Shahid Beheshti University of Medical Sciences The Scientific Journal of Rehabilitation Medicine 2251-8401 10 2 2021 05 22 Effect of a Positive Discipline Parent Education Program on Executive Functions of Children With Attention Deficit Hyperactivity Disorder Effect of a Positive Discipline Parent Education Program on Executive Functions of Children With Attention Deficit Hyperactivity Disorder 246 257 1101075 10.22037/jrm.2020.112877.2277 FA Donya Jahangiri Department of Psychology and Education of Exceptional Children, Allameh Tabatabaei University, Tehran, Iran. 0000-0001-9732-7074 Hamid Alizadeh Department of Psychology and Education of Exceptional Children, Allameh Tabatabaei University, Tehran, Iran. 0000000196124996 Shahla Pazeshk Department of Psychology and Education of Exceptional Children, Allameh Tabatabaei University, Tehran, Iran. 0000-0001-9401-1306 Nourali Farokhi Department of Psychology, Allameh Tabatabaei University, Tehran, Iran. 0000-0002-5941-2750 Journal Article 2019 12 15 Background and Aims: One of the major problems in children with Attention Deficit Hyperactivity Disorder (ADHD) is a deficiency in cognitive skills, especially executive functions. The present study aims to evaluate the effect of a positive discipline parent education program on the executive functions of children with ADHD. Methods: The study population consists of the parents of all children aged 7-11 years with ADHD in Isfahan, Iran in 2018. Of these, 30 parents of children who met the Diagnostic and Statistical Manual of Mental Disorders criteria (fifth edition) were selected using a convenience sampling method and were randomly divided into intervention and control groups. The data collection tools were Attention Deficit Hyperactivity Disorder Diagnostic Questionnaire and the Coolidge Neuropsychological Inventory for Children (CPNI). The positive discipline program was presented at 8 sessions, each for 90 minutes. Results: There was a significant difference in the decision making/planning (p < 0.001) and inhibition (p < 0.001) components of CPNI between the two study groups, but the difference was no difference in the organization component. The results of repeated measures ANOVA showed that program in post-test and follow-up phases was effective in terms of decision making/planning and inhibition components. Conclusion: The positive discipline parent education program has a positive effect on executive functions of children with ADHD. Background and Aims: One of the major problems in children with Attention Deficit Hyperactivity Disorder (ADHD) is a deficiency in cognitive skills, especially executive functions. The present study aims to evaluate the effect of a positive discipline parent education program on the executive functions of children with ADHD. Methods: The study population consists of the parents of all children aged 7-11 years with ADHD in Isfahan, Iran in 2018. Of these, 30 parents of children who met the Diagnostic and Statistical Manual of Mental Disorders criteria (fifth edition) were selected using a convenience sampling method and were randomly divided into intervention and control groups. The data collection tools were Attention Deficit Hyperactivity Disorder Diagnostic Questionnaire and the Coolidge Neuropsychological Inventory for Children (CPNI). The positive discipline program was presented at 8 sessions, each for 90 minutes. Results: There was a significant difference in the decision making/planning (p < 0.001) and inhibition (p < 0.001) components of CPNI between the two study groups, but the difference was no difference in the organization component. The results of repeated measures ANOVA showed that program in post-test and follow-up phases was effective in terms of decision making/planning and inhibition components. Conclusion: The positive discipline parent education program has a positive effect on executive functions of children with ADHD.

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