scholarly journals The Effect of Social Skills through Role-play on the Self-concept of Students with and without ADHD

2017 ◽  
Vol 4 (7) ◽  
pp. 01-07
Author(s):  
Malihe Shirazi ◽  
Maryam Zarnaghash ◽  
Alireza Dashti
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Role Play ◽  
Role Playing ◽  
The Self ◽  
Self Concept ◽  
Normal Children ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Positive Effect

The aim of the present research is to find out the effect of role-playing on total self-concept score of students suffering from ADHD (attention-deficit hyperactivity disorder). Participants of this study were 120 children divided into two groups of 60. The first group included ADHD children, and the second group were normal children. The participants in the second group were randomly selected among the students of a primary school. The research instruments were ADHD Questionnaire (Tavakoli, 1380), Piers-Harris Children's Self-Concept, and Scale Role-playing scenarios & Clinical interview. The data gathered through the questionnaires were analyzed by the t-test. This is the indicator of a positive effect of role-playing on selfconcept of the students with or without ADHD. Keywords: role-playing; self-concept; ADHD;

scholarly journals The incidence of dysgraphia in Arabic language in children with attention-deficit hyperactivity disorder

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Amira Salah Lotfy ◽  
Mohammed El Sayed Darwish ◽  
Ehab Sayed Ramadan ◽  
Rania Makram Sidhom
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Arabic Language ◽  
Finger Tapping ◽  
Fine Motor ◽  
Normal Children ◽  
Spelling Errors ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children

Abstract Background Attention-deficit/hyperactivity disorder (ADHD) is a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Although children with ADHD made much more spelling errors, they had a distinct pattern of letter insertions, replacements, transpositions, and omissions. This mistake type is sometimes referred to as graphemic buffer errors, and it is caused by a lack of attention required for motor planning. The aim of study was to assess the incidence of dysgraphia in Arabic language in children with ADHD for better helping, diagnosis and management of those children. Results Ten percent of ADHD children had normal handwriting with no disability, 40% had excellent handwriting with a minimum of disability and 50% of ADHD children showed mild to moderate disability. There were significant differences between ADHD children and control children regarding results of each item on the subtest of handwriting of dysgraphia disability scale (DDS), respecting lines, spacing between words, letter direction, spelling a sentence, and punctuation. Drawing affected in ADHD children. The finger tapping speed was affected in almost ADHD children. Conclusions Dysgraphia highly presents in our sample of ADHD children with poor fine motor skills in ADHD children than normal children. ADHD children have illegible handwriting, not respecting lines, insufficient space between and within words, multiple spelling errors, and omissions of letters or words. Graphesthesia and stereognosis are affected more in ADHD children than in control children drawing and finger tapping speed affected in ADHD children.

Cognitive and Neuropsychological Characteristics of Attention Deficit Hyperactivity Disorder Children Receiving Stimulant Medications

1993 ◽  
Vol 77 (3) ◽  
pp. 1023-1031 ◽  
Author(s):  
Marcia G. Risser ◽  
Thomas G. Bowers
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Stimulant Medication ◽  
Cognitive Measures ◽  
Normal Children ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Developmental Index ◽  
Neuropsychological Characteristics ◽  
Stimulant Medications

10 children receiving stimulant medication for Attention Deficit Hyperactivity Disorder were compared to normal children on cognitive and neuropsychological dimensions in a pilot study. When compared with 10 normal children the ADHD children showed significant differences on cognitive measures, including the Wechsler Developmental Index, the Bender Visual-motor Gestalt Test, and the Benton Revised Visual Retention Test. Elevated levels of polyspike EEG activity were also noted for these children. Analysis suggested that ADHD children receiving stimulant medications may have persisting neuropsychological difficulty. Further research on the neuropsychological correlates of ADHD seems warranted.

scholarly journals Emotional Intelligence and its role in Cognitive Flexibility of Children with and without Attention Deficit Hyperactivity Disorder

2018 ◽  
Vol 34 (2) ◽  
pp. 299 ◽  
Author(s):  
Seyed Amir Amin Yazdi ◽  
Seyedeh Maryam Moshirian Farahi ◽  
Seyed Mohammad Mahdi Moshirian Farahi ◽  
Javad Hosseini
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotional Intelligence ◽  
Cognitive Flexibility ◽  
Attention Deficit ◽  
Stroop Test ◽  
Normal Children ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Low Performance

<p class="AbstractText">The aim of this study was to compare role of emotional intelligence in cognitive flexibility of children with and without Attention Deficit Hyperactivity Disorder (ADHD). Participants were 20 children (mean age = 10.25, SD = 2.12) with ADHD and 30 normal children (mean age = 10.96, SD = 1.32) that all of they were boy. All participants completed the Emotional Intelligence Questionnaire (Schutte et al., 1998) and the classic Stroop test, as a measure of cognitive flexibility.  ADHD children performed poorer on both measures than non-ADHD children.  And emotional intelligence predictors of cognitive flexibility in two groups. Overall, in children with attention deficit – hyperactivity disorder there are low performance of emotional intelligence and cognitive flexibility.</p>

Study of Disturbed Eating Behaviors in Children with Attention Deficit Hyperactivity Disorder

QJM ◽  
2021 ◽  
Vol 114 (Supplement_1) ◽  
Author(s):  
Heba E Essawy ◽  
Ahmed A Abdelgawad ◽  
Marwa E Khamis ◽  
Alaa Zakaria
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Eating Behavior ◽  
Attention Deficit ◽  
Emotional Eating ◽  
Eating Behaviors ◽  
Independent Factor ◽  
Hyperactivity Disorder ◽  
Disturbed Eating ◽  
Adhd Children ◽  
Z Scores

ABSTRACT Background There is emergent evidence that disturbed eating behaviors, including emotional eating and obesity, co-occur with attention deficit hyperactivity disorder (ADHD) in children. The current study aims to examine the link between ADHD symptoms, eating behaviors and obesity in ADHD children. Patients and Methods 50 ADHD children diagnosed by Conners scale were included. They completed the Emotional Eating scale adapted for children (ESS-C) to evaluate eating in response to emotions. Parents completed the Children’s Eating Behavior Questionnaire (CEBQ) to assess children’s eating behavior. Multivariable regression analysis was used to detect the most independent factor for higher Body mass Index (BMI) risk. Results: Higher rates of overweight/obesity were detected among ADHD children than among normal population. Also, higher Conners global index was associated with higher BMI z-scores. Both Inattentive and combined types were linked to higher BMI, while hyperactive type with lower BMI. Regarding eating behaviors, a positive association between food approach and BMI, and a negative association between food avoidant and BMI z-scores was found. Similarly, there was a noteworthy positive relation between emotional overeating and BMI. 68% of ADHD children were high emotional eaters, mainly inattentive and combined types. Others, mainly hyperactive type, were low emotional eaters. Only ESS-C total score was confirmed as independent factor for higher BMI risk. Conclusion Our findings provide evidence that emotional overeating and food approach eating behaviors are common among ADHD children with higher BMI associated with them. Future studies for better understanding of this overlap will enhance potential interventions.

scholarly journals Method of Parents in the Development of Child Prayers Attention Deficit Hyperactivity Disorder (ADHD) (Case Study of ADHD Children in Kulam Kemukiman Syamtarail Village, North Aceh)

2019 ◽  
Vol 1 (2) ◽  
pp. 278-290
Author(s):  
Muhajir ◽  
Zahrul Mubarrak ◽  
Amiruddin ◽  
Khaidir ◽  
Fazil Saputra ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Analysis Model ◽  
Case Study Method ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
The Family ◽  
Adhd Children ◽  
Model Technique

Concentration disorders accompanied by hyperactivity in children with ADHD are conditions that show symptoms of lack concentration, hyperactivity and impulsiveness that causes an imbalance of most of their life activities. This makes parents have difficulty in providing prayer guidance to children who have ADHD. Starting from this problem, the researcher tries to make a scientific about Parents' Method in the Development of Child Prayers Attention Deficit Hyperactivity Disorder (ADHD) (Case Study of ADHD Children in Kulam Kemukiman Syamtarail Village, North Aceh)." This study was conducted to describe the method parents in providing prayer services to children with ADHD in  Kulam Kemukiman Syamtarail Village, North Aceh. This thesis research method uses the case study method which is a study that tries to examine individuals or a unit in depth with a qualitative approach. In collecting data researchers conducted observations and direct interviews within formants who have been used as samples, as well as documentation. While the analysis of data through observations in this thesis uses a theme analysis model technique where all data after being collected will be processed one by one. The results showed that ADHD children's prayer guidance involved all family members, namely the father, mother, siblings and cousins ​​of ADHD children. As for the methods carried out by the family in the guidance of prayers in children with ADHD can be concluded as follows:1. Intelegently; 2. Be haviour; 3. By monitoring.

scholarly journals Neurofeedback Training Versus Perceptual-Motor Exercises Interventions in Visual Attention for Children With Attention Deficit Hyperactivity Disorder: A Randomized Controlled Trial

2021 ◽  
pp. 1-20
Author(s):  
Neda Ghadamgahi Sani ◽  
◽  
Malahat Akbarfahimi ◽  
Shadi Akbari ◽  
Mehdi Alizadeh Zarei ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Visual Attention ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Performance Test ◽  
Controlled Trial ◽  
Neurofeedback Training ◽  
Normal Children ◽  
Motor Proficiency ◽  
Hyperactivity Disorder

Introduction: Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood psychiatric disorders which is characterized by poor attention and subsequently lower learning capacities comparing with normal children. The purpose of this study was to compare the effectiveness of neurofeedback and perceptual-motor exercises as two common non-pharmacological treatments on visual attention. Method: 40 combined medicated ADHD children (aged 5-12 years) were allocated randomly in two groups: neurofeedback training and perceptual-motor exercises. Visual attention and motor proficiency were assessed before and after the treatment by Continuous Performance Test (CPT) and Bruininks-Oseretsky Test (BOT), respectively. Results: according to repeated measures ANOVA, both groups showed significant improvement in three attention-related areas of CPT including reaction time, omission and commission errors (p<0.001), while the difference between two groups was not significant (p>0.05). However, in perceptual-motor exercises group, motor proficiency improved significantly (p<0.01). Conclusion: neurofeedback training intervention, as well as perceptual-motor exercises, are effective in improving ADHD symptoms and given the similar effect of both interventions and their lack of side-effects, perceptual-motor exercises appear to be the more appropriate option for reducing symptoms of ADHD, due to its additional effect on motor proficiency, rich content of purposeful activities and social interactions.

Knowledge of kindergarten and elementary schools’ teachers regarding attention deficit hyperactivity disorder

2017 ◽  
Vol 41 (S1) ◽  
pp. S429-S429
Author(s):  
S. Almutairi ◽  
M. Almutairi ◽  
A. Al Harbi ◽  
M. Alsuhaibani ◽  
N. Alkeaid ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Elementary School Teachers ◽  
Attention Deficit ◽  
Common Mental Disorders ◽  
Sampling Technique ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Competing Interest

BackgroundAttention deficit hyperactivity disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher's role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD.ObjectivesThe current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and management of ADHD.MethodsCross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and kindergarten schools in four cities of Qassim region, Saudi Arabia.ResultsThe study included 1095 teachers, 711 (59.3%) did not get information about ADHD during undergraduate studies. Teachers’ overall ADHD knowledge mean was 21.7 + 5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2%, respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1%, respectively. The sources for those who got their information through reading were statistically significant in overall knowledge, general knowledge and treatment dimensions. As scientific studies and books were the highest with percentage of 24.6% and 23.3%, respectively, 4% and 3.6%, respectively, 3% and 3%, respectively. The level of ADHD knowledge perception showed that 76% of teachers were knowledgeable in relation to overall ADHD perception.ConclusionTeachers who have higher qualifications or training in identifying ADHD children scored higher in our study.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Sign in / Sign up

Export Citation Format

Share Document