scholarly journals The Effectiveness of Barkley's Parent Training on Social Skills of Students with Attention Deficit/Hyperactivity Disorder

2019 ◽  
Author(s):  
Sanaz Yaghmaei ◽  
Mokhtar Malekpour ◽  
Amir Ghamarani
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Social Skills ◽  
Primary School ◽  
Attention Deficit ◽  
Primary School Students ◽  
School Students ◽  
Efficient Treatment ◽  
Parental Training ◽  
Hyperactivity Disorder ◽  
Students With Adhd

Background: Attention Deficit Hyperactivity Disorder (ADHD) damages the children’s communicative and social performance. Therefore, the present study was conducted to investigate the effectiveness of Barkley’s parental training on social skills of students with ADHD. Methods: This random trial was conducted on primary school students with ADHD in Isfahan in academic year 2016 - 2017. As a result, 40 students with ADHD were selected from primary school students with ADHD via clustered random sampling method and were randomly categorized into case and control groups. The parents in the case group received fifteen sixty-minute therapeutic interventions in two months. The applied questionnaires included ADHD questionnaire and social skills questionnaire. The data were analyzed using ANCOVA method. Results: The results showed that Barkley’s parental training had significant effect on social skills of students with ADHD (P-value < 0.001) so that this therapy could improve social skills in ADHD students. Conclusion: According to the findings, it can be concluded that Barkley’s parental training can be applied as an efficient treatment to improve social skills of ADHD children by modifying parents’ interactional and parental model.  

scholarly journals The Prevalence of Attention-Deficit/ Hyperactivity Disorder among Primary School Students in an Iranian Rural Region

Psychology ◽  
2015 ◽  
Vol 06 (03) ◽  
pp. 263-268 ◽  
Author(s):  
Hamid Alizadeh ◽  
Esmaeel Armion ◽  
Frederick L. Coolidge ◽  
Zaena D. Flores ◽  
Courtney E. Sutton
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
Primary School Students ◽  
School Students ◽  
Rural Region ◽  
Hyperactivity Disorder

scholarly journals Attention deficit hyperactivity disorder and its relation to aggressive behavior among primary school students of both genders in Riyadh, Saudi Arabia

2022 ◽  
Vol 9 (2) ◽  
pp. 95-103
Author(s):  
Al-Owidha et al. ◽  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Saudi Arabia ◽  
Primary School ◽  
Aggressive Behavior ◽  
Attention Deficit ◽  
Pearson Correlation ◽  
Comparative Method ◽  
Primary School Students ◽  
School Students ◽  
Hyperactivity Disorder

The current study aimed to examine the correlation type between attention deficit hyperactivity disorders among primary school students of both genders in Riyadh, Saudi Arabia. It also sought to make comparisons between the male and female primary school students regarding attention deficit hyperactivity disorder and aggressive behavior. Further, the present study examined ADHD in children and its relationship to a number of other potentially related variables. The sample of the study consisted of 200 primary school students of both genders whose ages ranged between 9 to 13 years. To achieve the objectives of the study, it relied on the descriptive (correlative/comparative) method, especially the Pearson correlation coefficient and the T-test. The findings of the study show that there were more male children with attention deficit hyperactivity disorder (ADHD) and aggressive behavior than female students. The results of the study confirm the results of other studies. The study recommends that there is a need for early detection of children with developmental and emotional disorders (like children with ADHD). The results of the present study are also consistent with the findings of previous studies that indicated that attention disorder associated with hyperactivity is positively associated with aggressive behavior in children of both sexes. It also proposes to prepare and arrange guidance programs for them and their parents and strive towards achieving optimal treatment of such children in the school environment.

P01-339-Comparing of psychiatric co- morbidity disorders in primary school students with adhd subtypes (attention deficit, hyperactivity, combined) in academic year of 2009–2010 in arak-iran

2011 ◽  
Vol 26 (S2) ◽  
pp. 341-341
Author(s):  
B. Salehi
Keyword(s):  
Primary School ◽  
Psychiatric Disorders ◽  
Attention Deficit ◽  
Primary School Students ◽  
School Students ◽  
Adhd Subtypes ◽  
Cross Sectional ◽  
Co Morbidity ◽  
Students With Adhd ◽  
Academic Year

IntroductionADHD is one of the most prevalent psychiatric disorders in children.ObjectiveADHD have co-morbidity with many other psychiatric disorders.AimsAim of this study was Comparing of prevalence of three subtypes of ADHD with psychiatric co- morbidity in primary school students of Arak-Iran.MethodsThis study was a descriptive analytic, cross- sectional one, which carried on 2000 (960 girls and 1040 boys) primary school students in 1st state of Arak in academic year of 2009–2010, which screened by Intelligence Raiven scale and 48 Canner’s questionnaire (parents and teachers)and if there were existed of any subtypes of ADHD, we have done K-SADS-E questionnaire (Schedule for Affective disorder and Schizophrenia -epidemiological version)for them, data were analyzed by using descriptive- statistical methods and Logistic- regression for obtaining R. R.Results2.3, 3.5 and 2.7 percent of children have one of the subtypes of ADHD. The findings showed that prevalence of hyperactivity and attention deficit subtypes decreased while combined type increased by increased age. The prevalence of two subtypes of hyperactivity and attention deficit in boys and girls were not significantly different but combined type was significantly different. Finally, there were differences between ADHD subtypes and co- morbidity of psychiatric disorders such as conduct, depressive, enuresis, schizophrenia, oppositional, obsessive- compulsive, mania and social phobia, but these differences were not significant between girls and boys.ConclusionsPrevalence of subtypes of ADHD were different between age and gender but there were not significant differences between Co morbidity of ADHD subtypes and psychiatric disorders

scholarly journals The Perception of Primary School Teachers Regarding the Pharmacotherapy of Attention Deficit Hyperactivity Disorder

2021 ◽  
Vol 18 (12) ◽  
pp. 6233
Author(s):  
João Gregório ◽  
Raquel Ferreira ◽  
Ana Sofia Fernandes
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
School Teachers ◽  
Primary School Teachers ◽  
Hyperactivity Disorder ◽  
Contact Hours ◽  
Students With Adhd ◽  
Teachers Training ◽  
The Impact

Attention Deficit Hyperactivity Disorder (ADHD) is raising concerns across health systems, affecting about 5% of the school-age population. Therapy usually involves psychostimulants, which are prone to adverse drug reactions (ADRs). Teachers have many contact hours with children and can easily detect behavioral changes upon the beginning of medication. However, few studies have focused on the role of teachers in the management of ADHD children and detection of ADRs. The present work aimed to characterize the perception of primary school teachers regarding the impact of ADHD therapeutics. A questionnaire was constructed focused on teachers’ training regarding ADHD and its therapy; experience with students with ADHD; changes upon beginning of medication; and observation of ADRs. A total of 107 completed questionnaires were obtained. The results indicate that more than 40% of the inquired teachers have received training in ADHD, but in most cases, the theme of therapeutics was absent from that training. The vast majority of teachers (91.6%) have had students with ADHD and observed mood alterations associated with medications. More than 60% of the teachers answered that they are aware of the ADRs and of these, 24% have already detected them in their students. The teachers reported the observed ADRs to parents in 93% of the cases and to doctors in 28% of the cases. In conclusion, the results show the need to reinforce teachers’ training in ADHD and its therapeutics.

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