Comparison of the effectiveness of cognitive rehabilitation program based on prospective memory and emotion regulation program and executive functions 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.

3 Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Bushehr 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 executive functions 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, 45 students were selected and assigned to two experimental group and a control group. The omission error and commission error sub-scales of the Test of Variables of Attention (TOVA), Test and The Wisconsin Card Sorting Test were utilized. The cognitive rehabilitation experimental group received 8 sessions of group training and emotion regulation experimental group received 18 sessions. 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 executive functions of students with attention deficit hyperactivity disorder and this effect remains unchanged in the two-month follow-up phase.
ConclusionFinally, 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

References

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Journal of School Psychology
Volume 11, Issue 3
September 2022
Pages 122-138

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