Middle Eastern Journal of Disability Studies
Middle Eastern Journal of Disability Studies
Volume 16 - Vol 16, 2026
MEJDS (2026) 16: 6 |
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Shamsi Sheshjavani M, Shah Moammedi Mehrjardi M, Mirjalili S M A. The Effectiveness of a Child Self–Regulation Training Program on Impulsivity, Resilience, and Social Skills in Children with
Attention–Deficit/Hyperactivity Disorder. MEJDS 2026; 16 :6
URL: http://jdisabilstud.org/article-1-3427-en.html
URL: http://jdisabilstud.org/article-1-3427-en.html
1- Farhangian University, Tehran, Iran
2- Department of Educational Sciences, Farhangian Sciences, Tehran, Iran
2- Department of Educational Sciences, Farhangian Sciences, Tehran, Iran
Abstract: (2019 Views)
Background & Objectives: Attention deficit hyperactivity disorder (ADHD) is defined by persistent symptoms of inattention, hyperactivity, and impulsivity. Impulsivity describes a set of heterogeneous traits or behavioral patterns, e.g., the inability to consider future desirable outcomes. Resilience is one of the modern psychological constructs derived from positive psychology. Although various definitions of resilience have been proposed, most define it as the ability to adapt to hardships and stressful life events, such as social interactions. Social skills are the learned social behaviors that involve interacting with others, enabling individuals to function competently in social situations. Research evidence indicates that children with ADHD have social skill problems, peer rejection, social isolation, and a lack of self–acceptance and acceptance by peers. Self–regulation intervention is one of the most common psychological interventions, which has been widely used in psychological sciences and can be effective in reducing impulsivity and improving resilience and social skills in children with ADHD. Therefore, this study aimed to analyze the effectiveness of the child self–regulation training program in reducing impulsivity and improving resilience and social skills in children with ADHD.
Methods: This quasi–experimental research adopted a pretest–posttest design with a control group. The statistical population consisted of all male second–graders diagnosed with attention deficit hyperactivity disorder (ADHD) during the 2023–2024 academic year. The research sample included 30 students diagnosed with ADHD, selected using convenience sampling based on inclusion criteria. They were then randomly assigned to two groups of 15—an experimental group and a control group. Thus, after obtaining the necessary permits from the Yazd City Education Department (Iran) and visiting schools, affected students (identified by counselors) were selected and enrolled in the study following a semi–structured clinical interview. The inclusion criteria for students in the study were having ADHD based on the diagnosis of counselors and a semi–structured clinical interview, and lacking a chronic or physical illness. The exclusion criteria for students in the study were unwillingness to participate in intervention sessions, missing more than one session, and insufficient cooperation during training sessions. Ethical considerations included obtaining parental consent for participation in the study, ensuring the confidentiality of information from students and their families, and providing the intervention to the control group after the end of the study. The research instruments included the Barratt Impulsiveness Scale (Patton et al., 1995), the Connor–Davidson Resilience Scale (Connor & Davidson, 2003), the Social Skills Scale (Matson et al., 1983), and the Self–Regulation Training Program developed by Nazemi et al. (2023). Data analysis was performed using multivariate and univariate analysis of covariance in SPSS software version 26. The significance level of the tests was set at 0.05.
Results: The results demonstrated that the child self–regulation training program significantly reduced the mean impulsivity variable (p<0.001) and increased the mean social skills (p<0.001) and resilience (p<0.001) in the experimental group compared to the control group in the posttest stage after the pretest effects were controlled. According to the eta squared, this training was 40.6% effective in reducing impulsivity, 50.5% effective in increasing social skills, and 46.7% effective in increasing children's resilience in the posttest.
Conclusion: Based on the results of the study, a self–regulation training program. Therefore, researchers, teachers, and other education and training professionals are recommended to use self–regulation programs.
Methods: This quasi–experimental research adopted a pretest–posttest design with a control group. The statistical population consisted of all male second–graders diagnosed with attention deficit hyperactivity disorder (ADHD) during the 2023–2024 academic year. The research sample included 30 students diagnosed with ADHD, selected using convenience sampling based on inclusion criteria. They were then randomly assigned to two groups of 15—an experimental group and a control group. Thus, after obtaining the necessary permits from the Yazd City Education Department (Iran) and visiting schools, affected students (identified by counselors) were selected and enrolled in the study following a semi–structured clinical interview. The inclusion criteria for students in the study were having ADHD based on the diagnosis of counselors and a semi–structured clinical interview, and lacking a chronic or physical illness. The exclusion criteria for students in the study were unwillingness to participate in intervention sessions, missing more than one session, and insufficient cooperation during training sessions. Ethical considerations included obtaining parental consent for participation in the study, ensuring the confidentiality of information from students and their families, and providing the intervention to the control group after the end of the study. The research instruments included the Barratt Impulsiveness Scale (Patton et al., 1995), the Connor–Davidson Resilience Scale (Connor & Davidson, 2003), the Social Skills Scale (Matson et al., 1983), and the Self–Regulation Training Program developed by Nazemi et al. (2023). Data analysis was performed using multivariate and univariate analysis of covariance in SPSS software version 26. The significance level of the tests was set at 0.05.
Results: The results demonstrated that the child self–regulation training program significantly reduced the mean impulsivity variable (p<0.001) and increased the mean social skills (p<0.001) and resilience (p<0.001) in the experimental group compared to the control group in the posttest stage after the pretest effects were controlled. According to the eta squared, this training was 40.6% effective in reducing impulsivity, 50.5% effective in increasing social skills, and 46.7% effective in increasing children's resilience in the posttest.
Conclusion: Based on the results of the study, a self–regulation training program. Therefore, researchers, teachers, and other education and training professionals are recommended to use self–regulation programs.
Keywords: Attention deficit hyperactivity disorder (ADHD), Resilience, Impulsivity, Child self–regulation, Social skills
Type of Study: Original Research Article |
Subject:
Psychology
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