scholarly journals Epidemiologic and Clinical Qualities of Attention Deficit/Hyperactivity Disorder (ADHD) in Primary School Students in Sarpol-e Zahab town, Western Iran

2018 ◽  
Vol 26 (2) ◽  
pp. 87-98
Author(s):  
Rahil Haghgo ◽  
Parasto Naieb Zadeh ◽  
Shadi AhadiFar ◽  
Shima Anari ◽  
Behrouz Behrouz ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
Primary School Students ◽  
School Students ◽  
Western Iran ◽  
Hyperactivity Disorder

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

A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING SELECTED COGNITIVE BEHAVIORAL THERAPY FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL TEACHERS, BANGALORE, KARNATAKA, INDIA

2021 ◽  
Vol 12 (4) ◽  
pp. 100-103
Author(s):  
Nuri Rai ◽  
A Jebarna Kiruba Mary
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Primary School ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Programme ◽  
Hyperactivity Disorder

The present study has been conducted with the aim of assessing the effectiveness of structured teaching programme regarding knowledge on selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. An evaluative approach was adopted for the study. The research design chosen for the study was a pre-experimental one-group pre-test and post-test. 40 primary school teachers who met the inclusion criteria were selected through purposive sampling. A structured questionnaire was provided to assess the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder. The overall pre-test result shows 45 % of the respondents possesses inadequate knowledge and 52.5 % of the respondents possess moderate knowledge and remaining 2.5 % of the respondent possess adequate knowledge. Whereas, in the post-test results 62.5 % of them had adequate knowledge and 37.5 % had moderate knowledge. The overall findings of the study clearly showed that the structured teaching programme was significantly effective in improving the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. Conducting a structured teaching programme would be effective in increasing the knowledge of respondents.

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