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The Effectiveness of Attention Training on Total Attentional Functions in Children with Attention-Deficit/Hyperactivity Disorder
Nahid Nikpour1 , S. M. Hossein Mousavi Nasab * 2, Masoud Fazilat-Pour1
1- Shahid Bahonar University of Kerman
2- Shahid Bahonar University of Kerman , hossein.mousavi-nasab@uk.ac.ir
Abstract:   (436 Views)
Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in childhood. Attention is one of the most important cognitive functions which is impaired in children with ADHD that can affect the future educational, social and occupational functions of these children. The aim of this study was to investigate the effectiveness of attention training on attentional functions in children with ADHD.
Materials and Methods
The method of this study was semi- experimental with purposive sampling with pre-test and post-test for control group. For this aim, 40 male students were diagnosed as ADHD who were selected by clinical interview and Conner's questionnaire and randomly 20 participants were assigned in the experimental group and 20 were assigned in the control group. In order to measure the variables of the research, Stroop task, continuous performance test, Wisconsin Card Sorting test, and divided attention test were used. Attention training was presented on the experimental group in 8 sessions, using a set of related cognitive games and attention-based task .For data analysis, covariance analysis was used.
The results indicated that attention training significantly increased the sustained attention performance and response inhibition of children with ADHD, but there was no significant effect on the selective attention function, shifting attention and divided attention.
According to the findings, the present training package can be used to improve sustained attention and response inhibition in children with ADHD.
Keywords: Attention Deficit Hyperactivity Disorder, Attention, Cognition
Type of Study: Orginal Article | Subject: Clinical Psychology
Received: 2019/04/25 | Revised: 2019/08/27 | Accepted: 2019/09/14 | ePublished ahead of print: 2019/11/1
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