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2- islamic Azad university
Abstract:   (1780 Views)
Background & Purpose: Attention deficit / hyperactivity disorder (ADHD) is one of the common neurobehavioral disorders in childhood. This disorder is a psychological diagnosis and used for people who during their growth period exhibit inappropriate levels of attention deficit or a greater amount of impulsive motor activity. The high prevalence of attention deficit / hyperactivity disorder 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 very intense to look for families and teachers so that these children are disillusioned and feel unworthy and thus become distrustful of themselves. The Formulating of an appropriate training program can help researchers control the severity of the disease in the future and the current situation of 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 the social samples of hyperactivity-infected children, most of whom use stimulant drugs. So the purpose of this study was to Formulating the educational-remedial on time interference program and its effects on self-confidence on hyperactivity children.
Methods: The research was based on semi-empirical design with pre-test and post-test and statistical society consisted of all the fifth graders hyperactive boy students in Fulad Shahr city. To select the sample, 30 subjects were selected according the studied criteria and purposive sampling method and randomly assigned into two groups of 15 experimental and control groups. The experimental group participated in an educational-remedial program for 10 sessions of 90 minutes, but no training was done for the control group The data has been gathered using Conners symptoms questionnaire (1999) and Eysenck self- confidence questionnaire (1976) Which have appropriate reliability and validity. The research data were analyzed using Ancova via Spss v22.
Results: Descriptive statistics showed that the average self-confidence scores of children participating in the experimental group in post-test (19.46) were increased compared to the pre-test scores (15.73). Descriptive statistics showed that the average self-confidence scores of children participating in the experimental group in post-test (19.46) were increased compared to the pre-test scores (15.73). Before analyzing, the assumptions of covariance analysis were examined. The significance level was higher in one-way ANOVA and regression and Levine test was higher than the level of 0.05. Therefore, the homogeneity assumptions of regression slopes and homogeneity of variances were observed. Significance of F statistics in covariance analysis showed that after moderating the meanings of pre-test, there was a significant difference in the level of self-confidence among the experimental and control groups in the post-test (P = 0.11, P= 7.55). In other words, the educational- remedial program of interventions has increased the level of self-confidence in the experimental group, However, this was not observed in the control group.
Conclusion: Regarding the findings, it seems that the educational- remedial on time interference program has led to increased self- confidence of hyperactivity children.
Key words: Educational-Remedial Programs of on Time Interferences, ADHD Symptoms, Self-Confidence.

 
     
Type of Study: Original Research Article | Subject: Psychology
Received: 2018/02/25 | Accepted: 2018/10/29

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