The effectiveness of parent-child interaction play therapy (CPRT) on executive functioning and social adjustment in children with attention deficit hyperactivity disorder (ADHD)

Subject Areas : Child

Leila Aminian ¹ , banijamali Shokohsadat ² , Friborz Dortaj ³ , hasan ahadi ⁴

1 - Department of Psychology, Islamic Azad University, Tehran Science and Research Unit, Tehran, Iran
2 - Department of Psychology, Al-Zahra University, Tehran, Iran
3 - Department of Psychology, Allameh Tabatabai University, Tehran, Iran
4 - Department of Psychology, Allameh Tabatabai University, Tehran, Iran

Received: 2021-10-11 Accepted : 2022-02-26 Published : 2023-08-23

Keywords: social adjustment, parent-child interaction, play therapy, executive functions, children with attention deficit-hyperactivity disorder,

Abstract :

The aim of this study was to investigate the effectiveness of parent-child interaction through play therapy (CPRT) on executive function and social adjustment of children with attention deficit hyperactivity disorder (ADHD). This study was a quasi-experimental study with pre-test and post-test with a control group. The statistical population included children aged 8 to 10 years with ADHD who referred to medical centers in Tehran in 1398. The sample consisted of 30 people (two groups of 15 people) who were selected using purposive sampling. Data collection tools were BRIEF (Parent Form) Behavior Rating Function Questionnaire (Guy,2000) and Dokhanchi Children's Social Adjustment Questionnaire (1998). After randomly selecting and determining the experimental and control groups and before conducting play therapy sessions for the participants in the study, a separate introductory session with the aim of initial acquaintance with the children and establishing a therapeutic relationship, as well as creating confidence in the subjects and collecting data. Pre-test was held. During the same introductory session to collect pre-test data, Connors parent questionnaires, BRIEF executive behavioral grading questionnaire and children's social adjustment questionnaire were given to children's parents in groups, and finally the experimental group played 10 sessions of 120 minutes once a week. Were treated. The results showed that play therapy training based on parent-child interaction on the executive functions of children with attention deficit hyperactivity disorder was effective and according to ETA squared the effectiveness of play therapy training based on parent-child interaction on executive functions. In the studied children 75.1% Also, play therapy training based on parent-child interaction is effective in improving the social adjustment of children with attention deficit hyperactivity disorder. The studied children are 74.9%.

References:

AliAkbari, N., Abolghasemi, A., Atadokht, A., & Niromandsomeheh, B. (2015). Evaluation of the effectiveness of parent-child relationship group therapy therapy on increasing social skills of preschool children with attention deficit-hyperactivity disorder. Quarterly Journal of Personality and Individual Differences, Fourth Year, 7, 63-47. [Persian].

American Psychiatric Association. (2013). Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Translated by Yahya Seyed Mohammadi. Tehran: Ravan Publications.

AsghariNekah, S., & Abedi, Z. (2014). Evaluation of the effectiveness of play therapy based on executive functions on improving response inhibition, planning and working memory of children with attention deficit hyperactivity disorder. Cognitive Psychology Quarterly. II, 1, 52-41. [Persian].

Ashuri, M., Ghasemzadeh, S., & Dallalzadehbidgoli, F. (2019). The effect of play therapy based on cognitive-behavioral model on social skills of preschool children with attention deficit-hyperactivity disorder. Child Mental Health Quarterly, 6, 2, 39-27. [Persian].

Babak, S., Hamidipour, R., & Bahari, F. (2018). Evaluation of the effectiveness of group play therapy based on behavioral-cognitive approach on social, 3, 23, 38-54. [Persian].

Barzegar, Z. (2013). An introduction to the place of play therapy in children's psychological problems. Exceptional Education, 2, 44-35. [Persian].

Bratton, S., Landreth, G. L., & Kellam, T. (2006). Improving the parent-child relationship through play. Translated by Javad Mahmoudi Gharaei (2017). Tehran: Ghatreh Publications.

Dabir, M., Asadzadeh, H., & Hatami, H.R. (2017). Teaching play therapy based on the parent-child relationship to mothers and its effectiveness in reducing the negative academic emotions of student children. Cultural Education Quarterly - Women and Family. Twelfth Year, 40, 57-36. [Persian].

Dokhanchi, H. (1998). Children's social adaptability scale. Retrieved from http://edu-admin.ir

Guy, S. C., Gioia, G. A., Isquith, P. K., & Kenworthy, L. (2000). Behavior rating inventory of executive function. Odessa, FL: Psychological Assessment Resources, Incorporated, 6, 3, 235-238.

Mash, E., & Wolf, D (2019). Psychology of Child Abnormality Volume One. Translated by Saeed Ariapour, Seyed Musa Masouleh. Tehran: Arjmand Publications.

Michaelene, M., Ostrosky and Hedda Meadan. (2010). Helping Children Play and Learn Together. Young Childeren.104-108

Mirzakhani, N., Pourjabar, N., Rezaei, M., Dibajnia, P., & Akbarzadeh Baghban, A. (2016). The effect of structured play on the executive performance of high-functioning autistic children aged 5-12 years. Rehabilitation Medicine, 5, 3, 35-47. [Persian].

Moradi Mokhles, H., Houshmandi Shoja, M., & Salehi, V. (2018). Improving the social adjustment of children with attention deficit / hyperactivity disorder by developing an approximate growth zone in the context of creative play. Exceptional Children Quarterly, 18, 1, 73-84. [Persian].

Nodei, K., Sarami, Gh. R., & Keramati, H. (2016). Relationship between executive functions and working memory capacity with students' reading performance: The role of age, gender and intelligence. Cognitive Psychology Quarterly. 4, 3, 11-24. [Persian].

Rezaei, F., & Malekian, F. (2019). The effectiveness of play therapy with cognitive-behavioral approach on social development and reducing social panic in first grade primary school children in Kermanshah. Journal of New Advances in Behavioral Sciences, 4, 37, 41-29. [Persian].

Sadock, B.J., Sadock, V. A., Ruiz, P (2015). Summary of Kaplan Psychiatry: Behavioral Sciences, Clinical Psychiatry. Translated by Farzin Rezaei. Tehran: Arjmand Publications.

Saheban, F., Amiri, S., Kajbaf, M., & Abedi, A (2010). Investigating the short-term effect of executive function training on reducing the symptoms of attention deficit and hyperactivity in male elementary school students in Isfahan. Cognitive Science News, 12, 1, 52-58. [Persian].

Seif Naraghi, M., & Naderi, E. (2015). Behavioral disorders in children and adolescents (methods of correcting and repairing them). Tehran: Arasbaran Publications. [Persian].

Taheri, M. (2017). The effect of executive function-based play therapy on the ability to plan and selectively pay attention to children with attention deficit hyperactivity disorder. Journal of Recent Advances in Behavioral Sciences; 9, 49-37. [Persian].

Tahmasebi, A., & Khosropour, F (2019). The effectiveness of parent-child relationship therapy (CPRT) on social skills and cognitive emotion regulation of children under 12 years of age with ADHD. The Rise of Psychology, 8, 6, 123-113. [Persian].

Tamm, L. (2005). Intervention for preschoolers at risk for Attention-deficit/ hyperactivity disorder (ADHD): service before diagnosis. Clinical neuroscience research, 5, 5, 47-253.

Theule, J., Wiener, J., & Jenkines, J. M. (2013). Parenting Stress in Families of Children with ADHD: A Meta-Analysis. Journal of Emotional and Behavioral Disorders, 21, 3-17.

Wiefferink, CH., Rieffe, C., Ketelaar, L., De Raeve, L., & Frijns, JH. (2012). Emotion understanding in deaf children with a cochlear implant. Journal of Deaf Studies and Deaf Education, 18, 2,175-86.