Objective: The present study was conducted with the aim of investigating the effectiveness of educational games for developing prosocial behaviors of students with attention deficit hyperactivity disorder (ADHD). Method: The research was a quasi-experimental study with a control group. The statistical population was all elementary school students with ADHD. 30 participants (15 in the experimental group and 15 in the control group) were selected conveniently and randomly assigned to the experimental and control groups. The interpersonal intelligence educational games sessions were conducted in a group format for the experimental group, with two 45-minute sessions per week for 10 weeks. Data were collected using the Dusscher Prosocial Behavior Questionnaire (1986) and analyzed using SPSS version 23. Findings: The results of repeated measures analysis of variance showed that the training of interpersonal intelligence educational games was effective on the prosocial behaviors and the dimensions of cooperation and sharing in students with ADHD (P<0.05). In the follow-up stage, the results showed that this difference also existed with the pretest (P<0.05). Conclusion: According to the research findings, it can be stated that interpersonal intelligence educational games have a positive effect on the prosocial behaviors of students with ADHD.
Abdollahi bughrabadi G, Juzi Tajre M J, Omidi khankahdani M. The Effectiveness of Educational Games for developing interpersonal intelligence on Prosocial Behaviors of Students with Attention Deficit Hyperactivity Disorder. JOEC 2025; 25 (1) : 4 URL: http://joec.ir/article-1-1945-en.html
