The effect of multidisciplinary intervention at different levels of children, parents, and peers on improving working memory of children with Attention Deficit / Hyperactivity Disorder

Document Type : Research Paper

Authors

1 PHD Student of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran

2 Associate Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran

3 Professor of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran

Abstract

The aim of this study was to determine the effectiveness of multidimensional intervention in three levels of executive functions training to Children with Attention Deficit /Hyperactivity Disorder, communication skills to peers, and behavior change strategies to parents on Working Memory. The research method was quasi-experimental with pre and post-test stages. The statistical population of the study was all boys with symptoms of ADHD, 6 to 9 years old in Kermanshah in the academic year of 2019. that among them by cluster sampling method, 30 students who were diagnosed ADHD were selected based on a questionnaire and clinical interview from fourth edition of the Diagnostic and Statistical Manual of Mental Disorders of Sadock and Sadock and approval by a psychiatrist, and by random cluster sampling method were divided into two groups of 15 people (experimental group and control group). In the experimental group of children with disorder, the executive functions training program, for normal peer children, communication skills training and for parents, learning to change parenting and communication behaviors was performed. In this study Daneman & Carpenter working memory software was implemented in two stages. Data were analyzed using analysis of covariance. The results showed that integrated multidisciplinary education improved working memory and retention but had no significant effect on their processing. Creating the right context through family and peer education and the simultaneous teaching of executive functions has contributed to the effectiveness of this integration. It is suggested that in the treatment of children with ADHD, multifaceted methods be used.

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Main Subjects

References

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