Authors
1 Faculty member, Shiraz University, Shiraz, Iran
2 Faculty member, Faculty of Educational Sciences and Psychology, Shahid Chamran University, Ahvaz, Ahvaz, Iran
3 aculty member, Faculty of Educational Sciences and Psychology, Shahid Chamran University, Ahvaz, Ahvaz, Iran
Abstract
This study was designed to compare the efficacy of three psychotherapy approaches to the treatment of attention deficit hyperactivity disorder (ADHD) in the reduction of inattention and impulsive behavior of male elementary school students. From the total population of Shiraz 3rd and 4th grade male elementary school children, 2863 students were screened for ADHD, and 160 of the students diagnosed as suffering from AHDH were randomly allocated to four groups (40 subjects in each group): Children self-instruction training group; the behavior therapy group, the mother self-instruction training group and a control group. In addition, another control group consisted of 40 “normal subjects randomly selected from the ADHD subjects’ classmates was also formed for further comparisons. In this study, the dependent variables were inattention and impulsive behavior as measured by the Farsi version of the Continuous Performance Test. Using the pre-and post- test scores on these two measures, the data analysis indicated that performance of the groups receiving verbal self-instruction training (both children and their mothers) had improved significantly more than both the ADHD subjects in the behavior therapy and the normal subjects groups.
Keywords
American Psychiatric Association. (1987). Diagnostic and Statistical Manual of Mental Disorders. (3rd ed., rev.) Washington, D C: Author.
American Psychiatric Association. (1994). Diagnostic and Statistical Manual of Mental Disorders. (4th ed.) Washington, D c: Author.
Baer, R.A. & Nietzel, M.T. (1991). “Cognitive and behavioral treatmcnt of impulsivity in children”. Journal of Child Clinical Psychology, 20, 400-412.
Bell, R.Q. (1968). “A reinterpretation of the direction of effects in studies fo socialization”. Psychological Review, 2, 81-95.
Burns, H. (1972). “The effect of self directed verbal commands on arithmetic performance and activity level”. Disseration Abstracts international, 33, and
1782.
Cairns, E. & Cammock, T. (1978). ‘Development of more reliable version of the matching familiar figures test”. Developmental Psychology, 14, 555-560.
Christensen, D.F. & Sprague, R.I. (1973). “Reduction of hyperactive behavior by conditioning procedures”. Behavioral Research and Therapy, 13, 321-331.
Corkum, P.V., Siegel, L.S. (1993). “Is the continuous performance task a valuable research tool for use with children with AD/HD?I. Journal of child Psychology and Psychiaay, 34, 1217-1238.
Douglas, V.1. & Peters, KG. (1979). Toward a Clearer Definition of the Attention Deficit Hyperactive Children. New York: Plenum publishing.
Glass, AL. & Holyoak, K.J. (1989). Cognition. USA: MC Graw-Hill.
Gjerde, P.F., Block, J., Block, J.H. (1985). “Longitudinal consistency of
matching familiar figures test”. Developmental Psychology, 21(2). 262-271.
Goldestein, S. & Goldestein, M. (1998). Managing Attention Deficit
Hyperactivity Disorder in Children. New York: John Wiley & Sons.
Hinshaw, S.P. (1994). Attention deficits and hyperactivity in children. USA:
Sage publication.
Kagan, J. (1966). “Reflection-impulsivity”. Journal of Abnormal Psychology, 71,
17-24.
Kauffman, J.M. & Hallahan, D.P. (1973). “Control of rough physical behavior using novel contingencies and directive teaching”. Perceptual and Motor SkilLc, 36, 1225-1226.
Kazdin, A.E. (1985). Treatment of antisocial behavior in children and adolescents.
Homewood: Dorsey press.
Kendall, P.C. (2000). Childhood Disorders. UK: psychology press.
Kirby, EA (1986). Understanding and treating attention Deficit Disorder. New York: Pergamon press.
Kratochwill, T.R., Morris, R.J. (1991). The Practice of Child Therapy. New York: John Wiley & Sons.
Masters, J.C. & et al. (1987). Neuropsychological Assessment in Clinical Practice. New York: John Wiley & Sons.
Masters, J.C. & et al. (1987). Behavior Therapy. USA: Harcourt Brace Jovan Vich, Publishers.
Meichenbaum, D.H. & Goodman, J. (1971). “Training impulsive children to talk to themselves”. Journal of Abnormal Psychology, 77(2), 115-126.
Murphy, V. & Stewart, K. H. (1991). “Learning disabilities and attention deficit- hyperactivity disorders”. Journal of Learning Disabilities, 27(7),
386-389.
Palkes, H., Stewart, M. & Kahana, B. (1968). “Porteus maze performance of hyperactive boys after training in self direction Verbal commands”. Child Development, 39, 8 17-826.
Pelham, W.E. & et. al. (1998). “Empirically supported psychosocial treatment for AD/HD”. Journal of Clinical Child Psychology, 27, 190-205.
Pfiffner, L. J. & Mcburnett, K. (1997). “Social skills training with parent generalization: treatment effect for children with A.D.D.” Journal of Consulting and Clinical Psychology, 65. 5, 749-757.
Rosvold, H.E., Mirsky, A.F., Sarason, I., Bransome, E.D., & Beck, L.H. (1965). “A continuous performance test of brain damage”. Journal of Consulting Psychology, 20, 343-350.
Scott, M.J. (1989). A Cognitive Behavioral Approach to Clients Problems. New
York: Routledge.
Sprafkin, J., Gadow, K.D. (1994). Child Symptom inventories manual. Stony
Brook: Checkmate plus. Walker, Coe., Roberts, M.C. (1992). Handbook of Child Psycho!o’. New York: John Wiley & Sons.
Webster, S.C. (1984). “Randomized trial of’ two parent-training Programs for 1mi1ies with conduct disordered children”. Journal of consulting and Clinical Psychology, 25, 666-678.
)