Effectivness of parent_child interaction therapy with educational face_to_face method on executive functions of students with hyperactivity and attention deficit

Subject Areas : Psychology

سحر Bayat ¹ , mansure shahriari ahmadi ² , mahnaz esteki ³

1 - Azad Univercity of Central Tehran . Psychology Group
2 - Assistant Professor , Islamic Azad University, Central Tehran Branch
3 - azad university

Received: 2023-01-02 Accepted : 2023-08-12 Published : 2023-07-23

Keywords: executive functions, Treatment based on parent-child interaction, face-to-face training, hyperactivity and attention deficit,

Abstract :

The present study was conducted with the aim of the effectiveness of treatment based on parent-child interaction with face-to-face training method on the executive functions of students with hyperactivity and attention deficit disorder. The research method was quasi-experimental, with a pre-test and post-test design with a control group. The statistical population of the study was all children aged 10 to 12 years in the 19th district of Tehran in 2022 who were suffering from hyperactivity and attention deficit. The sample size of 30 people was determined by the purposeful sampling method, this number of people was divided into two groups by the matching method, the number of each group was 15 people. And the control group did not receive any treatment plan. The research tool was the executive functions questionnaire of Gerard et al. (2000). The method of data analysis was univariate and multivariate covariance analysis.The research findings showed that the treatment based on parent-child interaction with face-to-face training method on executive functions (memory emotional regulation) of students with hyperactivity and attention deficit (p<0.05). It can be concluded that the treatment based on the interaction of the parent of the child with the face-to-face teaching method can be effective in improving the executive functions of students with hyperactivity and attention deficit.Keywords: treatment based on parent-child interaction, face-to-face training, executive functions, hyperactivity and attention deficit