students with attention deficit

Students with attention deficit/hyperactivity disorder (ADHD) often exhibit significant difficulties in problem-solving skills, which have serious consequences for their academic and social functioning. Therefore, efforts have been made to enhance these skills, and the current research aims to investigate the effectiveness of emotional intelligence training on the problem-solving skills of students with ADHD.

This research employed a semi-experimental design with pre-test and post-test measures, including a control group. The population consisted of all fourth and fifth-grade male students with ADHD in Tehran. The participants were selected from those attending counseling centers ava rhaie And kasra using convenience sampling and were randomly assigned to experimental and control groups. The experimental group received a 10-session emotional intelligence training program, while the control group received no intervention. All participants were assessed using the Heppner and Peterson Problem-Solving Questionnaire before and after the training.

Following the emotional intelligence training sessions, a significant improvement was observed in the problem-solving scores of students with ADHD.

The emotional intelligence training program proved to be an effective intervention for improving problem-solving skills in students with attention deficit/hyperactivity disorder.

The purpose of this research was to investigate the effectiveness of parent-child play therapy on self-esteem, social skills, and academic performance in Students with Attention-Deficit/Hyperactivity Disorder (ADHD). The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all Students with Attention Deficit/ Hyperactivity Disorder of the second period of Isfahan City in the academic year 2023-2024, of which 30 people (19 male students and 11 female students) were selected by convenience sampling method based on the entry criteria. They were randomly divided into experimental and control groups (15 people in each group). In order to collect information, Eysenck self-esteem inventory (ESI), social skills questionnaire (SSQ) and academic performance questionnaire (APQ) were used. The experimental group received 10 90-minute sessions of the parent-child play therapy program and the control group did not receive any program. To analyze the findings, univariate covariance analysis was used using SPSS-23 statistical software. The results showed that play therapy had a significant effect on increasing the level of self-esteem, social skills, and academic performance of Students with Attention Deficit/ Hyperactivity Disorder (P<0.05). Therefore, it is suggested that specialists provide a basis for improving the self-esteem, social skills and academic performance of these children by establishing a parent-child play therapy training program.

The aim of the current research was to study the effectiveness of the home-school collaboration training program on school bonding and peer relation in boy students with attention-deficit/hyperactivity disorder.

The method of research was practical and quasi-experimental pretest-posttest with a control group. The study population included mothers, teachers, and boy students with attention-deficit/ hyperactivity disorder in schools in the 4th district of Tabriz in 2021. Using the convenience sampling method, 30 of these students were selected and randomly assigned into experimental and control groups. The school bonding Questionnaire (SBQ) and Hudson's Index of peers relation(IPR) were used to collect the data before and after the test. The home-school collaboration training program was carried out in nine training sessions for parents and teachers.

Data analysis used with Multivariate analysis of covariance and SPSS-16 revealed that there was a statistically significant difference between the scores of the subjects in the two stages of pre-test and post-test. In the same vein, there was a significant change in peer relationships and school bonds in the experimental group under the influence of the home-school collaboration training program.

Due to the effectiveness of the home-school collaboration training program, the development and implementation of this program is recommended for other groups with disabilities, teachers, and their parents.

Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common childhood disorders, requiring consistent adherence to treatment for successful outcomes. The present study aimed to determine the effectiveness of the " web-based Narrative therapy " package on the executive functions and social interactions of children with ADHD.

Using a quasi-experimental design, 30 children (18 boys, 12 girls) aged 9 to 11 with ADHD were selected from educational counselling centers in Shiraz during the academic year 1400-1401. They were assigned to experimental and control groups after matching. While both groups received pharmacological treatment, the experimental group underwent a 12-session " web-based Narrative therapy " training over a period of one month and two weeks, while the control group did not receive this training. Data were collected using the use of Connors (2004), Brief Children's Symptoms (2000), and Mattson's Social Skills (1983) questionnaires to assess the variables of attention, organization/planning, and social interactions, respectively. Descriptive statistics including means, standard deviations, minimum and maximum values were calculated, followed by the use of covariance analysis (ANCOVA) to test the research hypotheses. The paired comparison between groups was conducted using the Levene and Bonferroni follow-up tests. The data were analyzed using SPSS version 22.

The results indicated that the "web-based Narrative therapy" training was effective in improving organization/planning and social interactions. However, there was no significant difference in attention score between the experimental and control groups.

The utilization of new technologies such as "web-based Narrative therapy" demonstrates a promising strategy for rehabilitating children with ADHD. The outcomes of e-health interventions suggest that it is a potentially cost-effective and accessible intervention for children with ADHD.

This study aimed to evaluate the effectiveness of parent-child communication and parental stress Positive Parenting Program students with attention deficit were performed.

A quasi-experimental research design with a control group and the pre-test and post- test design with two disparate group, 24 mothers of children with attention deficit volunteered from among the available city Aliabad professor of Golestan two experimental groups and one control group. 8 sessions and weekly mothers group and each week a 2-hour session, Positive Parenting Program were trained. Parent-child Relationship Inventory (PCR) and parental stress scale as pre and post-test were used and data between a one-way ANCOVA univariate were analyzed.

The findings indicate significant differences pre- and post-test scores (P<0.05), respectively.

It can be concluded Positive Parenting Program improves parent-child relationships and parental stress can be reduced

This study aim to compare gross and fine motor skills between students with attention deficit hyperactivity disorder (ADHD) and normal students. For this end¸ 28 male students with ADHD (aged 7-10) from a school for exceptional children in district 14 of Tehran were selected. Also 28 age and sex-matched children without ADHD from the same district were selected randomly in order to equalize the social and cultural status of the two groups. Dependent variables were fine and gross motor skills which were assessed with the Lincoln Osertesky Motor Development Scales (LOMSD). Statistical analysis were performed on data by using independent t-test and U ­Man­ Whitney, revealed that children with ADHD had significantly lower scores on fine motor skills, gross motor skills, finger recognition, bilateral coordination of superior and anterior organs and other areas of LOMDS (p