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Volume 18, Issue 1 (Spring 2016)
Advances in Cognitive Sciences 2016, 18(1): 68-78 |
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Noorani Jurjadeh S R, Mashhadi A, Tabibi Z, Kheirkhah F. Effectiveness of Executive Functions Training Based on Daily Life on Executive Functioning in Children with Attention Deficit/ Hyperactivity Disorder. Advances in Cognitive Sciences 2016; 18 (1) :68-78
URL: http://icssjournal.ir/article-1-433-en.html
URL: http://icssjournal.ir/article-1-433-en.html
1- Clinical Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
2- Department of Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
3- Department of Psychiatryand Neurology,Babol University of Medical Sciences, Mazandaran, Iran.
2- Department of Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
3- Department of Psychiatryand Neurology,Babol University of Medical Sciences, Mazandaran, Iran.
Abstract: (4118 Views)
Objective: Attention Deficit/Hyperactivity Disorder is a common childhood neuro-developmental disorder characterized by attention deficit, hyperactivity and impulsivity. The purpose of this study was to assess the effectiveness of executive function training based on daily-life on improved executive functioning in children with ADHD.
Method: 16 children aged 7-10 years with ADHD who were selected among those referred to department of psychiatry in Babol Shahid Yahyanejad hospital, were divided into intervention and control groups through random selection. Subjects were assessed by Barkley Deficits in Functioning Scale Children and Adolescents (BDEFS-CA). The intervention group received 11 training sessions (1 hour each session) when subjects were accompanied by their mothers. Data were analyzed using ANCOVA and MANCOVA by SPSS 19.
Results: Findings indicated that the intervention group had a significant different as compared to controls in terms of improved executive functions (p<0.001). Such a significance was observed acrossthe subscales of BDEFD including self-restraint, self-motivation, self-regulation of affect, self-organization and self-management to time.
Conclusion: Executive function training based on daily-life leads to improved executive functions in children with ADHD.
Method: 16 children aged 7-10 years with ADHD who were selected among those referred to department of psychiatry in Babol Shahid Yahyanejad hospital, were divided into intervention and control groups through random selection. Subjects were assessed by Barkley Deficits in Functioning Scale Children and Adolescents (BDEFS-CA). The intervention group received 11 training sessions (1 hour each session) when subjects were accompanied by their mothers. Data were analyzed using ANCOVA and MANCOVA by SPSS 19.
Results: Findings indicated that the intervention group had a significant different as compared to controls in terms of improved executive functions (p<0.001). Such a significance was observed acrossthe subscales of BDEFD including self-restraint, self-motivation, self-regulation of affect, self-organization and self-management to time.
Conclusion: Executive function training based on daily-life leads to improved executive functions in children with ADHD.
Type of Study: Research |
Subject:
Special
Received: 2014/11/24 | Accepted: 2016/05/21 | Published: 2017/09/1
Received: 2014/11/24 | Accepted: 2016/05/21 | Published: 2017/09/1
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