mohammad shadbafi

Nowadays, academic performance and the factors affecting it has drown psychologists and educational science researchers’ attention. The aim of this study was to investigate the mediating role of academic procrastination in the relationship between attention deficit /hyperactivity (ADHD) and sluggish cognitive tempo (SCT) symptoms with academic performance performance of lower secondary school students.

The research method was descriptive-correlational and the statistical population was all lower secondary school male students in Tabriz in 2020-2021 academic year. A sample of 250 students were selected from this population by multi-stage cluster sampling method. To collect the data, Child Behavior Rating Scale (Swanson et al., 1980), Sluggish Cognitive Tempo Scale (Penny et al., 2009), Academic Procrastination Test (Savari, 2011) and Educational Performance Questionnaire (Dortaj, 2004) were used. For data analyses, correlation matrix, structural equation modeling and goodness-of-fit indices in AMOS-24 software were used.

The results of structural equation modeling showed that the symptoms of ADHD as well as the symptoms of SCT have a direct and indirect effect on academic performance mediated by academic procrastination.

Based on the results, it can be said that students' academic performance, in addition to traditional factors such as ADHD and procrastination, can be affected by newfound variables such as SCT, and this highlights the need to study as much as possible the factors affecting academic performance.

The present study was conducted with the aim of evaluating the effectiveness of mindfulness-based training package on procrastination, self-efficacy and academic motivation of children with sluggish cognitive tempo. This study was implemented within the framework of a single -subject experimental design with multiple baselines. The sample consisted of 5 children aged 10 to 14 years with sluggish cognitive tempo symptoms, living in Tabriz City in the 2022-2023 academic year, who were selected by purposeful sampling method and using diagnostic tools (structured clinical interview and measure of sluggish cognitive tempo). The samples received mindfulness training for 12 sessions, and all of them were evaluated in three stages (baseline, treatment and follow-up) using the procrastination assessment scale-students (Solomon and Rothblum, 1986), student efficacy scale (Jinks and Morgan, 1999) and academic motivation scale (Vallerand et al., 1992). For data analysis, the indicators of trend change, slopeIn and review of charts were used; also to determine the clinical significance, recovery percentage and effect size were used. The results showed that mindfulness-based therapy reduced academic procrastination and increased self-efficacy and academic motivation of children with sluggish cognitive tempo with a large effect size. Also, the calculated average recovery percentage showed the clinical significance of changes in self-efficacy and academic motivation and the clinical non-significance changes in academic procrastination. According to the results of this study, it can be said that mindfulness training has practical implications in improving the academic performance of children with sluggish cognitive tempo and is recommended for clinicians.

The purpose of this study was to investigate the psychometric properties of the Dating Violence Questionnaire. In this descriptive-analytical study, 240 students (171 females and 69 males) of Tabriz University were selected by convenience sampling method and completed Dating Violence Questionnaire (DVQ+), Ambivalent Sexism Inventory (ASI) and Relationship Assessment Scale (RAS). Data were analyzed through exploratory and confirmatory factor analysis, calculating Cronbach's alpha coefficient, Pearson's correlation coefficient and investigating construct validity and criterion validity of questionnaire in Spss-24 and Amos-24 software. The results from exploratory and confirmatory factor analysis confirmed the 8-factor model of this questionnaire (with slight changes). The Cronbach’s alpha coefficient for the whole questionnaire was 0.94, and for the factors ranged from 0.86 (Humiliation in public) to 0.93 (Humiliation). Also, the criterion validity of the questionnaire was evaluated favorably by correlating it with the Ambivalent Sexism Inventory (r=0.20; p<0.01) and Relationship Assessment Scale (r=-0.46; p<0.01), and its construct validity was confirmed by using convergent and divergent validity. According to the obtained results, it can be said that the DVQ+ has desirable psychometric properties and good adaptation in Iranian society. Therefore, this questionnaire can be used for research and clinical purposes in the dating and sexual violence research area.

The purpose of this study is to compare simple and selective visual and auditory reaction time in children with ADHD and SCT. The design of the present study is within an opportunity comparison framework. The statistical population includes all elementary school students (7 to 12 years old) in Tabriz during the 2019-2020 school year. 100 boys (50 ADHD and 50 SCT) were selected from this population through a screening procedure using the Child Behavior Rating Scale (SNAP-IV) and the SCT scale. Samples were then screened using Psytask software to measure reaction time. MANOVA and SPSS 20 were used for data analysis. The results showed that there was a significant difference between the two groups in terms of simple and selective visual and auditory response (P<0.0001). In addition, the ANOVA and mean scores of the two groups showed that children with SCT performed worse than children with ADHD on all four reaction times. Based on the research background and the results of this study, it appears that children with SCT have poorer performance on cognitive functions such as reaction time than children with ADHD because of greater difficulties in sustained attention. The results of this study may help in the differential diagnosis of sluggish cognitive tempo and attention deficit / hyperactivity disorder and lead to the provision of treatment strategies for each disorder.

 Recent studies have identified a disorder called Sluggish Cognitive Tempo (SCT) which has similarities with Attention Deficit/Hyperactivity Disorder (ADHD) in attentional problems and often is mistakenly diagnosed as ADHD. Attentional problems cause executive dysfunction and often affect the hot and cold executive functions. This study aims to compare the sensitivity to reward and punishment, response inhibition and sustained attention between school boys with ADHD and SCT.

 This is a casual-comparative study. Participants were 100 elementary school male students (50 with ADHD and 50 with SCT) in Tabriz, Iran in the academic year 2019-20, who were selected through a screening method and based on the Swanson, Nolan, and Pelham-IV (SNAP-IV) and the SCT questionnaires. The Balloon analogue risk task was used to measure the sensitivity to reward and punishment, while the continuous performance test was used to measure response inhibition and sustained attention. For data analysis, multivariate analysis of variance was performed in SPSS v.20 software.

 The boys with ADHD had higher scores in sensitivity to reward, while those with SCT had higher scores in sensitivity to punishment. Moreover, the boys with ADHD had deficits in response inhibition, while those with SCT had deficits in sustained attention (P<0.0001).

 It seems that school boys with SCT have deficits in hot executive functions, and those with ADHD have problems in cold executive functions.

Recent studies have identified a disorder called Sluggish Cognitive Tempo (SCT) that has similarities with attention deficit/hyperactivity disorder (ADHD) in attention problems, and often mistakenly labeled as ADHD. The purpose of this study was to compare response inhibition and sustained attention in children with ADHD and SCT in order to elucidate the distinct contribution of attention problems in these two disorders.

The design of the present study was in the frame of Casual Comparative. Participants comprised 100 boys (50 ADHD and 50 SCT) from elementary schools in Tabriz in 2019-2020 academic years, who were selected through a screening method using the Child Behavior Rating (SNAP-IV) and SCT scale. So then, continuous performance test was performed on the samples to measure response inhibition and sustained attention. For data analysis, Manova and SPSS 20 were used.

The results showed a significant difference between the two groups in response inhibition and sustained attention (P<0.0001). Moreover, ANOVA and means of the two groups showed that children with ADHD have deficits in response inhibition and children with SCT have deficits in sustained attention.

Based on the research background and the findings of this study, it seems that children with SCT have deficits in hot executive circuit and children with ADHD have trouble in cold executive circuit.

This study aimed to compare was to compare the executive functions of inhibition, updating, and shifting in children with Attention-deficit / hyperactivity disorder and Sluggish Cognitive Tempo. The design of the present study was in the frame of Casual Comparative. Participants comprised 60 boys (30 ADHD and 30 SCT) from 4th-grade elementary schools in Tabriz in 1398-1399 academic years, which were selected through a screening method using the Child Behavior Rating Scale (SNAP-IV) and the SCT scale. Then, Stroop, memory retention, and plus-minus tests were performed on samples to measure inhibition, updating, and shifting. Manova was used to data analysis via SPSS20. The results showed that there is a significant difference between the two groups in executive functions of inhibition, updating, and shifting (P<0.0001). Moreover, Anova and means of the two groups showed that children with ADHD have deficits in inhibition, and children with SCT have gaps in updating and shifting. Based on the research Background and the findings of this study, it seems that SCT strongly associated with abnormal activity in posterior networks related to impaired updating and shifting and ADHD related to unusual activity in frontal-parietal systems related to impaired inhibition.

Accidents, both intentional and unintentional, are one of the leading causes of death and disability for children around the world and impose a heavy financial burden on the health care system of societies. The aim of the present study was to predict the children's accident proneness based on attention deficit hyperactivity disorder and sluggish cognitive tempo symptoms by mediating role of sensitivity to reward and punishment.

The research is descriptive and correlational. The statistical population included all elementary students of Tabriz city in the academic year of 2019-2020. For sampling, 200 students were chosen by random multistage cluster sampling method. Data were collected using Child Behavior Rating Scale (Swanson, Nolan, Pelham & 1980), Sluggish Cognitive Tempo Questioner (Penny, Waschbusch, Klein, Corkum & Eskes, 2009), Balloon Analogue Risk Task (Lejuez, 2002), and Minor Injury Severity Scale (Peterson, saldana & hiblum, 1996). Data analysis was performed by path analysis using SPSS20 and AMOS 24 software.

The findings show that with increasing symptoms of attention deficit / hyperactivity disorder and decreasing symptoms of sluggish cognitive tempo, the rate of accident proneness among children, increases. Also, sensitivity to reward and punishment are able to mediate the relationship between attention deficit hyperactivity disorder and sluggish cognitive tempo with accident proneness (p<0.05).

Based on these findings, it can be concluded that high sensitivity to punishment, protects children from accident proneness, because an accident is a form of punishment, and children with a high degree of sluggish cognitive tempo due to their high sensitivity to punishment, do not engage in dangerous and risky activities, so they are less likely to be injured. While children with attention deficit hyperactivity disorder are always at risk because of their high sensitivity to rewards, so they are more likely to be injured.

The health status of each society’s members are of particular importance. Accordingly, paying attention to their mental health helps to improve their bio psychological health and their social functioning. However, in every community, some individuals encounter some problems that affect their bio psychological health. Recently, the behavioral issues of children, as a significant subject of psychology and psychiatry, have attracted much attention. Furthermore, they constitute a considerable part of the population of every society. Besides, numerous children experience emotional and behavioral problems, i.e., not only challenging to be resolved but also may continue into adulthood. Given the wide range of behavioral problems, there are several approaches to classifying them. The most common method of categorizing behavioral issues, introduced by Achenbach in 1991, concerns childrenchr('39')s behavioral problems in two broad categories; internalized behaviors (e.g., withdrawal, obsession, sadness, shyness, fear, & delusion) and externalized behaviors (e.g., behaviors against others and the environment, including aggression, contention, & the destruction of property). The present study aimed to investigate the effectiveness of treatment based on problem–solving training on externalized behavioral symptoms.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this study was all middle school students of Tabriz City, Iran, in the 2018–2019 academic year. Of them, 30 students were chosen by convenience sampling technique and were randomly divided into the experimental and control groups. The inclusion criteria were age range of 12–15 years, no learning disorders, no mental disability, no visual, auditory or motor impairments, as well as no medical conditions, such as diabetes, epilepsy, or heart disease that may influence the research process. First, Pelham and Gnagy’s Disruptive Behaviors Rating Scale (DBRS) (1992) was administered to both study groups. The experimental group then received 8 sessions of 60–minute treatment based on problem–solving training. Next, both groups were evaluated using DBRS. Finally, the obtained data were analyzed using Multivariate Analysis of Covariance (MANCOVA) in SPSS.

is the collected data suggested significant differences between the experimental and control groups in Attention–Deficit/Hyperactivity Disorder (ADHD) (p<0.001), oppositional defiant disorder (p=0.049), conduct disorder (p=0.003), attention deficit (p=0.008), hyperactivity (p<0.001), and deceitfulness or theft (p=0.004) symptoms. The mean value of attention deficit, hyperactivity, ADHD, oppositional defiant disorder, deceitfulness or theft, and conduct disorder were lower in the experimental group than the controls. In addition, the calculated eta coefficient indicated that 95% of individual differences in the posttest scores of behavioral disorders belonged to the effectiveness of the provided treatment. However, there was no significant difference between the experimental and control groups in terms of aggression, the destruction of property, and serious violations of rules.

Based on the present study findings, providing treatment based on problem–solving training is effective in reducing externalized behavioral symptoms among individuals.

Background and Purpose: Students with attention deficiency/hyperactivity disorder (ADHD) and students with learning disability (LD) have a significant impairment in the working memory and consequently, in updating the information. The present study was conducted to compare the role of information updating in solving mathematical problems by students with ADHD, students with LD, students with the comorbidity of ADHD and LD, and typically developing students. This research was of casual-comparative design. The research population included all students of the 5th grade of primary school studying in the city of Tabriz in the academic year of 2016-2017. A sample of 30 students with ADHD, 30 students with LD, 30 students with ADHD and LD, and 30 normal students were selected by convenience sampling. Then 12 mathematical problems were presented to the sample groups. 6 problems did not need updating information, whereas the other 6 ones needed it. Finally, data were analyzed by multivariate analysis of variance (MANOVA) and least significance difference test. Findings showed that in both type of mathematical problems, normal students and students with ADHD performed significantly better than other groups and that students with LD performed better than students with Comorbidity of ADHD and LD.(p<.001). According to results, it can be concluded that impairment in working memory can lead to deficits in solving the problems that need updating information.

The aim of this study was the compression of emotional problems, hyper activity and conduct disorders in students with learning disabilities in reading (dyslexia), mathematics (dyscalculia), and normal students. The research method was descriptive and causal – comparative and the sample was 150 elementary school students in Tabriz in the 2015-2016 Academic years. All samples were chosen by available. Then The SDQ questionnaire were administered on the sample. For data analysis, multivariate analysis of variance (MANOVA) was used. Results showed that emotional problems, hyper activity and conduct disorders in children with learning disability (dyslexia and dyscalculia) was more than normal students. So that emotional problems in students with Reading disabilities, and hyper activity and conduct disorders in students with Mathematics disabilities were more than other groups. Because of significant difference between groups we conclude that we should concern about emotional problems, hyper activity and conduct disorders in students with specific learning disorders.

Background and Students with specific learning disabilities, in addition to educational problems, also have emotional-social problems. The purpose of this study was to compare emotional problems, relationship with peers, and prosocial behaviors in students with specific learning disabilities (reading disorder and math disorders) and normal students.
The research design was descriptive and causal-comparative. The statistical population consisted of all elementary students of Tabriz city in the academic year of 2015-2016. For the sample selection, from the center for learning disorders in Tabriz, 50 students with reading disorder, 50 students with math disorders, and 50 normal students were selected by the available method. Then the strengths and difficulties questionnaire (Goodman, 1977) were administered on the sample. To analyze of data, multivariate analysis of variance analysis and least significant difference analysis were used.
The results showed that there was a significant difference between the groups in terms of emotional problems, difficulty in communicating with peers, and prosocial behaviors (p According to research findings, learning problems such as reading disorders and maths may cause other problems, such as emotional problems and problems with social interactions.

Background and Auditory discrimination deficiency is considered as one of the effective factors in spelling disorder. According to brain modality, mirror neurons are involved in transferring the motion concept from visual to auditory system. This study examined the effectiveness of visual stimulation on auditory discrimination and development of writing skills in students with spelling disorder.
The present study is an experimental study and research design is pretest-posttest with control group. The study population consisted of all male and female students with spelling disorder in district 4 of Tabriz in the academic year 2015-2016 in age ranging from 7-9. 30 of these students (14 girls and 16 boys) were randomly selected and assigned into two groups (each group was 7 girls and 8 boys). First, Auditory discrimination test (Wepman, 1958) and writing skills development test (Ragheb, 1384) was conducted on the sample group. The experimental group received visual stimulation in 12 sessions of 30 minutes for four weeks. At the end, both groups were evaluated and the data analyzed using multivariate covariance.
Findings showed that the implementation of visual stimulation can reduce auditory discrimination errors and improve spelling performance in students with learning disabilities (P Based on the findings of this study, visual stimulation with strengthening of the underlying psychological processes in children reduces the learning problems of students. Therefore, this new therapeutic approach can be used to improve spelling difficulties in students.

The aim of this study was to compare those with Fragile X Syndrome and People with Turner syndrome in mathematical problem solving that need updating and needn’t updating.
Research method was causal and comparative and the sample includes 24 available Female in Tabriz City that 12 Female of this has Fragile X syndrome And 12 alternative Female in IQ and age has Turner syndrome. Then 12 math questions were posed to participants. 6 questions was no need to update information and sixth questions needs to update the information.
For data analyses Manova, Anova and Paired sample T test was used. Manova showed that Female with Fragile X syndrome and Female with Turner syndrome were different in two type of questions (F= 11.56, P according to results we conclude that Female with Fragile X syndrome had deficits in math problem solving and this severe mainly in questions that need update the information.