scholarly journals Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit–Hyperactivity Disorder Students’ Scientific Ability and Motivation

2021 ◽  
Vol 12 ◽  
Author(s):  
Haoyuan Zheng ◽  
Yang Dong ◽  
YuanKe Sun ◽  
Jie Yang ◽  
Chongbo Yuan ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Learning Motivation ◽  
Control Group ◽  
Behavioural Treatment ◽  
Learning Abilities ◽  
Hyperactivity Disorder ◽  
Cognitive Behavioural ◽  
Metacognitive Regulation ◽  
Experimental Group

This study investigated the effect of metacognitive regulation (McR) intervention on attention-deficit–hyperactivity disorder (ADHD) students’ astronomy knowledge acquisition and learning motivation. Through a cognitive-behavioural treatment design, this study selected 97 ADHD learners who had poor academic performance. This study divided ADHD students randomly into one experimental group and one control group. After 15 weeks of intervention, results showed that the experimental group students performed significantly better than the control group in scientific abilities, learning motivation, and metacognition. Results suggested that the McR intervention is an effective approach for improving the ADHD students’ science knowledge learning abilities.

scholarly journals Eye-Tracking Training Improves Inhibitory Control in Children with Attention-Deficit/Hyperactivity Disorder

2021 ◽  
Vol 11 (3) ◽  
pp. 314
Author(s):  
Tsz Lok Lee ◽  
Michael K. Yeung ◽  
Sophia L. Sze ◽  
Agnes S. Chan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Eye Tracking ◽  
Inhibitory Control ◽  
Attention Deficit ◽  
Incongruent Condition ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Common Sign ◽  
Experimental Group

Disinhibition is a common sign among children with attention-deficit/hyperactivity disorder (ADHD). The present study examined the effect of computerized eye-tracking training to improve inhibitory control in ADHD children. Thirty-two ADHD children (mean age = 8.4 years) were recruited. Half of the participants underwent 240 min of eye-tracking training over two weeks (i.e., experimental group), while the other half did not receive any training (i.e., control group). After training, the experimental group exhibited significant improvements in neuropsychological tests of inhibition, such as faster reaction time in the incongruent condition of the Flanker test, more unique designs in the Category Fluency and Five-Point Tests, and a faster completion time in Trail 2 of the Children’s Color Trail Test. The control group did not show significant changes in any of these tests. Our findings support the use of eye-tracking training to improve the inhibitory control of ADHD children.

scholarly journals Efficacy of Teachers’ In‐Service Training for Increasing Their Knowledge of Attention Deficit Hyperactivity Disorder in Eastern Region, Saudi Arabia

2020 ◽  
Vol 19 (12) ◽  
pp. 295-312
Author(s):  
Tareq Melhem
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Saudi Arabia ◽  
Attention Deficit ◽  
Teaching Experience ◽  
Training Programme ◽  
Control Group ◽  
Eastern Region ◽  
Hyperactivity Disorder ◽  
Service Training ◽  
Experimental Group

The study aimed to assess the effectiveness of a training programme in increasing teachers’ knowledge of Attention Deficit Hyperactivity Disorder (ADHD) in the Eastern Region of Saudi Arabia. The sample comprised 124 teachers from schools in the said region, and these teachers were divided into two groups: (1) experimental group with 62 teachers and (2) control group with 62 teachers. The quasi-experimental approach was employed for collecting data; the Cognitive Awareness Scale of ADHD (Melhem, 2020) was also employed. It consists of 37 items distributed into three domains, namely, general knowledge, characteristics and diagnosis and treatment. Results revealed that the effectiveness of the training programme in increasing teachers’ ADHD knowledge was in favour of the experimental group. Moreover, no statistically significant differences were observed in the increase of the levels of ADHD knowledge amongst the teachers in the experimental group due to the variable of teaching experience. That is, the levels of ADHD knowledge of teachers from the experimental group are the same according to their teaching experience. In sum, the training programme significantly increased the levels of ADHD knowledge of teachers from the experimental group. Moreover, educational institutions in Saudi Arabia should include ADHD training programmes in teacher-training curricula in Saudi Arabia.

scholarly journals Effect of Cognitive Behavioural Therapy on Pupils with Attention Deficit Hyperactivity Disorder in Two Selected Primary Schools in Cape Coast Metropolis, Ghana

2021 ◽  
Vol 17 (35) ◽  
pp. 146
Author(s):  
Felix Senyametor ◽  
Vera Arhin ◽  
Rebecca Kaedabi-Donkor ◽  
Lydia Aframea Dankyi ◽  
Kwame Nkrumah
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Affective Disorders ◽  
Primary Schools ◽  
Control Group ◽  
Cape Coast ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Cognitive Behavioural ◽  
Significant Difference

This study focused on investigating the effect of the Cognitive Behavioural Therapeutic treatment (CBT) on pupils with Attention Deficit Hyperactivity Disorder (ADHD) at Bekkyford and Felicomfort Primary Schools in Cape Coast, Ghana. The quasi-experimental design was used for the study. The sample for the study was 43 participants which include 8 parents, 6 teachers, 16 siblings of participants, 13 pupils made up of 9 males and 4 females. The pupils were purposively sampled for the study with the aid of the Scheduled for Affective Disorders and Schizophrenia for School-Aged Children (K-SADS). Data were collected with the Scheduled for Affective Disorders and Schizophrenia for School-Aged Children (K-SADS), questionnaire, and Clinical Global Impression Severity Scale (GCI-I). The results revealed that three out of the 9 males (representing 30 percent) reported minimal improvement in their symptoms regarding impulsivity and inattentiveness. There was a significant difference between the experimental group (M = 18.70, SD = 2.243) and the control group (M = 08.45, SD = 4.185), t(37)= 8.023; sig.=.003, P<.05 with respect to the CBT. It was recommended that parents, teachers and siblings should be included in all psychosocial interventions for people with ADHD for lasting and effective management of the symptoms.

scholarly journals Effects of Balance Training on Postural Control of Children with Attention Deficit/Hyperactivity Disorder

2020 ◽  
Vol 30 (4) ◽  
Author(s):  
Jalil Moradi ◽  
Shamsi Jalali ◽  
Maria Pia Bucci
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Postural Control ◽  
Attention Deficit ◽  
Dynamic Balance ◽  
Balance Training ◽  
Control Group ◽  
Children With Adhd ◽  
Balance System ◽  
Hyperactivity Disorder ◽  
Experimental Group

Background: Children with attention-deficit/hyperactivity disorder (ADHD) have shown deficiencies in many physical activities in comparison with normally developing children. One of the problems of these children is the balance and postural control. Objectives: The aim of this study was to investigate the effects of balance training on postural control of children with ADHD. Methods: Thirty children with ADHD participated in this study and were divided randomly into experimental and control groups. The experimental group performed balance training three times per week for seven weeks. During this period, the control group did not experience any exercises but continued their normal activities. The Biodex balance system (BBS) was used to evaluate static and dynamic balance. Results: The balance training significantly increased static and dynamic balance in the experimental group (P < 0.001), while the balance scores of children with ADHD in the control group did not change. Participants in the experimental group also performed static and dynamic balance tests significantly better than members of the control group (P < 0.001). Conclusions: The results showed that specific balance training improves postural control of children with ADHD. These balance trainings probably lead to an adaptive mechanism in the sensory process and cerebellar integration of children with ADHD.

Mainstream and Remedial School Attention Deficit Hyperactivity Disorder Boys: More Alike than Different

2005 ◽  
Vol 35 (1) ◽  
pp. 73-88
Author(s):  
J. B. Savitz ◽  
P. Jansen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Executive Deficits ◽  
Mainstream School ◽  
The Difference ◽  
Neuropsychological Tasks

The literature on the neuropsychology of Attention Deficit Hyperactivity Disorder (ADHD) is plagued by inconsistent findings, which are usually attributed to a variety of extraneous variables. One of the most inadequately explored of these variables is the difference between ADHD children attending remedial and mainstream schools. This study aimed to investigate whether the performance of remedial and mainstream school ADHD boys differs on relevant neuropsychological tasks. The sample consisted of three groups of 8- to 12-year-old boys. Two of these groups consisted of children with ADHD: one from remedial schools and one from mainstream schools. The third group was made up of participants without ADHD, who attended mainstream schools. The performance of the remedial school learners on the Stroop, Lurian and cancellation tasks was investigated and compared to a mainstream school ADHD sample. The performance of the ADHD group as a whole was compared with that of a control group. No significant difference in performance was found between the two ADHD groups, except for the length of time taken to read words in the control condition of the Stroop. The control group out-performed the ADHD samples on the Stroop, Lurian and cancellation tasks. The findings suggest that mainstream and remedial ADHD boys do not differ in the severity of their executive deficits, but that boys with ADHD attending remedial schools may be more likely to have another learning disorder than their counterparts at mainstream schools.

A Comparison between Barkley Behavioral Therapy, Minuchin Structural Family Therapy and Neuro-feedback on Anxiety among children suffering from Attention Deficit – Hyperactivity Disorder

2020 ◽  
Vol 59 (10) ◽  
pp. 47-60
Author(s):  
Baqer Mirza Hasanvand ◽  
◽  
Kiyan Gholam Javadi Tarziloo ◽  
Mahbube Mostafa Khiri ◽  
◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Family Therapy ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Behavioral Therapy ◽  
Statistical Tests ◽  
Control Group ◽  
Structural Family Therapy ◽  
Structural Family ◽  
Hyperactivity Disorder

Background & objective: Due to the consequences of attention deficit - hyperactivity disorder, various therapy approach have been formed. This research aimed to investigate a comparative study between Barkley behavioral therapy, Minuchin structural family therapy and neuro-feedback on anxiety among children suffering from attention deficit – hyperactivity disorder. Methods: This study was a quasi - experimental pretest-posttest with a control group. The study population consisted of all primary school student in Karaj in 2018. By using cluster sampling method, 400 students selected and screening conducted for hyperactivity and anxiety. The sample consisted of 40 (10 for each group) students and their mothers were selected by as an available and randomly recruits to each of groups. Instruments for gathering data were semi-structured diagnostic interview (K-SADS), short diagnostic scale for hyperactivity and attention deficit disorder (Caners, 1999) and multidimensional child anxiety scale (March et al., 1997). Then, the participants in the experimental groups (Three groups) participated in Barkley behavioral therapy (9 sessions of 90 min), Minuchin structural family therapy (8 sessions of 90 min) and neuro-feedback (25 sessions of 30 min), while the control group did not receive any intervention. Then, the data were analyzed using SPSS.v21 software and statistical tests such as MANCOVA and ANCOVA. Data analysig was performed with SPSS.v16 and significant levels of all tests set on 0.05. Results: The results indicate that Barkley behavioral therapy, Minuchin structural family therapy and neuro-feedback have significant impact on anxiety among children suffering from attention deficit – hyperactivity disorder, generally (P < 0.01). Furthermore, post-hoc test revealed that the efficacy of therapies on anxiety of experiment groups is different (P < 0.01). Three months follow-up results represent resistance of therapies (P > 0.01). Conclusion: So, using of these therapies for reduction of anxiety among children suffering from attention deficit – hyperactivity disorder. Key words: Barkley behavioral therapy, Minuchin structural family therapy, neuro-feedback, anxiety, attention deficit – hyperactivity disorder

Efficacy of cognitive-behavioral therapy and deep relaxation for children with attention-deficit hyperactivity disorder

2019 ◽  
pp. 19-26
Author(s):  
Nawel Abdesslem ◽  
Sabeur Hamrouni ◽  
Roy Jesse Shephard ◽  
Mohamed Souhaiel Chelly
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Before And After ◽  
Physically Based ◽  
One Year

Objective: This study made a preliminary exploration of the efficacy of physically-based cognitive-behavioral therapy and deep relaxation for children with attention-deficit hyperactivity disorder (ADHD). Methods: ADHD behavior and cognitive functions were assessed by test D2 and Conner’s scale before and after a one-year physically-based training program. The reliability of test scores was assessed by repeat testing of a control group (CG) of 10 students who did not have ADHD. Children (10 per group) with ADHD were assigned to physically-based cognitive-behavioral therapy and deep relaxation (E1) or physically-based cognitive-behavioral alone (E2). Results: After 52 weeks of treatment, an intra-group comparison showed that E1 and E2 had improved their scores on the test D2, whereas CG showed no significant change. In addition, most participants with ADHD showed a remarkable improvement in their attentional behavior, with group E1 responding better to treatment than group E2. Conclusions: Physically-based cognitive behavioral therapy appears to improve function and social competence in children with ADHD, and should be recommended as an alternative or supplement to pharmaceutical treatment.

scholarly journals Validação Clínica da Versão Portuguesa do Questionário de Hábitos de Sono das Crianças (CSHQ-PT) em Crianças com Perturbações do Sono e PHDA

2019 ◽  
Vol 32 (3) ◽  
pp. 195
Author(s):  
Ana Filipa Parreira ◽  
António Martins ◽  
Filipa Ribeiro ◽  
Filipe Glória Silva
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Sleep Disturbance ◽  
Sleep Disorders ◽  
Attention Deficit ◽  
Control Group ◽  
Sleep Habits ◽  
Disturbance Index ◽  
Hyperactivity Disorder ◽  
Children’S Sleep Habits Questionnaire ◽  
Children’S Sleep

Introduction: The Portuguese version of the Children’s Sleep Habits Questionnaire showed adequate psychometric properties in a community sample but the American cut-off seemed inadequate. This study aimed to validate this questionnaire in clinical populations of children with sleep disorders and with attention deficit/ hyperactivity disorder.Material and Methods: The study sample included 148 Portuguese children aged 2 to 10 years old that where divided in 3 groups: 1. Clinical group with sleep disorders (behavioral insomnias, parasomnias or sleep-related breathing disorders); 2. Clinical group with attention deficit/ hyperactivity disorder; 3. Control group. The sleep habits and sleep problems were evaluated using the Children’s Sleep Habits Questionnaire. Sleep-related disorders were confirmed by polysomnography.Results: The questionnaire’s internal consistency (Cronbach α) in the clinical sample (sleep disorders and attention deficit/ hyperactivity disorder) was 0.75 and ranged from 0.55 to 0.85 for the subscales. Children with sleep disorders and attention deficit/  hyperactivity disorder had a higher sleep disturbance index (full scale score) compared to the control group. The subscales presented significant differences between the subgroups with different sleep disorders showing discriminative validity. The receiver operating characteristic analysis of the sleep disturbance index comparing the sleep disorder and control sample determined a cut-off of 48 (sensibility 0.83;specificity 0.69).Discussion: Children with sleep disorders and attention deficit/ hyperactivity disorder evidenced higher Sleep Disturbance Index (full scale score) comparing to the control group. The subscales presented significative differences between the subgroups with different sleep disorders showing discriminative validityConclusion: The Portuguese version of the Children’s Sleep Habits Questionnaire showed adequate psychometric properties for children with sleep disorders and/or attention deficit/ hyperactivity disorder. The cut-off value 48 is better adjusted for the Portuguese population.

Impaired and enhanced attentional function in children with attention deficit/hyperactivity disorder

2003 ◽  
Vol 33 (3) ◽  
pp. 481-489 ◽  
Author(s):  
J. KOSCHACK ◽  
H. J. KUNERT ◽  
G. DERICHS ◽  
G. WENIGER ◽  
E. IRLE
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Divided Attention ◽  
Statistical Significance ◽  
Neuropsychological Test ◽  
Control Group ◽  
Consecutive Series ◽  
Hyperactivity Disorder ◽  
Control Subjects ◽  
Attentional Tasks

Background. The symptom domain of inattention in attention deficit/hyperactivity disorder (ADHD) suggests that there are neuropsychological fields of attention in which subjects with ADHD express deficits. However, studies using differentiated neuropsychological attentional tests in ADHD are lacking.Method. A consecutive series of 35 subjects with ADHD aged 9–12 years were assessed on a computer-driven neuropsychological test battery for attentional functions. Their performance was classified according to the data of a normative sample of 187 healthy subjects aged 9–12 years, and compared with the performance of 35 matched healthy control subjects.Results. According to normative data, most ADHD subjects performed on all attentional measures within the normal range. Comparisons with the control group revealed that ADHD subjects reacted faster on all attentional tests, yielding statistical significance for the Go/No go test and the Divided Attention test. They also performed with significantly fewer errors on the Divided Attention test. On the Go/No go test, Visual Scanning test and Attentional Shift test ADHD subjects committed significantly more errors than control subjects.Conclusions. Our results suggest a differential pattern rather than a deficit pattern of attentional functions in ADHD. It is suggested that the more rapid response style of ADHD subjects leads to a more erroneous performance in self-paced attentional tasks and to a better performance in externally paced attentional tasks. However, neuropsychological tests of attention do not contribute to the clinical diagnosis of ADHD.

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