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Volume 10, Issue 3 (12-2020)
cmja 2020, 10(3): 230-243 |
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Mayeli M, Abolmaali Alhosseini K, Nokani M, Talepasand S. The Effect of Computer-based Cognitive Rehabilitation Therapy on Difficulties in Emotion-regulation among Students With Attention Deficit Hyperactivity Disorder. cmja 2020; 10 (3) :230-243
URL: http://cmja.arakmu.ac.ir/article-1-752-en.html
URL: http://cmja.arakmu.ac.ir/article-1-752-en.html
1- Department of Psychology, Faculty of Psychology and Social Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran.
2- Department of Psychology, Faculty of Psychology and Social Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran. ,sama.abolmaali@gmail.com
3- Depratment of Psychiatry, School of Medicine, Arak University of Medical Sciences, Arak, Iran.
4- Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.
2- Department of Psychology, Faculty of Psychology and Social Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran. ,
3- Depratment of Psychiatry, School of Medicine, Arak University of Medical Sciences, Arak, Iran.
4- Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.
Abstract: (3230 Views)
Objective: The aim of the present study is to investigate the effect of computer-based cognitive rehabilitation therapy on difficulties in emotional regulation among students with Attention Deficit Hyperactivity Disorder (ADHD).
Methods: Participants were 24 students with ADHD (12 boys and 12 girls) studying in 6-9th grades during 2018-19 at schools located in District 7 of Tehran, Iran. They were selected using a purposive sampling method and based on inclusion/exclusion criteria and then randomly assigned into experimental and control groups. Data collection tool was the Difficulties in Emotion Regulation Scale (DERS) completed at pre-test, post-test, and follow-up phases. Experimental group received computer-based cognitive rehabilitation therapy for 10 weeks (20 sessions, two sessions per week, each for 30 minutes). Data were analyzed using repeated measure ANOVA in SPSS V. 26 software.
Results: All subscales of DERS were significantly improved after intervention which had a medium-to-large effect size.
Conclusion: Computer-based cognitive rehabilitation therapy can help treat difficulties in emotional regulation and improve performance of students with ADHD.
Methods: Participants were 24 students with ADHD (12 boys and 12 girls) studying in 6-9th grades during 2018-19 at schools located in District 7 of Tehran, Iran. They were selected using a purposive sampling method and based on inclusion/exclusion criteria and then randomly assigned into experimental and control groups. Data collection tool was the Difficulties in Emotion Regulation Scale (DERS) completed at pre-test, post-test, and follow-up phases. Experimental group received computer-based cognitive rehabilitation therapy for 10 weeks (20 sessions, two sessions per week, each for 30 minutes). Data were analyzed using repeated measure ANOVA in SPSS V. 26 software.
Results: All subscales of DERS were significantly improved after intervention which had a medium-to-large effect size.
Conclusion: Computer-based cognitive rehabilitation therapy can help treat difficulties in emotional regulation and improve performance of students with ADHD.
Keywords: Attention deficit hyperactivity disorder, Computer-based cognitive rehabilitation, Difficulties in emotion regulation
Type of Study: Research |
Subject:
Clinical Medicine
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