experimental group received a cognitive rehabilitation program in 16 group sessions of 90 minutes. In order to collect data, the addiction severity index, the Wisconsin card classification test, the Somoza substance craving short scale, and the Garnefsky cognitive emotion regulation test were used. Findings: The results using repeated analysis of covariance test with follow-up2 months showed that cognitive rehabilitation treatment was effective in improving executive function, cognitive regulation of emotions and reducing cravings in prisoners treated with methadone and there was a significant difference between the two experimental and control groups However, in the 2-month follow-up, the urine test results for amphetamines and methamphetamines were positive for 1 individual in the treatment group and 15 individuals in the control group. Conclusion According to the present findings, cognitive rehabilitation can be used in addiction treatment (improving executive functions and cognitive regulation of emotions and reducing cravings) of prisoners treated with methadone.
Original article
Neuropsychology
Mohammadreza Noroozi Homayoon; Mohamad Hatami Nejad; Esmaeil Sadri Damirchi; masoud sadeghi
Abstract
Objective: To compare the effectiveness of emotion regulation training and transcranial direct current stimulation intervention on improving executive functions (attention, cognitive flexibility, response inhibition, emotion control) and impulsivity in male students with attention deficit hyperactivity ...
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Objective: To compare the effectiveness of emotion regulation training and transcranial direct current stimulation intervention on improving executive functions (attention, cognitive flexibility, response inhibition, emotion control) and impulsivity in male students with attention deficit hyperactivity disorder. Materials and methods: The current research is semi-experimental with pre-test-post-test and control group. The statistical population of this research included all male students of the second year of high school with attention deficit and hyperactivity disorder in Ardabil city in the academic year of 1402-1403. Sampling was also clustered. The research tools included: N-Beck computer test, Wisconsin card sorting test, dual Stroop task test, impulsivity and interventions including emotion regulation training protocol and transcranial direct current stimulation intervention. Findings: Emotion regulation training and transcranial direct current stimulation intervention have improved executive functions and reduced impulsivity in male students with attention deficit hyperactivity disorder. The results of Bonferroni's post hoc test also showed that there is a significant difference between the training groups of emotion regulation transcranial direct current stimulation intervention with the control group (p<0.05). Discussion and conclusion: Emotion regulation training and transcranial direct current stimulation intervention have improved executive functions and reduced impulsivity in male students with attention deficit hyperactivity disorder.
Original article
Neuropsychology
Sana Azarshab; Mohammad Ali Fardin
Abstract
The present study was conducted with the aim of investigating the effectiveness of direct current transcranial electrical stimulation on working memory and response inhibition in children with autism in Zahedan. This research was practical in terms of purpose and quasi-experimental in terms of method ...
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The present study was conducted with the aim of investigating the effectiveness of direct current transcranial electrical stimulation on working memory and response inhibition in children with autism in Zahedan. This research was practical in terms of purpose and quasi-experimental in terms of method with a pre-test-post-test design with a control group. The statistical population of this research included all children aged 10 to 12 with autism spectrum disorder who referred to the treatment centers of Zahedan city in 1402-1401 and 30 of these children with high performance (achieving a score above 85 in the Gilliam test and an IQ above 85 based on the child's file in the treatment center), were selected as a statistical sample using a targeted method and divided into two groups of 15 people (an experimental group and a control group) were randomly replaced. Subjects were evaluated through Gilliam Autism Diagnostic Scale (GARS), Stroop Test (ST), Wechsler Intelligence Scale for Children 5th Edition (WISC-5) and Transcranial Direct Current Electrical Stimulation protocol. Investigating the relationships between variables was done by univariate covariance test. The results showed that there is a significant difference between the post-test scores of working memory and response inhibition of the experimental group with the scores of working memory and response inhibition in the control group, and transcranial electrical stimulation with direct current is significantly effective on working memory and response inhibition. Therefore, transcranial electrical stimulation is a useful supplement to improve and strengthen working memory and response inhibition in children with autism.
Original article
Neuropsychology
Ahmad Alipour; Elnaz Jalili; Mahdiyeh Rahmanian
Abstract
This research investigated the effect of inter-aural and isochronic sounds on the synchronization of brain waves and anxiety. The semi-experimental research method was pre-test-post-test without a control group. The statistical population was the students with anxiety in the academic year 2021-2022. ...
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This research investigated the effect of inter-aural and isochronic sounds on the synchronization of brain waves and anxiety. The semi-experimental research method was pre-test-post-test without a control group. The statistical population was the students with anxiety in the academic year 2021-2022. 30 people were randomly selected in two groups of inter-aural and isochronic sounds (15 people in each group). The research tools were Beck's anxiety questionnaire (1996) and brain wave recording using brain mapping. The first experimental group listened to interaural sounds and the second listened to isochronic sounds in 12 20-minute sessions. The data were analyzed by univariate and multivariate analysis of covariance using SPSS version 24 software. The findings showed that isochronic and interaural sound has a significant effect on the alpha wave at the F4 point (P<0.05), but only interaural sound is effective on the anxiety variable (P<0.05). The results indicate that inter-aural and isochronic sounds are useful interventions for synchronizing brain waves and inter-aural sounds to reduce students' anxiety; therefore, it is suggested to use these sounds in psychological treatment clinics.
