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Showing 46 results for Attention

Reza Rostami, Farzaneh Badinlou, Farzaneh Hasanzadeh Namin,
Volume 14, Issue 55 (12-2015)
Abstract

Purpose of current study was to investigate the effect of neurofeedback therapy on sustaining attention in children with attention deficit- hyperactivity disorder. In this study, 36 children (21 boys and 15 girls) were selected. For pretest and post-test, integrated visual and auditory continuous performance test was used. After 40 sessions of strengthening the sensory-motor rhythm 12-15 Hz and suppressing 1-8 Hz as well as 22-32 Hz frequency bands, the results of dependent t-test showed significant difference in sustaining attention (p<0.000) whereas there was no significant difference between girls and boys. On the whole, integrated visual and auditory continuous performance test was an effective way to measure sustaining attention in children attention deficit-hyperactivity disorder. Also, neurofeedback therapy as a non-medical intervention improved the continuous performances especially sustaining attention.

Abbas Rahiminezhad, Ensiyeh Enjedani,
Volume 15, Issue 58 (8-2016)
Abstract

The literatures have showed, identity diffusion had relation with decreasing well-being from emotional disabilities to psychopathology. The problem of this study was to investigate the relation between identity statuses and component of emotional intelligence. The aim of this research was to determine the relationship of identity statuses, gender and age with emotional intelligence subscales. The research method is correlational research. For this purpose the number of 235 high school students was selected randomly from zone 3 and 17 of educational divisions. The instruments were Farsi translation of EOM-EIS-2 of Benion and Amads (1986) and Farsi version of emotional intelligence TMMS of Salovay and Mayer (1995). The questionnaires were carried out in the classes of selected high schools. At the first the stepwise regression analysis used for predicting subscales of emotional intelligence with predictors of ideological identity statuses, gender and age of students. Results showed: a) attention to emotion was predicted 8% by sex and 5% by ideological foreclosure; b) differentiation of emotion was predicted 6% by ideological achievement and 3% by sex. first, the interpersonal identity statuse had a stronger role in predicting emotional intelligence than ideological identity statuses. Second, the sex of students showed a considerable role in predicting emotional intelligence.

Vahid Nejati, Fatemeh Abadi, Zahra Ramezannia, Asal Najian,
Volume 15, Issue 58 (8-2016)
Abstract

Attention Deficit and Hyperactivity Disorder (ADHD) is a neurodevelopmental and behavioral disorder. Dysfunction in executive functions is core symptom of ADHD. The aim of this study is to compare the sustained attention in children with ADHD and typical children. The research design of this study was ex post facto. The participants were 71 children with ADHD and 78 normal children selected by convenience sampling method. The sustained attention performance were assessed by attention registration. Data in this study were analyzed by independent t-test and factorial analysis of variance. Findings indicate that significant differences between the ADHD group and normal group in sustained attention (p>0/0001). According to study results children with ADHD in sustained attention had weaker performance than normal.

Vahid Nejati, Asal Najian, Farshad Akbarpour,
Volume 15, Issue 60 (2-2017)
Abstract

Attention deficit and hyperactivity disorder is one of the most prevalent neurodevelopmental psychiatric disorders with defects in executive functions as its general feature. The present study was conducted to explore the effects of motor-based cognitive rehabilitation on improvement of working memory in children with attention deficit and hyperactivity disorder. The present quasi-experimental study followed a randomized clinical trial design (pretest-posttest with control group). A total of 30 children, aged between 7-12,who had referred to different clinics in Tehran and were diagnosed by a psychiatrist with attention deficit and hyperactivity disorder, were selected using convenience sampling, and then were randomly divided into control and experimental groups. The working memory was  evaluated via recording  N-Back test. independent t-test and mixed ANOVA were run in SPSS (v. 20) to analyze the data. The results of the present study demonstrated that working memory of the experimental group improved after the intervention (P<0/01). In other words, the little difference observed in the pretest between the control and experimental groups in working memory was not significant; however, the scores obtained in the post-test were observed to be significantly higher in the experimental group as compared with those in the control group. The results of the statistical analyses shows that gesture-based cognitive rehabilitation therapy improved working memory in children with Attention Deficit and Hyperactivity Disorder.

Elahe Safaiean, Hamid Alizadeh, Nourali Farrokhi,
Volume 16, Issue 63 (12-2017)
Abstract

One of the major defects in children with Attention Deficit/Hyperactivity Disorder, is psychological disturbance of executive functions. It is almost impossible to discuss the problems of children, regardless of attitudes, behavioral and parenting practices. However, psychologists and theorists emphasize the role of parents and parenting practices, the lack of research on child-rearing practices and child psychiatry is significant.Therefore, This study aimed to investigate the relationship between parenting styles and self-control executive functions Planning-Organization in children with Attention Deficit/ Hyperactivity Disorder was. The research design was correlational prediction (regression). The study population was the whole student population, which referred to the Atiyeh Psychiatric Clinic. The samples that were selected, including 50 primary school students (15 girls and 35 boys) Attention Deficit/ Hyperactivity Disorder were. In order to diagnose Attention Deficit/ Hyperactivity Disorder, after receiving the diagnosis according to the Diagnostic and Statistical Manual of Mental Disorders by a psychiatrist, parents of children questionnaires Child Behavior Checklist (CBCL) (Achenbach, 1991) completed and children to determine the type of Attention Deficit / Hyperactivity Disorder under review Integration Visual and Auditory Continuous Performance Test (IVA + PLUS) (Sandford & Turner, 2001) were used. Tools and other materials for children Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler,1974), Parenting Style and Dimensions Questionnaire (PSDQ) (Robinson, Mandleco, Olsen, & Hart, 2000), Cognitive Assessment System (CAS) (Naglieri & Das, 1997) and Self-control Rating Scale (SCRS) (Kendall & Wilcox, 1979), respectively. Hypotheses were tested using regression analysis. Results showed that mothers' parenting styles, Authoritarian style only meaningful contribution in the prediction variance explanation of its executive functions Planning Organization. As well as the mothers' parenting styles, only Permissive style meaningful contribution in the prediction self-control and its variance. Parenting styles predicted significant role in organizing and self-control variables do not have executive functions Planning. According to the study it can be concluded that children with Attention Deficit / Hyperactivity Disorder whose mothers had been more Authoritarian, better performance in executive functions were organized planning. As well as children with Attention Deficit / Hyperactivity Disorder that their mothers were more permissive, had more self-control.

Saide Khojaste,
Volume 17, Issue 67 (10-2018)
Abstract

Background: Studies have shown that therapeutic games play a role in improving the symptoms of hyperactivity and attention deficit attention disorder. The research issue is whether it can help to reduce the symptoms by performing mental games. Aims: The purpose of this study was to investigate the effect of intellectual games on reduced symptoms of hyperactivity and attention deficit in primary school students in Kerman. Method: The present study is a semi-experimental interventional research and pre-test post-test design with control group. The statistical population consisted of all primary school children who referred to the counseling center and their number was155. The sample size was compared to two groups; each group was considered as 15. Sampling was done as available. Conner's Grading Scale (1969) was used to diagnose hyperactivity disorder and attention deficit. For data analysis, mean, standard deviation and covariance analysis were used. Results: The findings  illustrated showed that there was a significant difference between experimental and control groups. Conclusions: This means that the group that participated in the therapeutic game had fewer symptoms of hyperactivity and attention deficit attention disorder.

Arefe Khorasani Zadeh, Hadi Bahrami, Hassan Ahadi,
Volume 17, Issue 69 (12-2018)
Abstract

Background: Attention-deficit/hyperactivity disorder is one of the most prevalent neural-behavioral disorders attracting the attention of psychologists and psychiatrics from long ago. The present research addresses the issue that what is the effect of working memory training on behavioral symptoms of ADHD disorder. Aims: The aim of research is to study the effectiveness of working memory training on recovery of behavioral symptom of ADHD children in the format of a semi-experimental design from pretest-posttest type with the presence of control group; the intended sample included 40 volunteer students with ADHD which were placed randomly.Method:Research tools included clinical interview, Khodadadi Working Memory Training Software (2014), Conners’Parent Questionnaire-Revised (1999), Swanson SNAP-IV Rating Scale (1980). ADHD was diagnosed by clinical interview and SNAP-IV. In order to control the intelligence of subjects Riven children intelligence test (1938) was used. Test group attended in 10 working memory training sessions, while control group were not exposed to any intervention. Both groups’ subjects in both pretest-posttest completed Conners questionnaire and SNAP-IV. Results. Results obtained from multivariate covariance analysis indicated that working memory training has significantly reduced their impulsivity/ hyperactivity and increase in attention of experimental group, compared to control group in posttest phase(p<0/001).Conclusion: working memory training can be considered as a complementary therapeutic approach on recovery from behavioral symptoms (attention-deficit and impulsivity) of children with attention-deficit/hyperactivity.

Vian Amin Nasab, Shokouh Alsadat Banijamali, Hamidreza Hatami,
Volume 17, Issue 72 (3-2019)
Abstract

Background: Deficit attention deficit hyperactivity disorder (ADHD) is defined as a pattern of severe attention deficit hyperactivity disorder or continuous neglect with more repetition than children with the same growth rate. Aim: The aim of this study was to determine the effectiveness of cognitive-motor learning training on social adjustment, motor skills and ADHD / ADHD in preschool children aged 5 and 6 years with this disorder. Method: The present study is a semi-experimental pre-test-posttest with control group. The statistical population of this study included all children of preschool centers in 2nd district of Tehran province. Of these, 90 people were randomly selected and randomly assigned to experimental and control group. Data were obtained using Social Development Scale (Winelland, 1965), Brauninx-Oseretsky Motion Excellence Scale short-form (1978), and the Conners-Wald Formula Child Behavioral Scale (Ritman et al., 1998). Data analysis was performed using Multivariate Covariance Analysis. Results: The findings showed that cognitive-motor learning improved social compatibility (P<0/0001), motor skill (P<0/0001) and total reduction of attention deficit / hyperactivity disorder syndrome (P<0/0001) In these children. Conclusion: It can be concluded that the training of perceptual motor games on the improvement of social adjustment, the skill of motor skill and reduction of total ADHD, and the empowerment of children with attention deficit hyperactivity disorder (ADHD). 

Abbas Asgharisharabiani, Akbar Atadokht,
Volume 18, Issue 74 (4-2019)
Abstract

Background: Many studies have pointed to the impairments of emotion regulation in attention deficit/ hyperactivity disorder (ADHD), but the main problem is whether emotion dysregulation in this disorder can be affected by the theory of mind and metacognition? Aims: The present study aimed to predict emotion dysregulation based on the theory of mind and metacognition in male students with ADHD. Method: The current study was a descriptive-correlational design. The statistical population of the study was all male students of the sixth grade of elementary school (2567 people) in the cities of Bostanabad and Sarab in the academic year 2017-2018. The study sample included 90 students with ADHD selected through multistage cluster random sampling. The data were collected using Conners’ teacher rating scale (1998), Gross and John (2003) emotion regulation questionnaire, Sperling et al. (2002) children's metacognition scale, and Qomrani et al. (2006) theory of mind test. Results: The results of multiple regression showed that metacognition and the theory of mind together significantly predicted 34% of the variance in cognitive reappraisal and 42% of the variance in emotional suppression (p<0/05). Conclusions: According to the results of the study, metacognition and the theory of mind have important roles in the emotion dysregulation of children with ADHD.

Jamil Mansouri, Mohammadali Besharat,
Volume 18, Issue 79 (10-2019)
Abstract

Background: Mindfulness which comes from eastern traditions, especially Buddhism, is defined by conscious attention to current moment and internal/external personal experiences. Researches showed that mindfulness has relationships with the attachment styles but does ego strength can mediate the relationship between attachment styles and mindfulness? Aims: The present study was performed to examine the mediating role of ego strength on the relationship between attachment styles and mindfulness in the University of Tehran and Medical University of Tehran students. Method: current study is a descriptive-correlational research Two hundred and sixty eight students (231 make, 36 female) participated in the study. All the students were asked to complete the Adult Attachment Inventory (Besharat, 1392), Ego Strength Scale (Besharat, 1395) and Mindfulness Awareness Attention Scale (Ghasemipour and Ghorbani, 2008). Results: Analysis of data involves descriptive and inferential statistics including frequency, percentage, mean standard deviation, Pearson’s correlation coefficient and path analysis. The results demonstrated that secure attachment had a significant positive association with mindfulness (r=0/50؛ p<0/01), insecure attachment (avoidance/ambivalence) had a significant negative association with mindfulness )r=-0/28 و r=-0/43؛ p<0/01 (and ego strength had a significant positive association with mindfulness (r=0/34؛ p<0/01). Secure attachment had a significant positive association with ego strength (r=0/24؛ p<0/01). Insecure attachment had negative correlation with ego strength (r=-0/34؛ p<0/01). Conclusions: The mediating role of ego strength on the relationship between attachment styles and mindfulness had been confirmed. Based on the results the higher attachment style score, the higher mindfulness and ego strength scores. And with higher ego strength score, mindfulness was higher too. According to the results of the present study, there is not a linear association on the relationship between attachment and mindfulness. Ego strength plays a mediating role on the relationship between them.

Karim Abdolmohamadi, Farhad Ghadiri Sourman Abadi, Sanaz Noruzi, Alireza Kohansal,
Volume 18, Issue 83 (11-2019)
Abstract

Background: Attention deficit / hyperactivity disorder (ADHD) has adverse effects on children's social cognition. But the key question is whether there is a difference in social cognition (levels of theory of mind and empathy) between children with ADHD and normal children. Aims: To compare the levels of theory of mind and empathy in two groups of children with ADHD and normal children. Method: The study was a causal-comparative study. The statistical population included all 6 to 8 year old children with ADHD and normal children in Tabriz. Fifty children with disabilities and 50 normal children were selected through purposive sampling. The tools include the Hutchinson et al. (2008) theory of mind questionnaire and the Cognitive and Emotional Empathy Scale of Children: Dadas et al. (2008). The results were analyzed by multivariate analysis of variance. Results: The results showed that the components of theory of mind and empathy were significantly lower in children with ADHD than normal children (p<0/0001). Conclusions: It can be concluded that levels of theory of mind and empathy are higher in normal children than children with ADHD.

Saeed Banaee Zadeh, Askar Atash Afrouz, Gholamhossein Maktabi,
Volume 19, Issue 85 (3-2020)
Abstract

Background: Learning new words, visual memory, and selective attention are among the factors that influence the academic achievement of elementary students. But the key question is: does white noise affect students' learning new words, visual memory, and selective attention? Aims: To investigate the effect of white noise on learning new words, active visual cue and selective attention in elementary school students. Method: The study was experimental with pre-test and post-test with control group. The statistical population was all the elementary students of second year of Bavi city of Khuzestan province in the academic year of 1397-98. Group 50 (n = 50) were randomly assigned. Research tools include the New Words Researcher Test, Jean-Louis Celie's Visual Active Memory Test (2012), and Selective Attention Testing, Concentration and Attempt d2 (Bagheri, 2012). Data were analyzed using multivariate covariance method. Results: White noise had a significant effect on learning new words in elementary students (P<0/000). There was no significant effect on visual memory (P>0/05) and selective attention (P>0/470). Conclusions: White noise can be used to enhance the learning of new words in elementary school students. 

Ali Sheykholeslami, Sara Taghizadeh Hir, Pezhman Honarmand Ghojabeyglou, Alireza Moradiyan,
Volume 19, Issue 87 (5-2020)
Abstract

Background: Studies on quality of life, mental health and anxiety and depression in parents of children with attention deficit / hyperactivity disorder have been conducted. But the main issue is that research comparing emotional well-being, marital intimacy, and quality of life of mothers of children with ADHD with mothers of normal children has been neglected.
Aims: The aim of this study was to compare the emotional well-being, marital intimacy and quality of life of mothers of children with ADHD with mothers of normal children. Method: This study was a descriptive causal-comparative study. The statistical population of the study consisted of all mothers of children with attention deficit / hyperactivity disorder and mothers of normal children in Ardebil in 2015-2016. Mothers with children with attention deficit / hyperactivity disorder and 60 mothers with normal children were selected as the sample. Data were analyzed using the revised Conner Parent-Short Form Rating Scale (Conners, 1999), Clinical Interview, Emotional Well-being Components' of Keyes and Magyaromo Subjective Well-being Questionnaire (2003), Bougarose's Marital Intimacy Questionnaire (2001), and the Organization Quality of Life Questionnaire. Global Health-Short Form (1998) was collected. Multivariate analysis of variance was used to analyze the data. Results: The results showed that emotional well-being, marital intimacy and quality of life of mothers of children with attention deficit / hyperactivity disorder were significantly lower than normal mothers (P<0/01). Conclusions: Mothers of children with attention deficit / hyperactivity disorder have lower levels of emotional well-being, marital intimacy, and quality of life than mothers of normal children

Arefe Khorasani Zade Gazki, Hadi Bahrami, Hasan Ahadi,
Volume 19, Issue 88 (6-2020)
Abstract

Background: There is attention deficit hyperactivity disorder, neurofeedback and drug therapy in children with attention deficit hyperactivity disorder. But can working memory training affect these children's attention? Aims: The efficacy of working memory training was to increase the attention of children with attention deficit / hyperactivity disorder. Method: This study was a quasi-experimental with pre-test and post-test design with control group. The statistical population consisted of all male students in the third grade of primary school who referred to the belief center. Forty third grade male students were voluntarily recruited from the faith center as a sample. They were randomly divided into two equal groups of experimental and control (20 persons). Data were analyzed using t-student tests. Research tools are: Clinical Interview: (Lazak, 2004). SNAP-IV Grading Scale, Swanson (1980) Conners Parent Questionnaire (Revised Form) (1999) Working Memory Training Software (Khodadadi, 2014). Results: Working memory training significantly increased the attention of children with attention deficit / hyperactivity disorder (P<0/001). Conclusions: Working memory training increased the attention of children with attention deficit disorder. 

Narges Keshavarz Velian, Akram Zarei Goniani,
Volume 19, Issue 90 (8-2020)
Abstract

Background: Numerous studies have been conducted on executive functions, psychological neurological abilities, and attention deficit disorder in children with learning disabilities. However, research that has examined the effectiveness of teaching executive functions on neuropsychological abilities and attention deficit disorder in children with learning disabilities has been neglected. Aims: The objective of the present study was to investigate the effect of teaching Executive functions training on neuropsychological skills and attention control of the students with learning disability. Method: A sample of 30 people of the study population (the students with learning disability in the primary schools of the city of Tehran in academic year 2018-19) were selected through multi-stage clustered sampling method and were randomly replaced into experimental and control groups in order to do the study. The research design was experimental from pretest, posttest and control group type. The applied instruments in this study included forth version of intelligence test (Wexler, 2011) and neuropsychological test (Conners, 2004), learning problems questionnaire (Wilcot, et.al, 2011) and attention control questionnaire (Derry berry & Reed, 2002). Before administering independent variable, pretest was taken from both groups. Then the experimental group received teaching interventions during 8 sessions in Two months. The data from the study were analyzed via Variances with repeated measurements. Results: The results showed that Executive functions training has significantly influenced neuropsychological skills and attention control of the students with learning disability (f= 123/82, f= 53/55, p<0/001). The degree of the effect of Executive functions training on neuropsychological skills and attention control of the students with learning disability was 81 and 66% respectively. Conclusions: According to the findings of this study Executive functions training can be applied as an efficient method to improve neuropsychological skills and Derry berry & Reed of the students with learning disability

Zahra Darvish Damavandi, Fariborz Dortaj, Bahram Ali Ghanbari Hashem Abadi, Ali Delavar,
Volume 19, Issue 90 (8-2020)
Abstract

 Background: Numerous studies have examined the effectiveness of storytelling based on daily executive actions and the study of cognitive emotion regulation. However, research that has examined the effectiveness of storytelling based on daily executive actions on improving cognitive emotional regulation in children with attention deficit / hyperactivity disorder has been neglected. Aims: To determine the effectiveness of storytelling therapy based on daily executive actions on improving cognitive emotion regulation in children with attention deficit / hyperactivity disorder. Method: The research was semi-experimental with pre-test-post-test design and control group. The statistical population included 11-9 year old children with Attention Deficit / Hyperactivity Disorder with the support of Hazrat Ali Asghar (AS) Day Clinic in Rey in 2018. Were appointed. Research data collection tools include: Conners-Children's Parental Behavioral Problem Scale (Gwyneth, Connors and Allerich, 1973), Structured Clinical Interview (Researcher Made, 2018), Children's Cognitive-Form of Cognitive Formulation Questionnaire (Garnefsky et al. (2007) and Interventions of Moradian et al.'s story therapy intervention (2014). Data were analyzed using Levine test and analysis of covariance. Results: Storytelling based on daily executive actions on improving cognitive emotion regulation in children with attention deficit disorder / Hyperactivity had a significant effect (p< 0/01). Hbrdhay less maladaptive and adaptive cognitive emotion regulation strategies gained more. Conclusions: Children with ADHD who participated in story therapy sessions had fewer maladaptive strategies and more adaptive emotional cognitive regulatory strategies.

Fatemeh Farzadi, Naser Behrozy, Manije Shehniyailagh, Morteza Omidian,
Volume 19, Issue 96 (11-2020)
Abstract

Background: many tools have ever been constructed to determine dimensions of the executive functions. But there was no tool which could provide basic executive functions and learning-educational fields for identifying the disturbance and delay of the children and adolescents' executive functions and learning performance. Aims: this study aimed at reviewing the psychometric indices of the Persian versions of executive functioning and the performance and learning of )Castellano, Kronenberger and Pisoni,2018) scale to identify the disturbance and delay on performance and learning functions. Method: the design of present study was descriptive - correlation; factor analysis. The statistical population consisted of all 7-17-year-old children and adolescents, among which 456 individuals were selected through random sampling method. In order to collect data, the Behavior Rating Inventory of Executive Function scale of Gioia et al. (2000), shortened CHAOS (Conduct- Hyperactive- Attention Problem- Oppositional Symptom) scale of Levy et al. (2013), Learning, Executive, and Attention Functioning scale (LEAF) of Castellano et al. (2012), Golden's Stroop Color and Word Rest (1978), and neuro-psychological tools including Yamaguchi and Proctor (2012) test of assignment progress and Woodcock's (2001) Tests of Achievement were used. Results: analytic results of confirmative factor indicate the desirable practice of the model with the data. Results of Cronbach's alpha coefficient (0.90) showed the internal consistency of the scale. Furthermore, the correlation between executive function scale, attention performance and learning and associated micro scales behavior rating inventory of executive function, conduct- hyperactive- attention problem- oppositional symptom, and neuro-psychological signals indicates great internal and structural validity among the behavioral checklists. Conclusions: The results of the study demonstrated that the scale of executive functions, attention performance and learning are reliable and valid tools to be applied in experimental research, and even clinical atmosphere to identify individuals who face deficiencies or delay on performance functions and educational problems.

Reza Rostami, Samaneh Farahani, Fatemeh Dehghani Arani,
Volume 19, Issue 96 (11-2020)
Abstract

Background: Many studies have looked at the adverse effects of attention deficit / hyperactivity disorder and especially its comorbidity with other disorders. However, the findings of these disorders are contradictory and on the other hand, there is a research gap in the field of compound subgroups and also there is no study in this field considering the Iranian culture. Aims: The purpose of the present study was to investigate comparison of the internalizing and externalizing behavior problems in inattentive and combined subtypes of attention deficit / hyperactivity disorder. Method: The present study was of causal-comparative type. The statistical population of the present study included children with attention deficit / hyperactivity disorder who referred to Atieh Clinic in Tehran in 2016, of which 118 children included 28 girls and 30 boys in the inattentive subgroup and 30 girls and 30 boys in combined subgroup, were selected in available way. Under the compound group were selected in an accessible manner. Subjects were examined with Continuous Performance Test (1956), and Child Behavior Checklist (1991). Data were analyzed using two-way analysis of variance. Results: The results showed that the internalizing behavior problems and externalizing behavior problems are mostly overlooked in the subgroup of inattentive and the combined, respectively. Also, the internalizing behavior problems in girls were higher than that of boys. Conclusions: Based on the findings of this study, it seems that in each subgroup of attention deficit / hyperactivity disorder and in girls and boys, the behavioral problems of internalization and externalization are different and therefore need to be addressed. They have special interventions.

Nooshin Basiri, Habib Hadianfard, Changiz Rahimi, Abdolaziz Aflakseir,
Volume 20, Issue 98 (4-2021)
Abstract

Background: This disorder is a neurodevelopmental disorder related to childhood that can be extended to adolescence and adulthood; but most of the studies were conducted with the concentration of different therapies in childhood and the importance of this disorder in adulthood is ignored. Aims: the aim of this study was to investigate the effect of tDCS on improving the emotional and cognitive symptoms of adults ADHD. Method: This study was an experimental study with pre-test and post-test. The statistical population included all people with ADHD in Isfahan who referred to one of the major centers equipped with neurotherapy (120 people). The sample also included 40 of these individuals (2 groups, 20 people) who met the research criteria. The intervention sessions consisted of 15 sessions with the treatment protocol of F3 and F4. Participants completed the Adult ADHD self-report scale (2003), STROOP test (1935), Wisconsin sorting cart test (1984), tower of London test (1982), continues performance test (1956), difficulty in emotion regulation scale (2004) and Eysenck Impulsivity Questionnaire (1977). After conducting the research process, covariance method was used for data analysis by SPSS21 software. Results: The results showed that tDCS experimental group significantly improved the scores of emotion regulation, impulsivity, Stroop scores, tower of London, Wisconsin, attention and concentration, and the component of inattention in ADHD scale due to the independent variable(p< 0/005). No significant difference was observed in the hyperactivity component. Conclusions: it can be concluded that tDCS can be use as a single treatment or also a complementary therapy along other treatment for ADHD patients

Roghaye Abdolrahimpour, Touraj Hashemi Nosratabad, Sanaz Pourhedayati, Manizhe Maleki,
Volume 20, Issue 98 (4-2021)
Abstract

Background: Many studies have reported impaired empathy in children with Attention Deficit Hyperactivity Disorder. But the main issue(question) is whether Between Dimensions of empathy of children with sluggish cognitive Tempo (which are similar in terms of attention problems to attention deficit hyperactivity disorder, For this reason, Children with sluggish cognitive Tempo are mistakenly labeled attention deficit hyperactivity disorder) there is difference with children with attention deficit hyperactivity disorder. Aims: Comparison of Dimensions of Empathy in children with Attention Deficit/ hyperactivity disorder and Sluggish Cognitive Tempo. Method: The research was descriptive and causal-comparative. The statistical population included Elementary school boys (7 to 12 years old) in Tabriz in the 2019 academic year, of which 100 boys (50 with attention deficit hyperactivity disorder and 50 with sluggish cognitive Tempo) as a sample by multistage cluster sampling model and They were selected using the SNAP-IV rating scale (Swanson, Nolan and Pelham, 1980) and the SCT scale (Penny, Watchbach, Klein, Curcum and Skis, 2009). In order to measure empathy, children's cognitive and emotional empathy scale (Dads et al., 2008) was used. The results were analyzed by multivariate analysis of variance in SPSS20 software. Results: The results showed that there was a significant difference between children with attention deficit hyperactivity disorder and children with sluggish cognitive Tempo (F=15/10, P<0/05). Conclusions: It can be concluded that children with sluggish cognitive Tempo have poorer(weaker) performance in cognitive and emotional empathy than children with attention deficit hyperactivity disorder


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