Volume 3, Issue 163 (9-2021)
J Except Educ 1400, __(163): 95-95 |
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taheri A, ghamarani A, asgary P, faramarzi S, hafezi F. The Effectiveness of Executive Functions on the Level of
Social Interactions, Self-stigma and Anxiety in Children
with Attention Deficit/Hyperactivity Disorder (AD/HD). J Except Educ 2021; 3 (163) :95-95
URL: http://exceptionaleducation.ir/article-1-2347-en.html
URL: http://exceptionaleducation.ir/article-1-2347-en.html
1- Ahvaz Azad university
2- esfahan university ,aghamarani@yahoo.com
3- esfahan university
2- esfahan university ,
3- esfahan university
Abstract: (3116 Views)
Abstract
Background and Purpose: Children with Attention Deficit/ Hyperactivity Disorder (AD/HD) have
difficulty interacting with their peers and suffer from high self stigma. They also have high levels of anxiety.
The aim of this study was to determine the executive functions on the level of child interactions with peers,
spontaneity and anxiety in children with Attention Deficit/ Hyperactivity Disorder (AD/HD).
Method: Thirty children aged 6 to 14 years with AD/HD who referred to Sabzevar Education Counseling
and Psychological Services Clinic were randomly divided into two intervention and control groups and
underwent training in 8 sessions of 45 minutes. Psychologists were trained to perform EF. The instruments
used included the Connors Questionnaire, the Gersham and Elliott Social Skills Questionnaire, the
Spence Children’s Anxiety Scale, and the King Self-stigma Scale, which all children completed before and
immediately after the intervention. The comparison between the two groups was performed by multivariate
analysis of covariance
Results: Before the intervention, the mean scores of social interactions, spontaneity and anxiety in children
with AD/HD were not significantly different, but the mean scores of the two groups at times immediately
after the intervention were significantly different, so the mean scores of social interactions, autism and
anxiety in children with AD/HD did not change significantly in the control group, but showed a significant
change in the intervention group.
Conclusion: Intervention of executive functions has been able to improve social interactions, spontaneity
and anxiety levels of children with AD/HD. The use of EF to improve social interactions, autism and anxiety
of children with AD/HD is recommended.
Background and Purpose: Children with Attention Deficit/ Hyperactivity Disorder (AD/HD) have
difficulty interacting with their peers and suffer from high self stigma. They also have high levels of anxiety.
The aim of this study was to determine the executive functions on the level of child interactions with peers,
spontaneity and anxiety in children with Attention Deficit/ Hyperactivity Disorder (AD/HD).
Method: Thirty children aged 6 to 14 years with AD/HD who referred to Sabzevar Education Counseling
and Psychological Services Clinic were randomly divided into two intervention and control groups and
underwent training in 8 sessions of 45 minutes. Psychologists were trained to perform EF. The instruments
used included the Connors Questionnaire, the Gersham and Elliott Social Skills Questionnaire, the
Spence Children’s Anxiety Scale, and the King Self-stigma Scale, which all children completed before and
immediately after the intervention. The comparison between the two groups was performed by multivariate
analysis of covariance
Results: Before the intervention, the mean scores of social interactions, spontaneity and anxiety in children
with AD/HD were not significantly different, but the mean scores of the two groups at times immediately
after the intervention were significantly different, so the mean scores of social interactions, autism and
anxiety in children with AD/HD did not change significantly in the control group, but showed a significant
change in the intervention group.
Conclusion: Intervention of executive functions has been able to improve social interactions, spontaneity
and anxiety levels of children with AD/HD. The use of EF to improve social interactions, autism and anxiety
of children with AD/HD is recommended.
Keywords: Anxiety, Attention Deficit Hyperactivity Disorder, Executive functions, Self-Stigma, Social
Interactions
Type of Study: Original Article |
Subject:
Behavior Disorder
Received: 2021/May/Wed | Revised: 2021/Dec/Mon | Accepted: 2021/Jun/Thu | Published: 2021/Aug/Fri | ePublished: 2021/Aug/Fri
Received: 2021/May/Wed | Revised: 2021/Dec/Mon | Accepted: 2021/Jun/Thu | Published: 2021/Aug/Fri | ePublished: 2021/Aug/Fri
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