Comparison of the effectiveness of cognitive rehabilitation program based on prospective memory and emotion regulation program on behavioral problems of students with attention deficit hyperactivity disorder.

Document Type : Research Paper

Authors

1 PhD student in psychology, Faculty of Educational Sciences and Psychology, Bushehr Branch, Islamic Azad University, Bushehr, Iran

2 Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Bushehr Branch, Islamic Azad University, Bushehr, Iran

Abstract

Objective: The aim of this study was to examine Comparison of the effectiveness of cognitive rehabilitation program based on prospective memory and emotion regulation program on behavioral problems a of students with attention deficit hyperactivity disorder.
Methods: This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of chidren with ADHD who had been referred by the schools to the counseling Center of Boushehr provinces in 2019-2020 school year. Of these, using convenience sampling and considering the requirements of the research project based on Conner's Parents Rating Scale (CPRS, 1960) and the fifth Diagnostic and Statistical Manual of Mental Disorder (DSM-5), 45 students were selected and assigned to two experimental group and a control group. Conner's Parents Rating Scale (CPRS, 1960) were utilized. The cognitive rehabilitation experimental group received 8 sessions (60 minutes each) of group training and emotion regulation experimental group received 18 sessions (60 minutes each). For statistical data analysis, variance analysis with repeated measures is used.
Results: Findings showed that cognitive rehabilitation and emotion regulation training have a significant effect on on behavioral problems of students with attention deficit hyperactivity disorder and this effect remains unchanged in the two-month follow-up phase.
Conclusion: Finally, we may conclude that cognitive rehabilitation and emotion regulation training, as an effective and functional intervention, could be used to improve inhibition and attention performance of students with attention deficit hyperactivity disorder.

Keywords

Main Subjects

References

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Journal of School Psychology
Volume 13, Issue 1
2024
Pages 123-112

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