Ethics code: IR.UT.PSYEDU.REC.1401.052
1- Tehran university
Abstract: (377 Views)
ABSTRACT
Background & Objectives: Attention Deficit Disorder (ADD) is the most prevalent among the subgroups of Attention-Deficit Hyperactivity Disorder (ADHD). The most important problem of children with ADD is deficits in executive function (EF) skills which result in negative outcomes and problems for these children and their families. The most effective programs for EF skills are those that directly challenge it and support it indirectly through joy and involve activities that children love. Therefore, Play can provide an appropriate context through which children can improve their EF skills. On the other hand, involving parents in the treatment process is considered one of the most important treatment approaches for children with ADD, so family-based play therapy can produce positive results in the field of training EF skills in these children. Especially considering that its focus is on the use of play as a factor of creating interest and motivation, therapeutic relationship, positive attitude and cooperation with the therapy in the child, and conducting more therapy sessions at home (compared to weekly clinic sessions), that lead to more practice of these skills at home. In this regard, the present study aims to investigate the effectiveness of executive function training based on family-based play therapy in children with ADD.
Methods: The method of the present study was quasi-experimental with a pretest, posttest, and control group design the sample was consisted of 24 elementary students in Tehran with their parents in the summer of 2021, who participated in the study as a convenience sampling method. The executive functions training based on a family-based play therapy program was designed and implemented by the researchers of the present study, based on the Barklay model of executive function (2012), to improve executive function skills in children with ADD. Mothers in the experimental group (n=12) received ten 3-hour weekly sessions of executive function training based on family-based play therapy and trained their children under the supervision of a psychologist, whereas the mothers in the control group (n=12) were placed on the waiting list. The long form of Barkley Deficits in Functioning Scale Children and Adolescents (Barkley, 2012) was used to gather data. Data analysis was performed by SPSS software using Multivariate analysis of covariance (MANCOVA)
Results: Based on the results, executive functions training based on family-based play therapy eas significantly effective in improving the total executive function skills (p= 0.13) of children with ADD. Also, it was significantly effective in improving self-management to time (p= 0.023), self-restraint (p< 0.014), self-motivate (p= 0.005), and self-regulate emotion (p= 0.023). However, there was no significant difference between the study groups in Self-oganize. So based on the results, executive functions training based on family-based play therapy is significantly effective in improving the executive function skills in most research variables (p< 0.05).
Conclusion: Parents improve their children’s executive function skills through usage of executive functions training based on family-based play therapy, and under the supervision of a psychologist. As a result, this program could be recommended as a useful intervention for improving the executive function skills of children with ADD.
Background & Objectives: Attention Deficit Disorder (ADD) is the most prevalent among the subgroups of Attention-Deficit Hyperactivity Disorder (ADHD). The most important problem of children with ADD is deficits in executive function (EF) skills which result in negative outcomes and problems for these children and their families. The most effective programs for EF skills are those that directly challenge it and support it indirectly through joy and involve activities that children love. Therefore, Play can provide an appropriate context through which children can improve their EF skills. On the other hand, involving parents in the treatment process is considered one of the most important treatment approaches for children with ADD, so family-based play therapy can produce positive results in the field of training EF skills in these children. Especially considering that its focus is on the use of play as a factor of creating interest and motivation, therapeutic relationship, positive attitude and cooperation with the therapy in the child, and conducting more therapy sessions at home (compared to weekly clinic sessions), that lead to more practice of these skills at home. In this regard, the present study aims to investigate the effectiveness of executive function training based on family-based play therapy in children with ADD.
Methods: The method of the present study was quasi-experimental with a pretest, posttest, and control group design the sample was consisted of 24 elementary students in Tehran with their parents in the summer of 2021, who participated in the study as a convenience sampling method. The executive functions training based on a family-based play therapy program was designed and implemented by the researchers of the present study, based on the Barklay model of executive function (2012), to improve executive function skills in children with ADD. Mothers in the experimental group (n=12) received ten 3-hour weekly sessions of executive function training based on family-based play therapy and trained their children under the supervision of a psychologist, whereas the mothers in the control group (n=12) were placed on the waiting list. The long form of Barkley Deficits in Functioning Scale Children and Adolescents (Barkley, 2012) was used to gather data. Data analysis was performed by SPSS software using Multivariate analysis of covariance (MANCOVA)
Results: Based on the results, executive functions training based on family-based play therapy eas significantly effective in improving the total executive function skills (p= 0.13) of children with ADD. Also, it was significantly effective in improving self-management to time (p= 0.023), self-restraint (p< 0.014), self-motivate (p= 0.005), and self-regulate emotion (p= 0.023). However, there was no significant difference between the study groups in Self-oganize. So based on the results, executive functions training based on family-based play therapy is significantly effective in improving the executive function skills in most research variables (p< 0.05).
Conclusion: Parents improve their children’s executive function skills through usage of executive functions training based on family-based play therapy, and under the supervision of a psychologist. As a result, this program could be recommended as a useful intervention for improving the executive function skills of children with ADD.
Keywords: Attention Deficit Disorder (ADD), executive function, executive function skills, family-based play therapy, elementary children.
Type of Study: Original Research Article |
Subject:
Psychology
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