Journal of Medical Council of Iran
مجله علمی پژوهشی سازمان نظام پزشکی
Volume 42, Issue 2 (2024)
jmciri 2024, 42(2): 25-37 |
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Fathian Z, Vakili S, Mollanorozy K, Arabzadeh M. The Effectiveness of Sensori-motor Plays and Neurofeedback on the Attention of Children with Attention Deficit and Hyperactivity Disorder. jmciri 2024; 42 (2) :25-37
URL: http://jmciri.ir/article-1-3247-en.html
URL: http://jmciri.ir/article-1-3247-en.html
Department of Psychology of Exceptional Children ,faculty of literature, humanities and Sciences ,Sciences and Research branch, Islamic Azad University, Tehran, Iran
Abstract: (1035 Views)
Abstract
Background: This research was conducted with the aim of comparing the effectiveness of sensory-motor games and neurofeedback on the attention of children with attention deficit and hyperactivity disorder. Previous studies consider factors such as attachment style, mindfulness, personality traits, and family factors to be effective and believe that people with hyperactivity disorder are deficient in emotional self-regulation, i.e., management and control in this area. For this reason, investigating the problems of this group and focusing on the issue of attention and concentration is important and needs attention.
Method: This research was conducted as a semi-experimental study and the subjects were selected from all 8 to 12-year-old children in Tehran with hyperactivity and were randomly assigned to experimental and control groups. 40 subjects were placed in three groups of sensory-motor games, neurofeedback, combined group and a control group, and IVA2 was used to measure attention before and after the interventions.
Results: The results of this research were evaluated using analysis of covariance after meeting the presuppositions and showed that the amount of visual and auditory effects in sensory-motor, neurofeedback and combined games in the group and the control after removing the pre-test effect. They are significantly different. This result means that the intervention of sensory-motor, neurofeedback and combined games have significant effect on the amount of attention in the dimensions of listening, attention, processing speed, caution, stability, tolerance, perception, stability and sensori motor. It has two parts, visual and auditory.
Conclusion: Based on the findings, the combined approach of sensory-motor games and neurofeedback has a greater effect on children’s attention than the two approaches of sensory-motor games and neurofeedback seperately, and there is a significant difference between the two approaches of sensory-motor games and neurofeedback in terms of the effect on attention
Background: This research was conducted with the aim of comparing the effectiveness of sensory-motor games and neurofeedback on the attention of children with attention deficit and hyperactivity disorder. Previous studies consider factors such as attachment style, mindfulness, personality traits, and family factors to be effective and believe that people with hyperactivity disorder are deficient in emotional self-regulation, i.e., management and control in this area. For this reason, investigating the problems of this group and focusing on the issue of attention and concentration is important and needs attention.
Method: This research was conducted as a semi-experimental study and the subjects were selected from all 8 to 12-year-old children in Tehran with hyperactivity and were randomly assigned to experimental and control groups. 40 subjects were placed in three groups of sensory-motor games, neurofeedback, combined group and a control group, and IVA2 was used to measure attention before and after the interventions.
Results: The results of this research were evaluated using analysis of covariance after meeting the presuppositions and showed that the amount of visual and auditory effects in sensory-motor, neurofeedback and combined games in the group and the control after removing the pre-test effect. They are significantly different. This result means that the intervention of sensory-motor, neurofeedback and combined games have significant effect on the amount of attention in the dimensions of listening, attention, processing speed, caution, stability, tolerance, perception, stability and sensori motor. It has two parts, visual and auditory.
Conclusion: Based on the findings, the combined approach of sensory-motor games and neurofeedback has a greater effect on children’s attention than the two approaches of sensory-motor games and neurofeedback seperately, and there is a significant difference between the two approaches of sensory-motor games and neurofeedback in terms of the effect on attention
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