Mitra Mayeli; Khadijeh Abolmaalialhosseini; Mostafa Nokani; Siavash Talepasand
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity and impulsive behaviors that are more severe than those commonly observed in children with the same developmental levels. Academic boredom is associated with loss of human resources and high financial ...
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Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity and impulsive behaviors that are more severe than those commonly observed in children with the same developmental levels. Academic boredom is associated with loss of human resources and high financial costs; it is one of the major issues that any educational system may be faced with. The aim of the present study was to investigate the effectiveness of computer-assisted cognitive remediation on academic boredom among students with ADHD. The participants in this study included 24 (12 boys and 12 girls) students with ADHD and in the sixth to ninth grades of the seventh district of Tehran in the academic year of 2018-19. They were selected based on inclusion and conclusion criteria and they randomly assigned to two experimental and control groups. They completed the academic emotions questionnaire (Pekrun, & et al, 2002) in the pre-test, post-test, and follow-up. The experimental group received 20 sessions of computer-assisted cognitive remediation during ten weeks (30 minutes session, two times per week). The data were analyzed with repeated measure analysis of variance in the SPSS-26 software environment. The findings indicated that all subscales of academic boredom among students with ADHD were significantly improved, with a moderate effect size. This early development and evaluation of computerized rehabilitation intervention for students with ADHD can take the first step in filling the gap in current clinical literature and it is expected a significant improvement and clinical efficacy in the performance of children with ADHD.
Saeed Azami; Siavash Talepasand; Morteza Nazifi; Es’hagh Rahimian Boogar
Abstract
Attention Deficit/ Hyperactive Disorder (ADHD), as a neurodevelopmental disorder, accompanied not only with some special behavioral symptoms, but also deficits in cognitive functioning. Current research aimed to compare the effectiveness in improving executive functions (EF) in children with ADHD of ...
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Attention Deficit/ Hyperactive Disorder (ADHD), as a neurodevelopmental disorder, accompanied not only with some special behavioral symptoms, but also deficits in cognitive functioning. Current research aimed to compare the effectiveness in improving executive functions (EF) in children with ADHD of cognitive-motor rehabilitation (CMR) and drug therapy approaches. This was a semi-experimental study with post-test and follow-up assessments, comparing three groups in a single-blind design. 48 ADHD children were selected using criterion sampling, matched for ADHD severity, and randomly assigned to either cognitive-motor rehabilitation (n= 16), drug therapy (n= 16) and active control (n=16) groups. All the participants were tested by Stroop color-word, Tower of London (TOL), Wechsler Coding tests, and a 3 sub-scale short-form of the WISC-R tests, and their parents rated them on child syndrome inventory-4 (CSI-4). The data were analyzed using MANOVA and paired t-tests with Bonferroni corrections as post hoc tests. CMR showed effective and enduring effects on the participants' performance on EF components including response inhibition, planning, and speed processing and only the improvements in speed processing returned significantly to lower levels at follow-up. In addition, despite the better performance of CMR group compared to drug therapy group, the changes were not statistically significant. Altogether, the results indicate that CMR is an effective approach in the treatment of ADHD, and it can be used as a complementary technique to drug therapy.
