The Impact of Mock and Reverse Education on Adjustment to College in Students with Attention-Deficit Hyperactivity Disorder

The purpose of the present study was to investigate the effect of mock and reverse education on adjustment to college of students with attention deficit / hyperactivity disorder. The research method is quasi-experimental with control and experimental group with pretest and posttest design. The statistical population of the study consisted of all sixth grade students of Golestan province who were randomly selected from two cities of Gonbad Kavous and BandarTurkmen. Then, 60 students with attention deficit / hyperactivity disorder were selected with the help of education departments and psychologists and specialists in the field of education and psychiatric disorders and learning. The research instrument was Baker,R. W.,&Siryk,(1984)adjustment to college questionnaire with24items. The Content validity of the questionnaire was evaluated by psychologists and specialists in the field of educational sciences, mental disorders and learning and Mohammadi etal`s research. And its reliability using Cronbach's alpha in this study and Mohammadi et.al`s study was0.80and0.78, respectively. The results showed that mock-based and reverse-based educational methods had a positive and significant effect on adjustment to college in students with attention deficit / hyperactivity disorder, but mock-based education has a greater impact on adjustment to college in students with attention deficit / hyperactivity than reversed education.