Volume 16, Issue 1 (Spring 2014)                   Advances in Cognitive Sciences 2014, 16(1): 49-57 | Back to browse issues page

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Asli Azad M, Faramarzi S, Arefi M, Farhadi T, Fakkar A. The Effectiveness of Meta-Cognitive Knowledge on Reduced Hyperactivity and Improved Attention in Children Afflicted With Attention Deficit and Hyperactivity Disorder (ADHD) in the Primary School. Advances in Cognitive Sciences. 2014; 16 (1) :49-57
URL: http://icssjournal.ir/article-1-223-en.html
1- PhD Student, Psychology, Islamic Azad University, Science and Research Branch Esfahan. Esfahan, Iran.
2- Assistant Professor of Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Isfahan of University, Isfahan, Iran.
3- PhD, Educational Psychology. Department of Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Isfahan, Iran
4- MA Student, General Psychology. Department of Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, khorasgan Branch, Isfahan, Iran.
5- MA Counseling, Department of Consulting, Islamic Azad University, Khomeini shahr Branch, Isfahan, Iran.
Abstract:   (2425 Views)
Introduction: Considering the unpleasant effects of attention deficit and hyperactivity disorder (ADHD) upon development of mental talents and social-emotional skills in children, various psychological interventions are suggested to treat this problem. The present study was designed to assess the possible effectiveness of meta-cognitive knowledge in reducing hyperactivity and improving the attention among children with ADHD.
Method: This study enrolled the Isfahan primary school students afflicted with ADH, during the educational years 2012-2013. Using the multi-stage cluster sampling method, 30 children with ADHD were assigned to experimental (n=15) and control (n=15) groups. The meta-cognitive knowledge training intervention was administered to the experimental group. The applied instruments were Conner’s questionnaire (parents form), together with a structured psychological interview. Obtained data were analyzed using the covariance statistical analysis method.
Results:  Our findings strongly suggested the effectiveness of the meta-cognitive training in decreasing hyperactivity and improving the attention of ADHD children upon post-test and follow-up stages [F (1, 28)= 85/65,  P<0.0001].
Conclusion: Since the meta-cognitive process in ADHD children does not take place by default, training the afflicted children with such knowledge may be quite an effective step to reduce the hyperactivity behavior and improve their attention when dealing with specific tasks
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Type of Study: Research | Subject: Special
Received: 2013/08/16 | Accepted: 2014/01/15 | Published: 2014/04/14

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