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Volume 8, Issue 3 (2020)
Health Educ Health Promot 2020, 8(3): 115-124 |
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History
Received: 2020/07/12 | Accepted: 2020/08/18 | Published: 2020/09/20
Received: 2020/07/12 | Accepted: 2020/08/18 | Published: 2020/09/20
How to cite this article
Barzegar M, Talepasand S, Rahimian Boogar E. Effectiveness of Computer-Based Cognitive Training, Nutritional Supplementations Intervention and Both Combined on the Improvement of Attention, Working Memory, and Behavioral Symptoms of Attention-Deficit Hyperactivity Disorder. Health Educ Health Promot 2020; 8 (3) :115-124
URL: http://hehp.modares.ac.ir/article-4-44388-en.html
URL: http://hehp.modares.ac.ir/article-4-44388-en.html
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1- Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
Abstract (3694 Views)
Aims: Attention-deficit hyperactivity disorder is a common neurodevelopmental disorder characterized by symptoms of hyperactivity, impulsivity, and inattention. This study aimed to compare the effectiveness of various interventions on the improvement of symptoms of attention-deficit hyperactivity disorder.
Materials & Methods: Participants were 52 attention-deficit hyperactivity disorder children who were assigned to four experimental and control groups of 13. Data were gathered with strengths and difficulties questionnaire, n-back test, and continuous performance test.
Findings: The findings showed that the effect of therapeutic interventions on behavioral symptoms, attention, and working memory was significant. The maximum useful size was observed to be 0.66 on reaction speed, 0.57 on the correct response, and then 0.52 on Omission error. The sustainability of interventions in the next stage was significant and different.
Conclusion: The results indicate that most of the components of attention, working memory, and behavioral symptoms in children with attention-deficit hyperactivity disorder have been improved in all experimental groups.
Materials & Methods: Participants were 52 attention-deficit hyperactivity disorder children who were assigned to four experimental and control groups of 13. Data were gathered with strengths and difficulties questionnaire, n-back test, and continuous performance test.
Findings: The findings showed that the effect of therapeutic interventions on behavioral symptoms, attention, and working memory was significant. The maximum useful size was observed to be 0.66 on reaction speed, 0.57 on the correct response, and then 0.52 on Omission error. The sustainability of interventions in the next stage was significant and different.
Conclusion: The results indicate that most of the components of attention, working memory, and behavioral symptoms in children with attention-deficit hyperactivity disorder have been improved in all experimental groups.
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