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The effect of mind reading training on reducing the symptoms of ADHD and increasing mind reading in 8-9 year old boys in Isfahan
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Tayebeh ESKANDARI   1, SHOLEH AMIRI , HOSSEINALI MEHRABI |
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Abstract: (1210 Views) |
Objective: The aim of this study was to investigate the effect of mind reading training on reducing the symptoms of attention-deficit / hyperactivity disorder (ADHD) in children aged 8-10 years in Isfahan using a quasi-experimental research design with pre-test/post-test with control group. Method: The statistical population included all male children with ADHD studying in boys' primary schools in Isfahan in 2019. After interviewing the teachers number of (5 schools), the children having hyperactivity and insufficiency problems from the teachers' point of view were identified as 100 students. Then checklist of children’s' symptoms (CSI-4) was performed on 46 students by the teachers. Next, using the misconception test, 20 students who scored below the average reading score were randomly assigned to the experimental and control groups. Then, 10 sessions of 40 minutes of mind reading training were performed on the experimental group. Finally, including the statistical drop, 14 students (7 in each group) remained in the study. The obtained data were analyzed using the SPSS-24 software by analysis of covariance (ANOVA). Results: The results of analysis of covariance showed that mind reading training reduced the symptoms of hyperactivity and attention deficit and improved mind reading in children with ADHD (p <0.05). Conclusion: As a result, mind reading training is used as one of the subsets of social cognition theory in improving the symptoms of attention deficit, hyperactivity and mind reading ability in children.
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Article number: 3 |
| Keywords: Attention Deficit Hyperactivity Disorder, Mind reading, Social cognition, Children. |
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Full-Text [PDF 1154 kb]
(419 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2020/12/8 | Accepted: 2021/08/28 | Published: 2021/11/27
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