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MEJDS (2021) 11: 17 |
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Amiri S, Safari Y. Formulating the Educational-Remedial on Time Interference Program and its Effects on Reduction of Self- Confidence on Attention Deficit/ Hyperactivity Children. MEJDS 2021; 11 :17-17
URL: http://jdisabilstud.org/article-1-1003-en.html
URL: http://jdisabilstud.org/article-1-1003-en.html
1- Islamic Azad University, Khomeini Shahr
Abstract: (2735 Views)
Background and Objective: Attention deficit / hyperactivity disorder (ADHD) is one of the most common disorders of childhood neurological disorders. This disorder is a psychological diagnosis and is used for people who during their developmental period exhibit inappropriate levels of negligence or a greater degree of impulsive motor activity. The high prevalence of ADHD and its association with symptoms such as mental weakness, peer exclusion, decreased self–esteem and low resilience to failure lead to problems in interpersonal relationships with peers and others, and can respond. It is intense to look for families and teachers so that these children are disillusioned, feel unworthy, and thus become distrustful of themselves. Developing an appropriate educational–training program can help researchers control the severity of the disease in the future and the status of the clients. Timely interventions refer to a wide range of activities designed to increase child's growth and health and, with a comprehensive assessment of the child; the ability of the family to meet the needs of the child begins with the goal of serving. Short–term behavioral interventions reduce the severity of hyperactivity in social samples of children with ADHD, most of whom use stimulant drugs. The purpose of this study was to develop an educational program for timely intervention and its effectiveness on self–confidence in children with ADHD.
Methods: The research design was quasi–experimental with pre–test, post–test, and control group. The statistical population included all students with ADHD, fifth grade in the city of Fouladshahr (Isfahan province, Center of Iran). To select the sample, 30 people were selected by purposeful sampling according to the criteria for inclusion in the study and randomly assigned to two groups of 15 subjects. The experimental group participated in the interventional training sessions for 10 sessions of 90 minutes, but there was no intervention for the control group. The research tools were Conears' overactive children's syndrome questionnaire (1999) and Eysen's self–confidence questionnaire (1976), which have reliable and reliable reliability. Data were analyzed using descriptive statistics and dependent t–test and independent t–test in SPSS–22 software.
Results: Independent T–test showed that the average self–confidence scores of the experimental group in the post–test group were significantly higher than the control group, which was significant (p<0.001). In addition, the results of dependent t–test showed that there was a significant difference between the self–confidence scores of the experimental group in the pre–test stage and post–test (p=0.046).
Conclusion: According to the findings, it seems that the developed educational program of timely interventions has increased self–confidence in children with ADHD.
Methods: The research design was quasi–experimental with pre–test, post–test, and control group. The statistical population included all students with ADHD, fifth grade in the city of Fouladshahr (Isfahan province, Center of Iran). To select the sample, 30 people were selected by purposeful sampling according to the criteria for inclusion in the study and randomly assigned to two groups of 15 subjects. The experimental group participated in the interventional training sessions for 10 sessions of 90 minutes, but there was no intervention for the control group. The research tools were Conears' overactive children's syndrome questionnaire (1999) and Eysen's self–confidence questionnaire (1976), which have reliable and reliable reliability. Data were analyzed using descriptive statistics and dependent t–test and independent t–test in SPSS–22 software.
Results: Independent T–test showed that the average self–confidence scores of the experimental group in the post–test group were significantly higher than the control group, which was significant (p<0.001). In addition, the results of dependent t–test showed that there was a significant difference between the self–confidence scores of the experimental group in the pre–test stage and post–test (p=0.046).
Conclusion: According to the findings, it seems that the developed educational program of timely interventions has increased self–confidence in children with ADHD.
Keywords: Timely interventional educational program, Self–confidence, Children with attention deficit / hyperactivity disorder, Hyperactivity disorder.
Type of Study: Original Research Article |
Subject:
Psychology
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