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 Abstract
Background & Objective: Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among school children in the world, which has a negative impact on their social and academic performance accompanied by symptoms of inattention and impulsivity. Because of complications and negative consequences of this disorder, which include aggression, object-manipulation, lack of control of behavior and emotions, high-risk behaviors, poor school performance, and academic failure, psychologists, psychotherapists, and educational experts have tried to address and treat this disorder by various methods. Research evidence has shown that behavioral skills training as an intervention-training program have a positive effect on behaviors, emotions and responsibility in ADHD children. The present study was the comparison of efficacy of training Participatory learning method and problem solving skill on educational motivation and controlling the excitement in children with attention deficit hyperactivity disorder.
Materials & Methods: This is a quasi-experimental study and pretest - posttest with a control group. The Statistical population was male primary sixth grade school students with ADHD, in Tabriz City. The subjects of study were selected by Multi-stage cluster sampling method and were divided into three groups and sample volume according to research specifications includes 45 students from which 15 students are in two experimental groups and 15 students are in control group. Two experimental groups received intervention-education programs but control group did not receive any intervention. Group one (Participatory learning group) included 15 students with attention deficit/hyperactivity who attended in 10 sessions of 45 minutes of participatory learning training. The training summary performed by participants was also shared with parents. For participatory learning training the researcher Training Package was used which included the concepts of participatory learning. The second group (problem solving group) consisted of 15 ADHD Subjects who received 10 sessions of 45 minutes of problem solving skills. The third group (control group) consisted of 15 ADHD Subjects who not received any intervention .The research tools consist of Harter's motivational questionnaire (1981) and Gross and John's emotion regulation questionnaire (2003) was utilized and results were analyzed statistically. Considering the general consensus of families, only the students were tested in experimental design whose families preferred non-drug methods. At the end, the results were analyzed in two levels of descriptive statistics (frequency, percentage, mean, standard deviation, etc) and analytical statistics (Kolmogorov-Smirnov test, Levine test, Test of homogeneity of variances and Analysis of covariance and Bonferroni follow-up test (α=0.05) Using SPSS version 20 software.
Results: Results by analysis of covariance showed that the participatory learning training and problem solving skills is effective on reducing the symptoms of attention deficit/hyperactivity disorder and increase educational motivation and controlling the excitement (p<0.05). The results of comparison of difference between adjusted mean values showed that there was significant difference in three groups. The difference adjusted means values showed that participatory learning training Rather than problem solving skills has more role in controlling the excitement (P=0.001) and problem solving skills rather than participatory learning training has more role in educational motivation (P=0.028). According to the results of the study, it seems that participatory learning training and problem solving skills provides favorable conditions to change the behavior and academic motivation of children with ADHD.
 Conclusion: According to the research findings, it is appropriate that used participatory learning training and problem solving skills on reducing disorder's symptoms, control of behavior and emotions and academic motivation of students with attention deficit hyperactivity disorder.

 
     
Type of Study: Original Research Article | Subject: Psychology
Received: 2019/08/14 | Accepted: 2019/09/12

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