The effectiveness of Metacognitive strategies on symptoms of Attention-Deficit/Hyperactivity and Educational Achievement

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurobehavioral condition characterized by excessive restlessness, inattention, distraction, and impulsivity. ADHD can interfere with a child’s ability to perform in school and capacity to develop and maintain social (peer) relationships. The present study aimed to evaluate effectiveness of metacognitive strategies on the rate of symptoms hyperactivity and attention deficit and educational achievement.
This semi experimental study (pretest-posttest design with) control group was conducted on 48 students whit ADHD who were boy and were studying in the fifth grade of primary school. The sample was selected through luster sampling assignment and participants were randomly assigned into two experimental and control groups. The used tools in this research were a questionnaire in order to cognition .The syndromes of ADHD and a clinical interview as well as scientific grade sheets of students that helped us during the stages of pre-test and post-test .The experimental group received metacognitive training via 8 sessions.
The results of analysis of covariate, showed that compared to the control group, mean scores of hyper activity symptoms and deficit of attention significantly decreased and academic achievement were increased in post-test phases in subjects in the experimental group.(p≤ 0/05)
Conculation: training in Metacognitive strategies can significantly reduce symptoms of hyperactivity and attention deficit and improve educational achievement, in students with ADHD.