جستجوی مقالات مرتبط با کلیدواژه « Attention Deficit Hyperactivity Disorder (ADHD) » در نشریات گروه « پزشکی »

Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder among children, adversely affecting various aspects such as learning abilities, interpersonal relationships, self-esteem, and emotions. Given the detrimental impact of the COVID-19 pandemic on children's mental health, this study aimed to assess the quality of life of 8 - 12 year-old children with ADHD during the pandemic.

This cross-sectional study was conducted on 54 children with ADHD referred to Kargarnejad Hospital in Kashan, Iran, in 2022. Data collection utilized a demographic questionnaire and the PedsQL quality of life questionnaire. Children were assessed in four functional subscales of quality of life: physical, emotional, social, and academic, along with a total score.

The mean age of the children was 9.15±1.43 years. The highest score was observed in physical performance, with a mean of 74.48±15.08, while the lowest score was in academic performance, with a mean of 53.33±15.17. A significant relationship was found between academic performance and gender (P=0.04).

Both ADHD and COVID-19 contribute to a decline in children's quality of life, particularly impacting academic performance, which may lead to negative psychological consequences in their future years. Further research is recommended to explore treatment options for ADHD and address environmental and familial factors influencing the disorder.

Parents of children with attention deficit hyperactivity disorder (ADHD) face various challenges that can affect their quality of life. Understanding the factors influencing the quality of life of these parents can contribute to improving their psychological and social well-being.

This descriptive-correlational study was conducted on all parents of hyperactive children aged 6 to 11 in the city of Rasht during the academic year 2022. Sampling was done using convenience sampling, and data were collected using the Barton Communication Skills Questionnaire (1990), World Health Organization Quality of Life questionnaire (WHO-QOL), and Connor-Davidson Resilience Scale (2003). Data analysis was performed using descriptive and inferential statistical methods (correlation analysis and multiple regression) with SPSS software.

The results indicated a significant relationship between effective communication pattern, resilience, and emotional intelligence with the quality of life of parents of children with ADHD. These variables explained 38% of the variance in the quality of life of these parents.

The findings underscore the importance of enhancing communication skills, resilience, and emotional intelligence in improving the quality of life of parents of children with ADHD. Strengthening these skills can help reduce parental psychological burden and enhance family relationships and better support for children with ADHD.

Attention Deficit-Hyperactivity Disorder (ADHD) is one of the developmental neurological disorders, which is associated with significant disorders in developmental, cognitive, emotional, and educational issues. Mentalization-based therapy enhances the ability of ADHD children to empathize by increasing the reflective function of one’s own and others’ mentalizing capacity and improve the ability to see through the perspective-taking and understanding of one’s own and others' feelings under the influence of ego functions reinforcement. From the theory of ego psychology and object-relations approach, Attention-Deficit Hyperactivity Disorder (ADHD) is a disorder in ego functions (executive functions, inability to regulate emotions, problem-solving, etc.) and the development of a coherent senseof self in relation to others. These children have serious problems in interpersonal relationships, and failure and the dyad of frustration and anger are characteristic of their relationships (1). According to Fonagyet al. (1996), mentalization is a psychological process that facilitates explicit and implicit meaningful interpretation of one's own and others' actions, desires, thoughts, and intentions(2, 3). Mentalization is the result of secure attachment and relationship with the early caregivers. Metallization-Based Therapy (MBT) was originally developed by Bateman and Fonagy for adult patients with borderline personality disorder in the 1990s; but in recent years, this treatment has been used for a wide range of disorders, including childhood disorders. Its purpose is to improve the mentalization skills (understanding of the inner world, point of view and feelings, and one's own desiresand others’ intentions or theory of mind) in the child and the parent. The present study aimed to test the effectiveness of this treatment on the empathic function of children with ADHD, considering there are some deficits in empathic functionsduring developmental lines of such children.

The present study is an experimental study of a one-factor design with three groups of Repeated Measures. The study sample consisted of 60 children (30 girls and 30 boys) with school-age ADHD (6- to 12-year-old) who were selected by targeted sampling. These children first received an initial diagnosis by a psychiatrist and then were assessed by psychologists for entry and exit criteria using the K-SADS-PL DSM-5 diagnostic interview form. The participants’ parents completed EQ-SQ questionnaire in three stages (pre-test, post-test, and follow-up), describing their child. Participating children were randomly assigned to three intervention groups including pharmacotherapy with methylphenidate, MBT-C, and combined method. The interventions lasted for 36 sessions and a follow-up session was held again three months after the end of the treatment. To analyze the data, Repeated Measures ANOVA and Bonferroni Post Hoc tests were used. All participants signed an informed consent form for ethical considerations.

MANOVA results showed that in the intergroup effect test between the three interventions (pharmacotherapy, MBT-C, combined method), there was a significant difference (P <0.001) in the empathy variable. The result of the intragroup effect test was also significant (P <0.001). In addition, the results of the Post Hoc test in  efficacycomparisons for the two-way between the three interventions showed that mentalization-based therapy and combined method were significantly different from the pharmacotherapy group; And its effectiveness in improving empathy in children with ADHD was confirmed. There was no significant difference in effectiveness between MBT-C group and combined method (P > 0.05).

The results confirm that mentalization-based therapy increases the level of empathy in children with ADHD. Mentalization-based therapy is a process-oriented therapy that uses plays to enhance mentalization and introspection, trying to teach and improve the reflective function, thinking, and mentalization capacity of children's mentalization and empathetic companionship and curiosity about the relationship with the child's inner experiences by the parents. Thus, MBT-C can be an effective intervention to improve empathy capacity in children with ADHD by focusing on the interaction of the inner and outer worlds and the regulation of emotions and interpersonal relationships.Data analysis of the present study showed that mentalization-based therapy was effective on empathy in children with ADHD and there was a significant difference between the three interventions of combinedintervention, MBT-C, and pharmacotherapy with methylphenidate in the empathy variable. And combinedintervention and MBT-C were more effective than pharmacotherapy on empathy in children with ADHD. Midgley et al. (2013) stated that the goal of Mentalization-Based Treatment for children (MBT-C) plants the seeds of curiosity and genuine empathy that create an atmosphere full of "emotional oxygen" for both the child and the parents so that they can face the pleasures and experience the challenges of life during the therapy(4). Taylor (2012) also utters that simple mentalization efforts such as support and empathy are effective in treating cases where there is high arousal in children (such as the emotional experiences seen in children with ADHD) (5).Given that mentalization-based treatment seeks to improve children's capacity for reflective functions, thinking, and mentalization, as well as educating reflective functions and practiceempathetic companionship and curiosity about the child's inner experiences to parents, it increases the effectiveness of treatment for ADHD children. Mentalization-based treatmentby use of play builds a powerful medium (for both the child and the parent and therapist) to explore relationships, to learn about the world of feelings, and to discover a psychological voice for oneself as a child. From a mentalization perspective, play is a form of social learning, as all kinds of experiences in daily life are rehearsed, changed, and completed, and integrated into the child's behavioral repertoire through this medium.

Behavioral disorder is one of the most prevalent psychological disorders among children with attention deficit hyperactivity disorder (ADHD). If untreated, this disorder could lead to academic failure and isolation from friends. Available treatments for ADHD include pharmacological and non–pharmacological interventions. In recent decades, psychologists have emphasized the relationship between the child and his caregivers because they believe that the parent's interaction and intimacy form the basis of the cognitive–emotional development of the child and reduce the risk of developing a mental illness. A functional behavioral assessment (FBA) is a set of procedures used to assess and identify environmental conditions that predict and maintain behavior. FBA is a means to determine the purpose of a person's behavior and how the behavior is reinforced in the person's environment. So, this study aimed to assess the effect of using parent's behavioral management training based on the FBA approach on the attention and concentration, behavioral problems, and social–emotional adjustment of 6–12 years old children with ADHD.

The research method was a quasi–experiment with a pretest–posttest design with a control group. The statistical population of the research consisted of all children aged 6 to 12 years with ADHD and their parents (mothers) who were referred to counseling centers and psychological services in Tehran City, Iran, in 2016 to receive medical or clinical treatment. A sample of 40 people was selected using the available method and randomly assigned to two groups (experimental and control). In the experimental group, 20 mothers of ADHD children received 10 behavioral therapy sessions for 10 weeks in the parental behavior management training group. In contrast, the control group did not receive any intervention. For gathering data, we used Conners' Parent Rating Scale–Parents Form (Conners, 1973), the Computerized version of the Continuous Performance Test (VA+PLUS), Students' Compatibility Questionnaire (Sinha & Singh, 1993), and the Child Behaviour Checklist (CBCL) (Achenbach & Rescorla, 2001). To analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis to control the pretest effect) were used at the significance level of 0.05 in SPSS version 22.

The results showed that, after adjusting the effect of pretest scores, there was a significant difference between the experimental group and the control group in the three variables of attention and concentration (p<0.001), behavioral problems (p<0.001) and socioemotional adjustment (p<0.001).

Based on the findings of the research, parents' behavior management training based on the functional behavior assessment approach is effective in increasing attention and concentration, reducing behavioral problems, and improving the socioemotional adjustment of children with ADHD.

One of the most crucial stages of life is adolescence in which personality is established. Overlooking challenges and behavioral–emotional problems of this stage will likely result in more maladjustment and behavioral disorders in adulthood. Attention–deficit hyperactivity disorder (ADHD) is considered a neurodevelopmental disorder that is the most common disorder among children. Although the researchers worked on the genetic and neurological etiology of ADHD, in two recent decades, more attention is now paid to the importance of environment as a cause of symptoms of ADHD. One of the environmental aspects to study the etiology of ADHD is the attachment style of children. Sonuga–Barke (2003) referred to a model with two paths to explain cognitive deficits in children with ADHD. The first path is executive dysfunctions which are related to response disinhibition. All people with ADHD have deficits in executive functions, and ADHD is basically a developmental disorder in executive functions. So, the present research aimed to investigate the effects of attachment styles and executive functions in the prediction of ADHD in junior high school students.

The method of the present research was correlational analysis. The statistical population was all junior high school students of Khoy City, Iran and their parents in 2020–2021 that were selected by multi–stages clustering sampling method. First, four high schools were selected among all high schools randomly. Then, five classes were selected from each high school. Next, ten students were selected from each class randomly. The final sample included 200 students. The inclusion criteria were as follows: being junior high school student, living with parents, being aware of study aims, and providing informed consent. The exclusion criteria were divorce of parents, death of one of the parents and unwillingness to participate in the research. Research tools were Conners’ Parent Rating Scale (Short Form ((Conners et al., 1998), Attachment Style Questionnaire (Collins & Read, 1990), and Coolidge Personality and Neuropsychological Inventory for Children (Coolidge et al., 2002). In this research, we used descriptive statistics (frequency, frequency percentage, mean and standard deviation) and inferential statistics (the conventional correlation and multivariate linear regression statistical methods) in SPSS version 24 software at a significance level of 0.01.

There was a correlation between secure, avoidant, and ambivalent attachment styles and executive function deficits with variables of ADHD (p<0.01). Also, secure attachment style (Beta=–0.22, p<0.001), avoidant attachment style (Beta=0.20, p<0.001), ambivalent attachment style (Beta=0.17, p<0.001) and deficits in executive functions (Beta=0.28, p<0.001) had an effect on ADHD.

Based on the findings of the research, secure attachment style negatively and ambivalent and avoidant attachment styles and defects in executive functions positively predict the incidence of ADHD in the students.

Brain-based teaching is the purposeful application of brain function strategies for teaching that affect learning.

The study evaluated the effectiveness of brain-based mathematics teaching on academic procrastination, comprehension, and learning rate of students with Attention Deficit Hyperactivity disorder.

This study was experimental with a pretest-posttest design and a control group. The population was students with Attention Deficit Hyperactivity disorder in Gorgan in 2021. Thirty people were randomly selected and grouped into two experimental (N=15) and control (N=15) groups. Data were collected based on the Academic Procrastination Scale (Solomon and Rothblum, 1984), a researcher-made comprehension test, and a timer, and the experimental group received brain-based teaching four times a week for eight sessions. Data were analyzed by multivariate analysis of covariance (MANCOVA) with SPSS software version 25.

The results showed that mathematics education by brain-based method reduces academic procrastination (P<0.01, F=184.924); increased comprehension (P<0.01, F=80.504) and learning speed (P<0.01, F=165.559) in students with Attention Deficit Hyperactivity disorder.

Since brain-based math education affects academic procrastination, comprehension and learning speed of students with Attention Deficit Hyperactivity disorder, it is suggested that for the development of students with Attention Deficit Hyperactivity disorder, brain-based teaching should be adopted for normal classes and children with learning disabilities in curricula.

 Attention-deficit/ hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in children and adolescents. Parents of these youth experience more parenting stress. Emotional Intelligence (EI) has a very close relationship with mental health. 

 This study aimed to investigate the relationship between EI and parenting stress in mothers of ADHD youth.

 This cross-sectional study was conducted on 136 mothers of ADHD children and adolescents under treatment in the Gil specialized consulting center of Rasht City. Demographic questionnaire, PSI-SF parenting stress questionnaire, and Shearing emotional intelligence questionnaire were used to evaluate the participants. Comorbidities extracted from the patient files, based on the diagnosis of child and adolescent psychiatrists. Data were analyzed using SPSS v. 22 by mean, percentage, standard deviation, and Pearson correlation coefficient. 

 The relationship between the mothers' mean EI and parenting stress scores were not significant with the age, grade of education, duration of the treatment, and the comorbidities in children (P>0.05). There was a meaningful relationship between the components of EI (P<0.05) and the total score of EI with parenting stress scores (P= 0.001, r= -0.42). Higher emotional intelligence is associated with a lower parenting stress score.

 Mothers of ADHD youth who had higher EI had less parenting stress.

The ability of selective attention does not develop well in children with Attention Deficit Hyperactivity Disorder (ADHD) and the short attention span leads to incomplete assignments and plans and causes their attention to be constantly shifted from one activity to another. The aim of this study was to investigate the effectiveness of cognitive rehabilitation program based on prospective memory on the attention span in children with ADHD.

Present study was a quasi-experimental study with pretest-posttest control group design. The sample included 32 children with ADHD aged 8-11 years old in Kermanshah city in the academic year 2017-2018. They were selected by convenience sampling and then randomly assigned to either the experimental or the control group. The experimental group received eighteen 40-min sessions of cognitive rehabilitation program based on prospective memory, while the control group remained on the waiting list. The instruments were Conners’ Parent Rating Scale (Revised) (Conner, 1999), clinical interview, and Stroop Color and Word Test (Stroop, 1953). Data were analyzed by MANCOVA.

The results showed that cognitive rehabilitation program based on prospective memory had a significant positive effect on the attention rate of children with ADHD (P<0.0001).

The use of cognitive rehabilitation program based on prospective memory was associated with positive and effective results and significantly improved the attention in the children. Therefore, use of this program in the treatment procedure of children with ADHD is suggested.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in childhood that affects a wide range of functions, including emotion regulation. This study aimed to compare and determine the effectiveness of mindfulness therapy, neurofeedback and therapy based on SPARK perceptual-motor exercises on emotion regulation in children with ADHD.

This study was a quasi-experimental research with control group design, including pre-test, post-test, and follow-up. The study population included all children with ADHD in Isfahan during April to September 2019, among them 60 were selected by purposive sampling and then randomly assigned to any of the four groups: mindfulness therapy, neurofeedback, therapy based on SPARK perceptual-motor exercises, and the control group. The experimental groups underwent the therapies for 10 weeks, while the control group received no intervention. To collect the data, Difficulties in Emotion Regulation Scale of Bunford et al. (34) was used. The collected data were analyzed by repeated measures ANOVA in SPSS.

The findings showed that in the post-test phase, there was a significant difference between the experimental groups and the control group (p<0.01). Comparing the groups, it was found that mindfulness intervention was more effective than neurofeedback (p <0.05), but no significant difference was observed between mindfulness therapy and SPARK (p> 0.05). Also, findings of the follow-up phase showed that the effectiveness endured in the mindfulness and SPARK groups (p<0.01) but the effect of neurofeedback decreased over time (p> 0.05).

Based on the results, it can be stated that mindfulness and the therapy based on SPARK perceptual-motor exercises reduce the difficulty in emotion regulation through increasing the clarity and acceptance of emotions and regulating the nervous connections respectively.

Children with Attention Deficit Hyperactivity Disorder (ADHD) experience many problems in executive functions which later may result in numerous negative consequences in different dimensions. Therefore, this study was conducted to investigate the effectiveness of parent based metacognitive executive functions training on behavioral symptoms and cognitive functions of children with ADHD.

This study was quasi-experimental in the methodology with a control group pretest-posttest design. The population included all the 1st to 3rd grade primary school students aged 7 to 10 in Tehran in the academic year 2018-2019. Among them, 40 students together with their mothers were selected by purposive sampling and then randomly divided into the two groups, the experimental and the control group. Mothers of the experimental group received twelve 2-hour sessions of metacognitive executive functions training whereas the mothers in control group (n=20) were placed in the waiting list. SNAP-IV Rating Scale (Swanson, Nolan and Pelham, 1983) and CNS Vital Signs Neurocognitive Assessment (Gualtieri & Johnson, 2006) were used to gather the data. Then, data were analyzed by Multivariate analysis of covariance (MANCOVA).

Results showed that metacognitive executive functions training was significantly effective in decreasing the behavioral symptoms (F=24.782) and increasing the cognitive functions (working memory: F=32.130 and cognitive flexibility: F=6.053) of children with ADHD. 

By using game based activities structurally managed by the parents, this therapeutic method targets dimension of executive functions which are important in the management of cognition and behavior; hence it can improve the cognitive and behavioral symptoms in children with ADHD.

Research has shown that children with Attention Deficit Hyperactivity Disorder (ADHD) lack problem-solving skills to face with problems in different situations. Different techniques have been used to treat and rehabilitate these children. This study aimed to investigate the effect of group cognitive rehabilitation therapy on problem-solving skills of students with ADHD.   

This research was a quasi-experimental study with pretest-posttest control group design. The study population included all the students with ADHD who were studying in District 12 of Tehran during the first semester of academic year 2017-2018. A sample of 30 students was selected by convenience sampling based on inclusion and exclusion criteria and then randomly assigned to either the experimental or control group (15 per group). The experimental group underwent ten 30-45-min sessions of group cognitive rehabilitation therapy, while the control group received no intervention. Child Symptom Inventory (Sprafkin & Gadow, 1994) and London Tower Test (Shalis, 1984) were used to collect the data. Data were analyzed by ANCOVA. 

Findings showed that group cognitive rehabilitation therapy had a significant effect on improving the problem-solving skills of students with ADHD (p<0.01).

Based on the results of this study which indicated the effect of group cognitive rehabilitation therapy on problem-solving skills of students with ADHD, it can be concluded that via reinforcing the brain areas related to attention and concentration, this therapeutic method can improve the academic and behavioral performance of these children.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder. Its treatment specifically needs parental training. Most parents of children with ADHD show revengeful and confrontational behavior towards them and use ineffective parenting strategies that may increase the symptoms of this disorder and influence the parent-child interaction.

Regarding the subject of this research, the exploratory mixed methods design was used. First, at the qualitative stage, problems of children with ADHD and problems of their parents were identified and encoded through content analysis and review of articles and books. Then, educational and therapeutic models and programs related to these problems were investigated. Next, the qualitative findings were used to create a parenting model. At the quantitative stage, this model was taught to 10 mothers of children with ADHD over 16 two-hour sessions for two months. Then their parent-child interaction was compared with the control group. Purposive sampling was used at the qualitative stage. The sample was selected by purposive sampling at the quantitative stage and then randomly assigned to either the experimental or control group (10 per group). Child-Parent Relationship Scale (CPRC) (Pianta, 1992) was used as the study tool. Data were analyzed by repeated-measures ANOVA at 95% confidence level with SPSS20.

In content analysis, 10 themes and 50 sub-themes in the area of problems of children with ADHD were identified and then the sessions were organized based on them. Results of quantitative stage showed that the mean difference of the total score and all the sub-scales (conflict, positive relationship, and dependency) was significant at pretest, posttest and follow-up stages (P<0.05), indicating that multidimensional parenting model training can enhance parent-child interaction.

Results showed that multidimensional parenting model training (based on the problems of children with ADHD) is more suitable for the etiology and symptoms of this disorder and it is a mixture of different methods that have been shown to be effective based on different studies, so it can be effective on the enhancement of parent-child relationship.