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:: Volume 7, Issue 2 (Summer 2007 2007) ::
JOEC 2007, 7(2): 129-154 Back to browse issues page
Impact of Training Self-regulation of Attentional and Motivational Behaviors, and Verbal Self-instruction on ADHD Symptoms Amelioration
Touraj Hashemi Nosrat Abad 1, Alireza Moradi2 , Valiullah Farzad2 , Hossein Kaviani3
1- Tabrize University
2- Tarbiat Moallem University
3- Tehran University
Abstract:   (4099 Views)

Objective: A three-dimensional instructional intervention (self-regulation of attentional behaviors, self-regulation of motivational behaviors, and verbal self-instruction) was conducted to ameliorate ADHD (attention deficit/hyperactivity disorder) symptoms. Method: 60 third grade male students with ADHD were screened and diagnosed using CSI-4 and DSM-4 criteria. The subjects were trained to apply the mentioned cognitive skills, and then a follow-up study was done. Results: The results display a significant difference for pretest-post test, and follow-up treatments (P<0.01). Post hoc analysis indicates that self-regulation of attentional behaviors had a more considerable effect in comparison with the other two treatments. Conclusion:  These findings suggest that teaching cognitive instructions to children with ADHD can improve ADHD symptoms.

Keywords: ADHD, Self-regulation, Attentional behaviors, Motivational behaviors, Verbal Self-instruction
Full-Text [PDF 265 kb]   (1399 Downloads)    
Type of Study: Applicable | Subject: Special
Received: 2006/11/11 | Accepted: 2007/05/28 | Published: 2007/09/21
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Hashemi Nosrat Abad T, Moradi A, Farzad V, Kaviani H. Impact of Training Self-regulation of Attentional and Motivational Behaviors, and Verbal Self-instruction on ADHD Symptoms Amelioration. JOEC 2007; 7 (2) :129-154
URL: http://joec.ir/article-1-379-en.html


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Volume 7, Issue 2 (Summer 2007 2007) Back to browse issues page
فصلنامه کودکان استثنایی Journal of Exceptional Children

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