NozhatAlzaman Moradi; soran rajabi
Abstract
This research aims to study the effectiveness of neurofeedback in combining cognitive games on improving cognitive flexibility in children with attention deficit hyperactivity disorder. The research method was quasi-experimental with a pretest-posttest design with a control group. For this purpose, 20 ...
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This research aims to study the effectiveness of neurofeedback in combining cognitive games on improving cognitive flexibility in children with attention deficit hyperactivity disorder. The research method was quasi-experimental with a pretest-posttest design with a control group. For this purpose, 20 male students with attention deficit hyperactivity disorder were randomaly selected by purposive sampling in two experimental groups and control. The experimental group received neurofeedback training in combination with cognitive games three times a week for 20 one-hour sessions and the control group did not receive any intervention.The research instruments were diagnostic Scale of Attention Deficit Hyperactivity Disorder in Adult Children (Parent Form and Teacher Form, 1960), Wisconsin Card Sorting (1948). Data were analyzed by SPSS software using covariance analysis. Data analysis with analysis of covariance test shows changes in participants' scores from pre-test to post-test. Neurofeedback training in combination with cognitive games has improved cognitive flexibility in children with attention deficit hyperactivity disorder (P <0.05). The average effect of 20 sessions of neurofeedback training in combination with cognitive games on improving cognitive flexibility was 31.6%.According to the findings, neurofeedback in combination with cognitive games can improve cognitive flexibility in children with attention deficit hyperactivity disorder.
Farideh Sadat Hosseini; Yasser Omidvar; Narjes Abbasi
Abstract
The aim of this study is to survey the role ofexecutive functions as cognitive/neuroscience and negative automatic thoughts and as cognitive/psychology factors in adolescent’s difficulties in emotion regulation. The statistic society in this study consisted of all adolescent boys who ...
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The aim of this study is to survey the role ofexecutive functions as cognitive/neuroscience and negative automatic thoughts and as cognitive/psychology factors in adolescent’s difficulties in emotion regulation. The statistic society in this study consisted of all adolescent boys who lived in Bushehr in 2016- 2017. From them 128 secondary school students selected via random cluster sampling from Bushehr schools. Data were collected using the Difficulties in Emotion Regulation Scale, Negative Automatic Thoughts Questionnaire, Stroop Test, Wisconsin Card Sorting Test, and the Continuous Performance Test. Inter and stepwise multivariate analyses of covariance were used for data analysis. The results showed that from executive functions elements, inhibition can predict lack of emotional awareness. From negative automatic thoughts elements, personal incompatibility can predict all elements of difficulties in emotion regulation include non-acceptance of emotional responses, difficulties engaging in goal-directed behavior, impulse control difficulties, lack of emotional awareness, limited access to emotion regulation strategies, lack of emotional clarity. Furthermore, negative self-concept is the predictor of lack of emotional awareness. The result bold the role of negative automatic thoughts in difficulties in emotion regulation among adolescents, so findings of this research have clinical application and can affect training programs about regulation and control emotions.
