The Effectiveness of Verbal Self-Learning Training on the Level of Social Interactions, Anxiety and Disability in Children with Attention Deficit / Excessive Disorder

Taheri, Abd Almajid; Ghamarani, Amir; Askary, Parvez; Faramarzi, Salar; Hafezi, Fateme

Document Type : Original Article

Authors

¹ Ph. D student in psychology special children, department of Psychology Ahvaz branch, Islamic Azad University, Ahvaz, Iran. Department of Psychology, Pardis scinces and researches khozestan. Islamic Azad University, Ahvaz, Iran

² Visiting Assistant Professor Department of Psychology, Ahvaz Branch, lslamic Azad University, Ahvaz, lran

³ Associate Professor Department of Psychology Ahvaz branch, Islamic Azad University, Ahvaz, Iran

⁴ Associate Professor Department of Psychology, Ahvaz branch, Islamic Azad University, Ahvaz, Iran.

⁵ Assistant professor Department of Psychology , Ahvaz branch, Islamic Azad University, Ahvaz, Iran

Abstract

Abstract
Background and Objectives: Attention deficit / hyperactivity disorder is the most common childhood that can affect the child's social and educational life. Considering that different therapies have been used to relieve the symptoms of this disorder, the purpose of this study was to investigate the effectiveness of cognitive-educational teaching on verbal self-learning on social interactions, anxiety and autonomy of these children.
Materials and Methods: This is a semi-experimental research. The statistical population of this study was all children with attention deficit / hyperactivity disorder, of which 30 were selected from clients referring to Sabzevar Counseling and Psychology Clinic and completely Randomized in both experimental and control groups. Data were collected from the children's spence anxiety questionnaire, Social Interactions, Kearsam and Elliot (1990), and Michael King's Self-Defense Questionnaire and for attention deficit / hyperactivity disorder recognition. The Convergs Questionnaire (1960) was used for parents' form, for data analysis, statistics Descriptive, mean standard deviation and inferential statistics of multivariate covariance analysis were used and data were analyzed using spss22 software.
Results: Findings showed that the effect of verbal self-learning on the social interactions of children with attention deficit / hyperactivity disorder was positive and significant (P

Keywords

Main Subjects

Psychology

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Journal of Sabzevar University of Medical Sciences

The Effectiveness of Verbal Self-Learning Training on the Level of Social Interactions, Anxiety and Disability in Children with Attention Deficit / Excessive Disorder

References

References

Volume 26, Issue 5
November and December 2019
Pages 599-610

The Effectiveness of Verbal Self-Learning Training on the Level of Social Interactions, Anxiety and Disability in Children with Attention Deficit / Excessive Disorder

References

References

Volume 26, Issue 5November and December 2019Pages 599-610

Volume 26, Issue 5
November and December 2019
Pages 599-610