Document Type : Original article
Authors
1
PhD Student in Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran.
2
Assistant Professor, Department of Exceptional Educational Psychology, Faculty of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran.
3
Assistant Professor, Department of Psychology, Faculty of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran.
Abstract
Introduction and Aim: Attention Deficit Hyperactivity Disorder (ADHD) causes deficit in the children’s psychological, emotional and cognitive processes. Therefore, the present study was conducted to investigate the effect of Beta neuro-feedback on the executive functions and problem-solving ability in elementary school male children with ADHD.
Material and methods: It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up period design. The statistical population included elementary school male children with ADHD who have referred to psychology and psychiatry clinics in Mashhad in the first six months of 2019. 24 elementary school children with ADHD were selected through purposive sampling method and randomly accommodated into experimental and control groups. The children in the experimental group underwent thirty two-and-a-half-month neuro-feedback sessions. ADHD questionnaire (Brock and Clinton, 2007), problem-solving exploratory questionnaire (Johnson, 2000) and executive functions questionnaire (Coolidge et.al, 2002) were used in the current study. The data were analyzed through mixed ANOVA method.
Results: The results showed that Beta neuro-feedback has significant effect on the executive functions (F=33.42; Eta=0.60; P=0001) and problem-solving ability (F=29.81; Eta=0.57; P=0001) of ADHD children in a way that it led to the improvement of their executive functions and problem-solving ability.
Conclusion: According to the results of the present study, neuro-feedback can be assumed as an efficient method to improve executive functions and problem-solving ability of the children with ADHD through offering biological feedbacks and increasing the people’s awareness of mental and cognitive processes.
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