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A Comparative Study on the Effectiveness of the Verbal Self-Learning Method and Perceptual-Motor Games on the Attention Range of Hyperactive High School Students with Attention Deficit / Hyperactivity Disorder
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Samad Ghassabi1   , Hasan Bafandeh Gharamaleki * 2, Alireza Mohammadi Aria3 , Guita Movallali4 |
1- Faculty of Psychology, Islamic Azad University, Research Branch, Tehran, Iran
2- Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran
3- Department of Educational Psychology, Faculty of Psychology and Educational Sciences, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
4- Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran |
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Abstract: (2906 Views) |
Background and Purpose: Students with attention deficit/hyperactivity disorder (ADHD) are among those who are faced extra problems in executive functions and cognitive processes such as memory and attention. They have also some difficulties in problem-solving and everyday life situations. The purpose of the present study was to compare the effectiveness of verbal self-instruction method with perceptual-motor games on the range of attention of the ADHD students in Tabriz city, Iran.
Method: This research was a semi-experimental and pre-test/post-test one with the control group. The statistical population were all male primary school students in the city of Tabriz in the academic year of 2017-18. They were selected through DSM-5 diagnostic criteria and Children symptoms questionnaire (CSI-4). A random cluster sampling method was used and 60 students with ADHD were randomly selected; Forthy of them were set in experimental groups and 20 in the control group. The Children symptom inventory -4 )CSI-4) (2004) was used for data collection and the multivariate covariance test was used for data analysis.
Results: The results of the single-variable and multivariate analysis of covariance showed that there was a significant difference between the scores of selective attention, sustained attention, shift and control of attention, and attention span of the students in the experimental and control groups at the post-test stage.
Conclusion: Based on the findings, it can be argued that proper interventions such as verbal self-instruction and perceptual-motor games can be effective in addressing the problems of students with ADHD and their improvement. Perceptual-motor methods can improve visual-perceptual processing of children which in turn can improve child’s cognitive skills such as attention. |
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| Keywords: Verbal self- instruction, perceptual-motor games, attention span |
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Full-Text [PDF 1153 kb]
(1619 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2018/08/21 | Accepted: 2018/12/13 | Published: 2020/06/20
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