The goal of the study was to investigate the effect of resilience and psychological hardiness on mental health of mothers of children with attention deficit hyperactivity disorder (ADHD) and to determine the contribution of each of the predicting variables in predicting More
The goal of the study was to investigate the effect of resilience and psychological hardiness on mental health of mothers of children with attention deficit hyperactivity disorder (ADHD) and to determine the contribution of each of the predicting variables in predicting mental health. The statistical population of this descriptive-correlation study included all the mothers who consecutively referred to the child and adolescent psychiatric clinics of shahid Modares, Noor, Farabi & shahid Rajaii hospitals in Isfahan city that had at least one child with clinically diagnosed ADHD, aged between 6 to 12 years old. 141 mothers were selected through convenience sampling method. Research tools included the questionnaire of Goldberg & Hillier’s General Health (1979), Connor & Davidson’s resilience (2003) and Kobasa’s Hardiness (1982). Stepwise multiple regression analysis used for statistical analysis. The research results showed that hardiness and resilience were able to predict mental health significantly (p<0.001). In this research resilience was the best predictor of mental health. The findings indicate that hardiness and resilience are important and fundamental in the preservation and promotion of mental health in mothers of children with attention deficit hyperactivity disorder (ADHD). The two mentioned variables are able to explain the high rate of mental health variation and considering them in mental health is essential.
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Within the field of second language learning, the need to provide equal access to L2 education has directed modern educators’ attention to the potentials of Dynamic Assessment (DA) for students with learning disabilities. The purpose of the present single case study was More
Within the field of second language learning, the need to provide equal access to L2 education has directed modern educators’ attention to the potentials of Dynamic Assessment (DA) for students with learning disabilities. The purpose of the present single case study was to explore the effects of interactionist DA on ADHD L2 learners’ knowledge of vocabulary and working memory capacity. A 13-year-old female EFL learner with the combined type of ADHD voluntarily participated in this study as an elementary student. During each session, a few new vocabulary items were taught through providing mediations relying on a regulatory scale from the most implicit to the most explicit emerging from the interactions between the mediator and the learner. The microgenetic analysis of DA protocols led to the development of an inventory of mediations consisting of different forms of implicit and explicit prompts. The results of the study demonstrated that DA could contribute to the learner’s vocabulary knowledge with a number of fluctuations in some DA sessions, while it did not improve her working memory capacity. The findings of this study provide further insight into teachers’ perception of how ADHD learners can learn an L2 and, at the same time, call for policy makers’ and materials developers’ greater attention to the progressive mediations required to help ADHD learners develop a higher level of self-regulation functioning through dialogic and social interactions.
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Abstract The purpose of this study was to evaluate the effectiveness of neurofeedback treatment on increasing the attention of children with attention deficit hyperactivity disorder (ADHD). The statistical population of this study included children with ADHD referred to More
Abstract The purpose of this study was to evaluate the effectiveness of neurofeedback treatment on increasing the attention of children with attention deficit hyperactivity disorder (ADHD). The statistical population of this study included children with ADHD referred to Behjoo and ravanpouya Consulting Center. Of which 20 respondents were interviewed in a accessible sampling method by the Parents' Corner questionnaire. They were divided into two groups of 10 people. The experimental group received neurofeedback treatment for 30 sessions, but the control group did not receive the training and are on the waiting list. Also, for analysis of data, covariance analysis was used and to speed up the results, SPSS-21 software was used. The results of this study showed that neurofeedback treatment significantly increased the attention of children with attention deficit hyperactivity disorder (ADHD). In other words, attention and concentration of children with ADHD was significantly higher in neurofeedback treatment than in the control group. Key words: Neurofeedback treatment, attention rate, children with attention deficit hyperactivity disorder (ADHD).
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