عباس متولی پور

Attention Deficit and Hyperactivity Disorder (ADHD) is one of the common disorders that occurs in the early stages of childhood development. ADHD is one of the disorders that has a complex and multidimensional nature which can also derived from a variety of factors and affect the various dimensions of individual and social growth of the child. So treatment of this disorder consists of variety of approaches from medication to relaxation. Todays, some studies on attention deficit hyperactivity disorder focused on non–pharmacological therapies and family–based. Regarding this necessity, the goal of this study was to design a family–based cognitive–behavioral play therapy program for students with attention deficit hyperactivity disorder and its effectiveness on the symptoms of this disorder.

The present study was interventional with quasi–experimental design and pre–test, post–test with control group. The sampling method was convenience. The statistical population of this study was the second–grade students of elementary school with symptoms of ADHD. A total of 34 male students of the second grade of elementary school with the symptoms of ADHD –combined type– were selected by convenience sampling method from two elementary schools with about 1000 population. Student of One randomly assigned to experimental group and students of another group randomly assigned to control group. Reviewing the existent literature, resulted in extraction of main components of program that was consist of self-instruction, problem solving, self-control, feelings discrimination, relaxation and attribution retraining. In the next step need assessment resulted in some behavioral problems such as aggression, social skills problems, problems in math and writing. Validation of program done by 3 University professors (for objectives of program) and 3 play therapists (for plays). After validation the protocol, pilot study done on 4 mothers with ADHD children and some corrections done in program. Then the program used in experimental phase. the mothers of the experimental group received 7 sessions (in seven weeks) of training on cognitive–behavioral plays then performed them on their children for 16 sessions (45 minutes) at home, while the control group did not receive any training. The program for training mothers consist of session 1: understanding ADHD; session 2: understanding cognitive–behavioral therapy; session 3: understanding CBPT for ADHD; session 4: training first to fourth plays of program; session 5: training fifth to eighth plays of program; session 6: training ninth to twelfth plays of program; session 7: training Thirteenth to Sixteenth plays of program. The plays in present program consist of: session 1: eye to eye and snowballs; session 2: bit the clock; session 3: electrocardiogram making and guidance; session 4: bit the clock and say, do, say; session 5: opposite pairs, snowballs and lax/iron doll; session 6: classmates; session 7: snowballs and coloring an snake; session 8: electrocardiogram making; session 9: post box and Treasure finding; session 10: color your life and corrective sentences; session 11: three whistle and Bubbling; session 12: making a film and Treasure finding; session 13: the feeling word and corrective sentences; session 14: be careful, exam and cooking; session 15: color your life and who arrive sooner; session 16: who arrive sooner and Bubbling. 

After analyzing the data, the results showed that, the family–based cognitive–behavioral play therapy program significantly reduced symptoms of ADHD (p˂0.05). The results have showed that the program's impact has remained strong over a three–month period (p˂0.05).

Cognitive–behavioral play therapy use for variety of behavioral problems in children. Goal of this study was to design a family–based cognitive–behavioral play therapy program for students with attention deficit hyperactivity disorder and its effectiveness on the symptoms of this disorder. Results of this study supported the efficacy of cognitive–behavioral play therapy program that performed by mother in home to decrease the symptoms of ADHD. According to the findings of the study, the present cognitive–behavioral play therapy program can be used as a family–based tool to reduce the symptoms of ADHD. Also mothers can be used as main agent of family–based treatments in childhood ADHD.

Nowadays, the main focus of modern researches in the field of ADHD has been on the area of comorbid disorders and reducing their symptoms. In this regard, cognitive-behavioral therapies have tried to reduce the symptoms by using methods such as self-control, problem-solving, and social skills. Given the important role of the family, the present study investigated the pre-assumptions of the treatment by addressing the structural relationships between the social skills, problem-solving skills, and self-control with the symptoms of conduct disorder and oppositional defiant disorders in the children with ADHD and the mediating role of the mother-child interaction. This study was performed on 104 male models, fourth to sixth grade students of the elementary school in Yazd, Iran. In this study, the Child Symptom Inventory, Child-Parent Relationship Scale, Problem-Solving Inventory, Self-Control Rating Scale, and Matson Evaluation of Social Skills with youngsters were used. The results were analyzed with path analysis by SPSS software version 23. Findings showed that problem-solving skills, self-control skills, social skills, and mother-child interaction can explain 75% of the variance of CD and 71% of the variance of ODD in the model. In another section of the analysis, the findings showed that the effect of problem-solving and self-control skills on the mother-child interaction was significant, but the social skills had no significant effect on the mother-child interaction. Also, the problem-solving variable can affect the CD through the mediating variable in the mother-child interaction, and also has a direct relationship with the current disorder but does not have a significant effect on ODD. The self-control variable in addition to its direct relationship to disorder can affect CD and ODD through the mother-child interaction. Self-control, problem-solving, and social skills are associated with the symptoms of behavioral disorders in the children with ADHD, and can be used in designing cognitive-behavioral therapy packages, and also the way the mother and child interact, is effective in this type of treatments

Parental stress and psychological problems of parents of children with behavioral problems have devastating effects on parent's reports of their parenting style and welfare and hence is one of the ways to improve this problems is offering psychological training to parents in the field of controling children with behavioral problems. Therefore, the purpose of the current study was to investigate the effect of training behavior modification methods on mothers of children with externalized behavior problems on reducing stress and improving parenting styles of these mothers. The research method was quasi-experimental with pre-test and post-test design and a control group. 24 mothers of children with externalized behavior problems were selected using at-hand sampling and divided into control and experimental groups. Both groups filled out child behavior checklist, parenting style scale and parenting stress index. For the next step, the experimental group received instructions on behavior modification methods in 9 ninety-minute sessions while the mothers in control group went on their normal tasks. At the end of the instructional session, both groups filled out the mentioned questioners as the post-test. Covariance analysis was used for analyzing data. The results of the analysis of covariance showed that instructing behavior modification methods improved authoritarian parenting style scores in mothers (P

The purpose of current study was to investigate the effect of training behavior modification methods on depression relief and improvement of parenting style of mothers with ADHD children. The research method was quasi-experimental with pre-test and post-test design accompanied by control group. To do so, 24 mothers of children with ADHD were selected using accessibility sampling and then divided into control and experimental groups. Both groups filled out parenting style scale, Beck’s depression scale, and Conners’ parent rating scale for ADHD. In the next step, the experimental group received behavior modification training for 9 sessions of ninety minutes while the mothers in control group went on with normal procedure. At the end of the instructional term, both groups filled out before-mentioned questioners as post-test. Covariance analysis was used for analysis of data. The results of covariance analysis showed that instruction of behavior modification methods decreased authoritarian and neglectful parenting scores (P<0/05) and increased authoritative parenting scores. It also reduced depression symptoms (P<0/05) among mothers in experimental group, in comparison with the control group. Findings of research showed that behavioral training of mothers improves their parenting style and prevents rising confusion in parent-child relationships and also emotional problems in mothers of children with ADHD.

The purpose of the present study is to examine the efficacy of stress coping skills training on parenting stress of mothers of children with attention defi-cit hyperactivity disorder (ADHD).Twenty four mothers whose children were diagnosed with ADHD were matched and randomly assigned to experimental and control groups.Quantitative lectroencephalography and Parenting Stress Index as well as a checklist of ADHD were used in order to measure the stress level of mothers and ADHD. Then, the experimental group participated in an intervention program for 11 sessions (60 minutes each). The hypothesis was tested by using the analysis of covariance (ANCOVA). The results indicate that stress coping skills training on parenting stress of mothers of children with ADHD was significantly eff-ective and mothers of the experimental group showed significant reduction (p<0/01) in parenting stress. This reduction was found on the following subscales: demandingness, restrictions of role, depression and social isol-ation. These findings, therefore, con-firm the effectiveness of the interve-ntion program in reducing the stress level of mothers with children suff-ering from ADHD.

Parents are those who interact with children more than others during the importantyears of their early childhood, and play a significant role in children’s cognitivedevelopment. Many recent studies have reported significant correlation betweenparents’ interactive style and children’s cognitive developmental level. In addition,intervention programs found to be positively effective in parent-child interactions.Related to these findings, many researchers have recommended interventionprograms focusing on teaching the problem solving skills for parents. Parenteducation could result in shaping appropriate behavior in children, correcting theirbehavioral problems, increasing parent-child interaction and consequentlyimproving family functions. The purpose of the present study was to investigate theeffects of teaching the problem solving skills to parents on parent-child interactions.Parents of 213 children aged 4 to 8 years old volunteered to participate in 9workshops. In these workshops, in addition to learning effective communicationstrategies, parents practiced to improve their reactions to children’s behavioralproblems. Workshops helped parents to use effective strategies such as problemsolving instead of using non-effective methods such as punishment. Theseworkshops were offered in ten sessions, two hours long per week. Twoquestionnaires were used to assess parenting styles and child’s behavioral problems.Parents completed the questionnaires two times, before and after the workshops.Results showed that parent’s problem solving education improved their interactivestyle and had positive effects on children’s challenging behavior.