Ethics code: IR.KHU.REC.1402.056
1- Kharazmi University
2- Razi University
2- Razi University
Abstract: (22 Views)
Abstract
Background and objective: Executive functions are a set of high-level cognitive abilities and excellent mental processes related to each other, which enable humans to filter disturbing and distracting factors, prioritize tasks, set goals, and control impulsiveness. These skills are the basis of cognitive, social-emotional and psychological development of children and can improve other cognitive abilities such as attention, cognitive flexibility, working memory, planning; so as to strengthen self-regulation, self-control as well as cognitive, behavior and emotion regulation in people. Meanwhile, children with attention deficit/hyperactivity disorder show poor performance in relation to executive functions and as a result, they face serious challenges in academic and social affairs. Therefore, improving this category of cognitive skills can have positive consequences for this group of children. Thus, the present study was conducted with the aim of comparing the effectiveness of executive skills coaching program and mindfulness-based cognitive rehabilitation program on the executive functions of children with attention deficit/hyperactivity disorder.
Research method: The method of this research was experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of this research included all children aged 9 to 12 years with attention deficit/hyperactivity disorder who referred to the clinics of the three cities of Tehran in the year of 2023 whereas among the eligible people, 60 people were selected by purposive sampling method and randomly and equally placed in two experimental groups and one control group; So that there were 20 subjects in each group. Then, for the first experimental group, the executive skills coaching program was implemented during 12 60-minute sessions, and for the second experimental group, the mindfulness-based cognitive rehabilitation program was implemented during 16 60-minute sessions. While the members of the control group did not participate in any of these interventions. Subject information was collected in the pre-test, post-test and follow-up stages using the Behavior Rating Inventory of Executive Function of Gioia et al. (2015), which has favorable psychometric properties. Next, the research data was analyzed at a significance level of 0.05 by the method of analysis of variance with repeated measures using SPSS software version 26.
Findings: The findings indicated that the executive skills coaching program had a positive and lasting effect on the indicators of behavior regulation, cognitive regulation and the total score of executive functions (P<0.001), but it was not effective on the emotion regulation index (P=0.07). Additionally, the mindfulness-based cognitive rehabilitation program has had a positive and lasting effect on the indicators of behavior regulation, cognitive regulation and emotion regulation and has been effective on the total score of executive functions (P<0.001). In addition, there has been a difference between the effectiveness of the executive skills coaching program and mindfulness-based cognitive rehabilitation program in relation to the overall score of executive functions; Thus, the executive skills coaching program has been more effective than the mindfulness-based cognitive rehabilitation program (P<0.001).
Conclusion: It can be concluded that the executive skills coaching program has been more effective in improving the executive functions of children with attention deficit/hyperactivity disorder than mindfulness-based cognitive rehabilitation. Moreover, executive skills coaching program and mindfulness-based cognitive rehabilitation program are effective interventions that psychologists and specialists can use to improve the executive functions of students with attention deficit/hyperactivity disorder.
Background and objective: Executive functions are a set of high-level cognitive abilities and excellent mental processes related to each other, which enable humans to filter disturbing and distracting factors, prioritize tasks, set goals, and control impulsiveness. These skills are the basis of cognitive, social-emotional and psychological development of children and can improve other cognitive abilities such as attention, cognitive flexibility, working memory, planning; so as to strengthen self-regulation, self-control as well as cognitive, behavior and emotion regulation in people. Meanwhile, children with attention deficit/hyperactivity disorder show poor performance in relation to executive functions and as a result, they face serious challenges in academic and social affairs. Therefore, improving this category of cognitive skills can have positive consequences for this group of children. Thus, the present study was conducted with the aim of comparing the effectiveness of executive skills coaching program and mindfulness-based cognitive rehabilitation program on the executive functions of children with attention deficit/hyperactivity disorder.
Research method: The method of this research was experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of this research included all children aged 9 to 12 years with attention deficit/hyperactivity disorder who referred to the clinics of the three cities of Tehran in the year of 2023 whereas among the eligible people, 60 people were selected by purposive sampling method and randomly and equally placed in two experimental groups and one control group; So that there were 20 subjects in each group. Then, for the first experimental group, the executive skills coaching program was implemented during 12 60-minute sessions, and for the second experimental group, the mindfulness-based cognitive rehabilitation program was implemented during 16 60-minute sessions. While the members of the control group did not participate in any of these interventions. Subject information was collected in the pre-test, post-test and follow-up stages using the Behavior Rating Inventory of Executive Function of Gioia et al. (2015), which has favorable psychometric properties. Next, the research data was analyzed at a significance level of 0.05 by the method of analysis of variance with repeated measures using SPSS software version 26.
Findings: The findings indicated that the executive skills coaching program had a positive and lasting effect on the indicators of behavior regulation, cognitive regulation and the total score of executive functions (P<0.001), but it was not effective on the emotion regulation index (P=0.07). Additionally, the mindfulness-based cognitive rehabilitation program has had a positive and lasting effect on the indicators of behavior regulation, cognitive regulation and emotion regulation and has been effective on the total score of executive functions (P<0.001). In addition, there has been a difference between the effectiveness of the executive skills coaching program and mindfulness-based cognitive rehabilitation program in relation to the overall score of executive functions; Thus, the executive skills coaching program has been more effective than the mindfulness-based cognitive rehabilitation program (P<0.001).
Conclusion: It can be concluded that the executive skills coaching program has been more effective in improving the executive functions of children with attention deficit/hyperactivity disorder than mindfulness-based cognitive rehabilitation. Moreover, executive skills coaching program and mindfulness-based cognitive rehabilitation program are effective interventions that psychologists and specialists can use to improve the executive functions of students with attention deficit/hyperactivity disorder.
Keywords: Executive skills coaching, mindfulness-based cognitive rehabilitation, executive functions, attention deficit/hyperactivity disorder
Type of Study: Original Research Article |
Subject:
Psychology
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