scholarly journals Comparison of the Effectiveness of Individual and Group Play Therapy on Coping Behaviors in Primary School Students with Attention Deficit Hyperactivity Disorder

2020 ◽  
Vol 7 (2) ◽  
pp. 120-131
Author(s):  
Elahe Nayebi ◽  
Reza Pasha ◽  
Saeed Bakhtiyarpour ◽  
Zahra Eftekhar Saadi ◽  
◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Play Therapy ◽  
Attention Deficit ◽  
Coping Behaviors ◽  
Primary School Students ◽  
School Students ◽  
Hyperactivity Disorder ◽  
Group Play Therapy ◽  
Group Play

scholarly journals Effect of Group Play Therapy on Emotional/Behavioral Problems of Children With Attention Deficit Hyperactivity Disorder Aged 6-12 Years

2020 ◽  
Vol 21 (3) ◽  
pp. 390-405
Author(s):  
Sepideh Teimourian ◽  
◽  
Hooshang Mirzaei ◽  
Ebrahim Pishyare ◽  
Samaneh Hosseinzadeh ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Occupational Therapy ◽  
Play Therapy ◽  
Behavioral Problems ◽  
Attention Deficit ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Group Play Therapy ◽  
Rule Breaking ◽  
Group Play

Objective: One of the most significant issues in children with attention deficit hyperactivity disorder (ADHD) is emotional/behavioral problems, which disrupt their social communication at home and school. Some of these problems include social problems, rule-breaking behavior, and aggressive behavior. These problems, if left untreated in childhood, can cause problems in adulthood such as substance abuse, insubordination in the workplace, shorter stay at a job, and more anti-social acts. Nowadays, the use of play therapy for children with ADHD has become common. It is an active approach that allows the children to express their feelings through play. In group play therapy, children are asked to evaluate their personality according to their peers’ reactions. The study investigates the effect of group play therapy on emotional/behavioral problems in children with ADHD aged 6-12 years. Materials & Methods: This is a randomized controlled trial. The study population consists of all children with ADHD referred to the Dostdaran Koodak Occupational Therapy Clinic in Isfahan City, Iran. Of these, 28 children aged 6-12 years (average age: 8 years), including 8 girls and 20 boys, were selected using a convenience sampling technique. First, the study objective was explained to the parents, and children were then randomly assigned into the intervention and control groups. Considering error (d)=3, with 95% confidence level and 80% test power, the sample size was determined 14 for each group. The intervention group received 12 sessions of group play therapy (2 sessions per week, each for 45-60 minutes), besides two sessions of individual occupational therapy per week. However, the control group received two sessions of occupational therapy per week only. The emotional/behavior problems of subjects in both groups were assessed before and after the intervention using the CBCL. Data analysis was performed in SPSS V. 21 software using the Shapiro-Wilk test and ANCOVA. Results: After the group play therapy, there was a significant decrease in the scores of emotional/behavioral problems, including social issues, aggressive behavior, and rule-breaking behavior, as well as in the overall score (P˂0.001). Conclusion: Group play therapy can be used as a complementary method with other common occupational therapies for reducing the emotional/behavioral problems in children with ADHD.

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.

Does the Age of Beginning Primary School Affect Attention Deficit Hyperactivity Disorder Symptoms?

PEDIATRICS ◽  
2016 ◽  
Vol 137 (Supplement 3) ◽  
pp. 108A-108A
Author(s):  
Sule Yazgan ◽  
Sebla Gokce ◽  
Yanki Yazgan ◽  
Burcu Ayaz ◽  
Esengul Kayan ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
Hyperactivity Disorder
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