Comparing the effectiveness of treatment based on parent-child interaction with two methods of virtual and face-to-face training on the executive functions of students with hyperactivity and attention deficit

The low executive functions of students with hyperactivity and attention deficit cause problems in the lives of the students and their parents, and these children need more interaction, especially with parents, the purpose of this research is to compare the effectiveness of treatment based on parent interaction. The child has hyperactivity and attention deficit with two methods of virtual and face-to-face training on the executive functions of students.

The present study was conducted with the aim of comparing the effectiveness of treatment based on parent-child interaction with two methods of virtual and face-to-face training on the executive functions of students with hyperactivity and attention deficit disorder. The research method was quasi-experimental, with a pre-test and post-test design with a control group, with voluntary non-probability sampling and random assignment in the test and control groups. The statistical population of the study was all children aged 10 to 12 years in the 19th district of Tehran in 1400 who were suffering from hyperactivity and attention deficit. The sample size of 45 people was determined by the purposeful sampling method, this number of people was divided into three groups by the matching method, the number of each group was determined to be 15 people, and the two test groups, one group with face-to-face training method and one group with non-face-to-face training method and online treatment based on parent-child interaction and the control group did not receive any treatment program. The research tool was the executive functions questionnaire of Gerard et al. (2000). The method of data analysis was univariate and multivariate covariance analysis using spss software.

The results of the research showed that there is a difference between treatment based on parent-child interaction with two methods of virtual and face-to-face training on the executive functions of students with hyperactivity and attention deficit (P<0.01). Also, treatment based on parent-child interaction with virtual education method is effective on the executive functions of students with hyperactivity and attention deficit (P<0.01). Treatment based on parent-child interaction with face-to-face method is effective on the executive functions of students with hyperactivity and attention deficit (P<0.01).

It can be concluded that treatment based on parent-child interaction with two methods of virtual and face-to-face training can be effective in improving the executive functions of students with hyperactivity and attention deficit disorder.