Comparison of the Effectiveness of Self-determination Theory Training and Acceptance and Commitment Therapy on Sleep Quality and Academic Hope in Students with Internet Gaming Disorder with and without Comorbidity of Attention Deficit / Hyperactivity Disorder (original) (raw)
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Quarterly Journal of Child Mental Health
Background and Purpose: Attention-deficit / hyperactivity disorder(ADHD) is one of the most common neurodevelopmental disorders in childhood and adolescence and problems related to selfesteem and social adjustment are common in people with this disorder. The purpose of the present study was to investigate the effect of mindfulness-based group intervention on self-esteem and social problems of students with symptoms of attention deficit / hyperactivity disorder. Method: The research method was semi-experimental with pre-test and post-test with control group. The statistical population consisted of all male students of 13-14 years old with symptoms of attention deficit / hyperactivity disorder in nonprofit secondary schools in Rasht city during the academic year 2017-2018. Among the 127 students who accepted the invitation for research, youth self-report (YSR) of the Achenbach system of empirically-based assessment (Achenbach & Rescorla, 2001) was implemented. 30 students with high scores on the subscale of attention problems (T <65) were selected and randomly assigned to two experimental (n = 15) and control (n = 15) groups. The selfreport form of the youth self-report and the Cooper smith self-esteem questionnaire (1967) were used for data collection. Students in the experimental group received mindfulness-based intervention in 8 weekly sessions, each session for 120 minutes, but the control group did not receive the intervention. Results: Results of one-way covariance analysis showed that mindfulness-based group intervention significantly improved self-esteem (F = 12.59, P <0.001) and reduced social problems (F = 16.82, P <0.001) in students with symptoms of ADHD in the experimental group compared to the control group. Conclusion: Based on the results of the present study, it can be concluded that mindfulness-based group intervention, by encouraging more positive and non-judgmental attitudes toward self and others, as well as by creating self-compassionate attitudes, have produced favorable changes in students' attitudes toward themselves and their communication styles. Citation: Naseh A. The effect of mindfulness-based group intervention on self-esteem and social problems in students with symptoms of attention deficit / hyperactivity disorder.
Zenodo (CERN European Organization for Nuclear Research), 2021
The method of this research was semi-experimental and in terms of the purpose of the research, which was carried out using a pre-test, post-test design. 30 students from seven to 10 years of elementary school in Gorgan were selected as samples. In the pre-test phase, all participants completed the TGMD-3 motor development test and completed the Progress Motivation Questionnaire. Participants were then randomly assigned to TGFU and SDT groups. The training process was held for six weeks, twice aweeks for 90 minutes each week. After the end of the intervention, a post-test was performed. Data were analyzed using covariance analysis. Results: The results showed that there was a significant difference between the two groups of TGFU and SDT in motor growth (P<0.001) and developmental motivation (P<0.036). Regarding the difference in mean, the TGFU group had better performance than the SDT group. Conclusion: Generally speaking, TGFU approach to SDT can improve motor development and stimulate the development of ADHD children.
Zenodo (CERN European Organization for Nuclear Research), 2023
Aim: Attention deficit hyperactivity disorder is one of the most common neurodevelopmental disorders in children. The aim of this study was The Effect of Brain cognitive interventions on executive functions in children with attention deficit hyperactivity disorder.Method: The method of this research was semi-experimental and applied in terms of its purpose, which was done using a pre-test-post-test design with control group.30 children with attention deficit hyperactivity disorder participated in this study. At the pretest stage, Selected Attention Test was taken by Strop Effect on Psychological Refractory Period test. The participants were randomly divided into experimental and control groups of 15.The experimental group received Brain cognitive interventions for 12 sessions per hour and for 4 weeks (3 sessions per week).During this period, no intervention was performed in the control group. After the end of the intervention period, a post-test was taken. Data were analyzed by covariance analysis using SPSS_22 software. Results: The results showed that Brain cognitive interventions is affected by focused Selective Attention (P <0.001) and divided (P <0.002).Conclusion: In a general conclusion, it can be argued that presentation of Brain cognitive interventions could improve executive functions such as focused selective attention and divided selected attention in children with attention deficit hyperactivity disorder.
Journal of psychiatric nursing, 2020
Introduction: Conduct disorder is one of the major problems in adolescence. The purpose of this study was to determine the effectiveness of social-emotional learning program on improvement of academic achievement and reduction of behavioral disorders among people with behavioral disorders. Methods: The present study was a semi-experimental design included two groups of subjects. A group of 20 people including people with behavioral disorder and 20 people included control group,therefore people who had behavioral disorder did not take any intervenetion. Research instruments included the socio-emotional learning protocol, the academic achievement test, and behavioral disorders. Data analysis was performed using SPSS software version 23 using multivariable covariance analysis. Results: Data analysis showed a significant difference between the mean score of pretest and post-test of the experimental and control groups (P <0.01),Therefor, the teaching of social-emotional learning progr...
2017
Purpose: ASD engenders a lot of problems for children. Social initiation-response is one of these problems having significant effects on children's developmental skills. Accordingly, the present study aimed to investigate the effect of joint attention training on the degree of social initiation-response of children with ASD. Methods: The population of the study included all children with ASD in the City of Isfahan. Since the present study was to find specific or non-normal cases, the purposive sampling method was used. Accordingly, three children aged under 6 years old with symptoms of ASD were selected as subjects. The research instruments were the Gilliam Autism Rating Scale and Validation of the Behavioral Assessment of Social Interaction in Young Children (BASYC). In the present study, the single-subject research with A-B design and follow-up was employed. Results: Mean scores for the three subjects in the baseline state as 39.95, 40.77, and 40.37 reached 51.05, 50.05, and 50.37 in the intervention state. During visual analysis of charts of data, intervention in the three subjects was effective. The PND in the two baseline and intervention for the three participants were 70%, 90%, and 90% respectively. This effectiveness can be observed in the intervention state. Conclusion: Regarding the obtained results, it can be judged that joint attention training is an appropriate method for improving social initiation-response in children with ASD and it can be used in educational and health centers of children with ASD.
The Effect of Volleyball Skills Training and Problem Solving on Self-efficacy of Adolescent Girls
2013
The purpose of this research was to determine the effect of volleyball skills training and problem solving on adolescent girls self-efficacy. The research method was semi-experimental and conducted in as pre-test and post-test with four experimental groups. The research statistical population consisted of all first grade students of Broujen high schools in the academic year of 2009-2010 (1388-89s.c.). The research sample included 60 junior high school students who were chosen by two-stage random sampling and were assigned to four groups (n=15) of teaching volleyball based on problem solving approach, teaching volleyball, teaching problem solving, and control. After taking self- efficacy pre-test, the students of interventional groups took part in 90-minutes training program for 10 sessions. Data were gathered by Self- efficacy Scale (Sherer, 1982). Analysis of covariance (ANCOVA), analysis of variance (ANOVA) and Tukey post hoc tests were used to analyze the data. Results indicated ...
Zenodo (CERN European Organization for Nuclear Research), 2023
Introduction: Autism spectrum disorder has been suggested as a neurological disorder that usually occurs in the early years of a child's development. Aim: The aim of this study was to investigate the effects of active game intervention and Exergames on executive functions in children with autism. Method: The method of this research is quasi-experimental and applied in terms of purpose, which was done using a pretest-posttest design with a control group. The subjects of the present study were children with autism aged 7 to 10 years in Gorgan in 2021, from which 36 people were selected by convincing method from two centers of children with autism. The instruments used in this study included the Gilliam Autism Rating Scale and the Working Memory Test. The Stroop effect test was also used to measure selective attention. Data analysis was performed using analysis of covariance and SPSS software version 24. Results: The results showed that active game intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). In addition, Exergames intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). Conclusion: In general, the results of the present study emphasize the importance of using active games and Exergames interventions to improve and strengthen executive functions in highfunctioning autistic children.
Shenakht Journal of Psychology and Psychiatry
Introduction: Learning disabilities is one of the neuropsychological disorders that refers to delay and decrease in students' performance in some subjects, such as arithmetic, reading, writing, spelling and speaking, therefore they create a significant gap between students' potential and actual performance. Aim: The aim of this study has been meta-analysis of the effect of psychological nervous interventions on improving academic performance in students with specific learning disabilities. Method: This study has been performed by the meta-analysis method. The statistical population includes dissertations and researches published in scientific-research journals that have been done over the past 10 years (2009-2018) in the field of neuropsychological interventions to improve the academic performance in students with learning disabilities in Iran. Sample size was out of 36 studies which 24 methodologically that they were acceptable and the meta-analysis has been performed on them. The research tool is the meta-analysis checklist. Results: These researches were based on 695 samples and 24 effect sizes. The findings showed, the effect size of the nervous interventions on academic performance improving in students with specific learning disabilities was d =1.58 (p = 0.001). According to Cohen's table this effect size is high. Conclusion: The results indicated that these neuropsychological interventions have had a great effect on improving students' academic performance with specific learning disabilities. Furthermore, it is recommended for the experts to use these interventions on improving academic performance on these students. Moreover, based on different therapeutic approaches, it is important to consider the cultural context in different societies.