Thu, Sep 19, 2024
| فارسی
Volume 27, Issue 3 (Autumn 2021)
IJPCP 2021, 27(3): 276-287 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Shams A, Eslami Nosratabadi M, Sangari M, Mirmoezzi M. Effect of Cognitive Rehabilitation Combined With Physical Exercise on Sustained, Selective, and Alternating attention in School-aged Girls Attention-Deficit/Hyperactivity Disorder. IJPCP 2021; 27 (3) :276-287
URL: http://ijpcp.iums.ac.ir/article-1-3176-en.html
URL: http://ijpcp.iums.ac.ir/article-1-3176-en.html
1- Sport Science Research Institute (SSRI), Tehran, Iran.
2- Education and Training Center, District 1, Yazd, Iran.
3- Department of Physical Education, Islamic Azad University, Chalous Branch, Chalous, Iran. ,mandana.sangari@gmail.com
4- Department of Physical Education and Sports Sciences, Islamic Azad University, Tehran, Iran.
2- Education and Training Center, District 1, Yazd, Iran.
3- Department of Physical Education, Islamic Azad University, Chalous Branch, Chalous, Iran. ,
4- Department of Physical Education and Sports Sciences, Islamic Azad University, Tehran, Iran.
Abstract: (4355 Views)
Objectives: Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common mental disorders in childhood. This study aims to assess the effect of cognitive rehabilitation combined with physical exercise on sustained, selective and alternating attention in ADHD children.
Methods: This is a quasi-experimental study with a Pre-test/posttest design. The study population consists of all primary school girls with ADHD in Yazd, Iran. Of these, 40 aged 9-12 years were selected and randomly divided into four groups of cognitive rehabilitation, physical exercise, combined (exercise + rehabilitation), and control. The Conners’ Teacher Rating Scale (CTRS) was used for initial assessment of children, Goodenough- Harris Drawing Test (GHDT) to measure intelligence score, Integrated Visual and Auditory-Continuous Performance Test (IVA-CPT) to assess sustained attention, Wisconsin Card Sorting Test (WCST) to measure alternating attention, and Stroop test to measure selective attention. For cognitive rehabilitation, My Brain application was used. The intervention was presented at 16 sessions, each for 60 minutes. Posttest assessment was performed 24 and 72 hours after the end of intervention. ANCOVA was used for data analysis. All analyses were performed in SPSS v. 20, considering a significance level of P<0.05.
Results: The results of ANCOVA showed that the combined group had significantly lower errors in sustained, selective and alternating attention tests compared to other groups. In the omission response variable, the mean score of the children in the combined group was significantly lower than in the control group (P<0.05).
Conclusion: Cognitive rehabilitation combined with physical exercises can improve different types of attention in children with ADHD.
Methods: This is a quasi-experimental study with a Pre-test/posttest design. The study population consists of all primary school girls with ADHD in Yazd, Iran. Of these, 40 aged 9-12 years were selected and randomly divided into four groups of cognitive rehabilitation, physical exercise, combined (exercise + rehabilitation), and control. The Conners’ Teacher Rating Scale (CTRS) was used for initial assessment of children, Goodenough- Harris Drawing Test (GHDT) to measure intelligence score, Integrated Visual and Auditory-Continuous Performance Test (IVA-CPT) to assess sustained attention, Wisconsin Card Sorting Test (WCST) to measure alternating attention, and Stroop test to measure selective attention. For cognitive rehabilitation, My Brain application was used. The intervention was presented at 16 sessions, each for 60 minutes. Posttest assessment was performed 24 and 72 hours after the end of intervention. ANCOVA was used for data analysis. All analyses were performed in SPSS v. 20, considering a significance level of P<0.05.
Results: The results of ANCOVA showed that the combined group had significantly lower errors in sustained, selective and alternating attention tests compared to other groups. In the omission response variable, the mean score of the children in the combined group was significantly lower than in the control group (P<0.05).
Conclusion: Cognitive rehabilitation combined with physical exercises can improve different types of attention in children with ADHD.
Type of Study: Original Research |
Subject:
Psychiatry and Psychology
Received: 2020/02/9 | Accepted: 2020/12/13 | Published: 2021/10/1
Received: 2020/02/9 | Accepted: 2020/12/13 | Published: 2021/10/1
References
1. 1] Coogan AN, Baird AL, Popa-Wagner A, Thome J. Circadian rhythms and attention deficit hyperactivity disorder: The what, the when and the why. Progress in Neuro-Psychopharmacology and Biological Psychiatry. 2016;67:74-81. [DOI:10.1016/j.pnpbp.2016.01.006] [PMID]
2. [2] Polanczyk G, Laranjeira R, Zaleski M, Pinsky I, Caetano R, Rohde LA. ADHD in a representative sample of the Brazilian population: estimated prevalence and comparative adequacy of criteria between adolescents and adults according to the item response theory. International journal of methods in psychiatric research. 2010;19(3):177-84. [DOI:10.1002/mpr.319] [PMID] [PMCID]
3. [3] Barkley RA. Comorbid disorders, social and family adjustment, and subtyping. 2006. 184-218.
4. [4] Tamm L, Epstein JN, Peugh JL, Nakonezny PA, Hughes CW. Preliminary data suggesting the efficacy of attention training for school-aged children with ADHD. Developmental cognitive neuroscience. 2013;4:16-28. [DOI:10.1016/j.dcn.2012.11.004] [PMID] [PMCID]
5. [5] Kewley GD. Personal paper: attention deficit hyperactivity disorder is underdiagnosed and undertreated in Britain. BMJ: British Medical Journal. 1998;316(7144): 1594-1596. [DOI:10.1136/bmj.316.7144.1594] [PMID] [PMCID]
6. [6] Easterbrook JA. The effect of emotion on cue utilization and the organization of behavior. Psychological review. 1959;66(3):183. [DOI:10.1037/h0047707] [PMID]
7. [7] Strand MT, Hawk LW, Bubnik M, Shiels K, Pelham WE, Waxmonsky JG. Improving working memory in children with attention-deficit/hyperactivity disorder: the separate and combined effects of incentives and stimulant medication. Journal of abnormal child psychology. 2012;40(7):1193-207. [DOI:10.1007/s10802-012-9627-6] [PMID] [PMCID]
8. [8] Rapport MD, Orban SA, Kofler MJ, Friedman LM. Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical psychology review. 2013;33(8):1237-52. [DOI:10.1016/j.cpr.2013.08.005] [PMID]
9. [9] Silva AP, Prado SO, Scardovelli TA, Boschi SR, Campos LC, Frère AF. Measurement of the effect of physical exercise on the concentration of individuals with ADHD. PLoS One. 2015;10(3):e0122119. [DOI:10.1371/journal.pone.0122119] [PMID] [PMCID]
10. [10] Ghorbanpour K, Pakdaman M, Rahmani M, Hosseini G. The Effect of Rhythmic Movement and Playing Aerobic on Short-term Memory Functionand Auditory Memory of Students with Iearning Disabilities. Journal of Health Breeze 2013;1(4):35-44.
11. [11] Carmeli E, Bar-Yossef T, Ariav C, Levy R, Liebermann DG. Perceptual-motor coordination in persons with mild intellectual disability. Disability and rehabilitation. 2008;30(5):323-9. [DOI:10.1080/09638280701265398] [PMID]
12. [12] Conners CK, Erhardt D, Sparrow EP, editors. Conners' adult ADHD rating scales (CAARS): technical manual1999: MHS North Tonawanda.
13. [13] Sarli A, Shahbazi M, Bagherzadeh F. Investigate effectiveness of perceptual- motor tasks on visual and auditory attention of children with Attention Deficit Hyperactivity Disorder. Motor Behavior. 2014;6(15):47-60.
14. [14] Harris DB, Goodenough FL. Goodenough: Harris drawing test manual: Harcourt, Brace & World; 1963.
15. [15] Rosvold HE, Mirsky AF, Sarason I, Bransome Jr ED, Beck LH. A continuous performance test of brain damage. Journal of consulting psychology. 1956;20(5):343. [DOI:10.1037/h0043220] [PMID]
16. [16] Shahgholian M, azadfallah P, Fathi-Ashtiani A, khodadadi M. Design of the Wisconsin Card Sorting Test (WCST) computerized version: Theoretical Fundamental, Developing and Psychometrics Characteristics. Clinical Psychology Studies. 2012;1(4):110-34.
17. [17] Mashhadi A, Tabatabaie Rasoulzadeh KAF, P, Soltanifar A. Planning and Organizing Abilities in Children with Attention Deficit Hyperactivity Disorder (ADHD). Studies in Education and Psychology 2010;11(1):151-71.
18. [18] Narimani M, Soleymani E, Tabrizch N. The effect of cognitive rehabilitation on attention maintenance and math achievement in ADHD students. Journal of School Psychology. 2015;4(2):118-34.
19. [19] Abedi A, Kazemi F, Shooshtari M, Golshani Monazzah F. The Effect of Aerobic Exercises on the Visual and Auditory Attention of Pre-school Boys with ADHD in Isfahan in 2009-2010. Psychology of Exceptional Individuals. 2012;2(7):133-52.
20. [20] Sarli A, Shahbazi M, Sarli A. ffectiveness of auditory computer-based tasks on sustainedattention of children with Attention Deficit Hyperactivity Disorder. Journal of Research in Behavioural Sciences 1392;11(6):545-55.
21. [21] Mueller A, Hong DS, Shepard S, Moore T. Linking ADHD to the neural circuitry of attention. Trends in cognitive sciences. 2017;21(6):474-88. [DOI:10.1016/j.tics.2017.03.009] [PMID] [PMCID]
22. [22] Barkley RA. ADHD and the nature of self-control: Guilford Press; 1997.
23. [23] Saheban F, Amiri S, Kajbaf MB, Abedi A. The efficacy of short-term executive functions training on the reduction of symptoms of attention deficit and hyperactivity of elementary boy students in Esfahan metropolitan area. Advances in Cognitive Science. 2010; 12(1): 52-58.
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Copyright © The Author(s);
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
Contact Information
