University of Mohaghegh Ardabili Journal of School Psychology 22520821 6 1 2017 05 22 Effectiveness of parent-child interaction therapy on improving sustained attention in students Effectiveness of parent-child interaction therapy on improving sustained attention in students 7 25 535 10.22098/jsp.2017.535 FA R Eizadifard MA in clinical psychology, University of Tehran N Sobhi Gharamaleki Associate professor, University of Mohaghegh Ardebili A. A Arjmandnia Associate professor, University of Tehran Journal Article 2017 06 18 The aim of the present research was to investigate the effect of parent-child interaction therapy on improving sustained attention in students. This research method is an experimental with pretest-posttest and control group design. The population was all the elementary students of Tehran primary school students in the 92-93 education. Research samples insists of 20 students and their mothers who volunteered to take parting in the study and chose according to random sampling after took identical test (Continuous Performance Test) and then was divided into two experimental and control groups randomly. Experimental group received parent-child interaction therapy in 12 sessions but control group did not receive any intervention. Data was analyzed through covariance analysis (ANCOVA). Research findings indicate that sustained attention of experimental group increased in compare with control group. Parent-child interaction therapy is an effective method for improvement of sustained attention in students. It is recommended that child counselors and psychologists administer parent-child interaction therapy for the improvement the attention of students. The aim of the present research was to investigate the effect of parent-child interaction therapy on improving sustained attention in students. This research method is an experimental with pretest-posttest and control group design. The population was all the elementary students of Tehran primary school students in the 92-93 education. Research samples insists of 20 students and their mothers who volunteered to take parting in the study and chose according to random sampling after took identical test (Continuous Performance Test) and then was divided into two experimental and control groups randomly. Experimental group received parent-child interaction therapy in 12 sessions but control group did not receive any intervention. Data was analyzed through covariance analysis (ANCOVA). Research findings indicate that sustained attention of experimental group increased in compare with control group. Parent-child interaction therapy is an effective method for improvement of sustained attention in students. It is recommended that child counselors and psychologists administer parent-child interaction therapy for the improvement the attention of students. https://jsp.uma.ac.ir/article_535_410de5742881e38f022b8819b4678238.pdf