3.43 The Relation of Parent-Child Interaction Therapy (PCIT) in Well-Being of Young Children With Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder

Ahmadi, Naser; Chaudhry, Shahzad; Olango, Garth; Molla, Mohammed

doi:10.1016/j.jaac.2017.09.191

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In conclusion, children with ADHD have difficulty in communicating appropriately with their parents and other people (5). Lack of problem-solving skills causes maladjustments and conflicts in various aspects of their lives (6,7).…”

Section: Discussionmentioning

confidence: 94%

See 1 more Smart Citation

Comparison of the Effectiveness of Painting Therapy, Clay Therapy and a Combined Method on Resiliency in Children with Attention Deficit/Hyperactivity Disorder

Sakha

Mozafari²,

Samani³

et al. 2021

J Child Ment Health

View full text Add to dashboard Cite

Background and Purpose:The lack of behavioral inhibition in children with attention deficit/ hyperactivity ADHD disorder disrupts the way they respond. These children are not able to wait; Because of this, resiliency in them is of importance. The purpose of this study was to compare the effectiveness of the painting therapy, clay therapy and combined method (The cdombination of painting therapy and clay therapy) on resiliency in children with attention deficit/ hyperactivity disorder. Methods: This study used a single-subject ABA design. The statistical population consisted of all 8 -11 year old children with ADHD reffered to medical centers of Tehran in the academic year 2020-2021. Among them, 6 children (three boys and three girls) were selected based on inclusion and exclusion criteria and by purposive sampling and were randomly placed in 3 two -person groups. Interventions of the painting therapy, clay therapy and combined methods for each child, according to the child-centered play therapy program with Landerth and Bratton Approach (2006) were conducted in 2 onehourweekly sessions which lasted for 8 weeks (16 sessions). The research instrument included Social-Emotional Assets and Resilience Scale (SEARS; Merrell, 2008). Data were analysed at both within-condition and between-condition levels based on three indicators of level, trend and stability. Results: The results showed that interventions were effective in two groups of painting therapy and combined method (The combination of painting therapy and clay therapy). The most effective method in improving resiliency was the combined method (The combination of painting therapy and clay therapy) (P< 0.05). The recovery percentage of clay therapy was lower than other interventions and had no significant effect on the resiliency in children with ADHD (P> 0.05). Conclusion: Based on the findings, it can be concluded that the painting therapy and combined method (The combination of painting therapy and clay therapy) can increase the resiliency of children with ADHD. Necessary explanations for the results are discussed in the article.

show abstract

Section: Discussionmentioning

confidence: 94%

“…One of the problems of children with attention deficit/ hyperactivity disorder is their inability to communicate effectively with others, specially with parents (5). Lack of adequate knowledge of parents and children about communication skills and not having problem-solving skills cause inadjustments and conflicts (6,7).…”

Section: Introductionmentioning

confidence: 99%

Comparison of the Effectiveness of Painting Therapy, Clay Therapy and a Combined Method on Resiliency in Children with Attention Deficit/Hyperactivity Disorder

Sakha

Mozafari²,

Samani³

et al. 2021

J Child Ment Health

View full text Add to dashboard Cite

show abstract

“…Różne zachowania interakcyjne mogą także wpływać na przebieg zaburzeń rozwoju pojawiających się w dzieciństwie, np. autyzmu (Ginn, Clionsky, Eyberg, Warner-Metzger, Abner, 2017;Shire, Gulsrud, Kasari, 2016) czy zespołu nadpobudliwości psychoruchowej z deficytem uwagi (Ahmadi, Chaudhry, Olango, Molla, 2017;Chronis-Tuscano, Lewis-Morrarty, Woods, O'Brien, Mazursky-Horowitz, Thomas, 2016). Ponadto jakość interakcji może modyfikować wpływ czynników ryzyka (zwiększających prawdopodobieństwo wystąpienia zaburzeń) na rozwój dziecka.…”

Section: Interakcyjny Kontekst Rozwojuunclassified

Analiza interakcji dziecko–rodzic. Wprowadzenie dla studentów, klinicystów i badaczy

Niedźwiecka¹

2021

View full text Add to dashboard Cite

2.3.3. Automatyczne zbieranie danych CZĘŚĆ II 3. Rozwój kompetencji interakcyjnych w pierwszym roku życia 3.1. Interakcje twarzą w twarz 3.2. Mimiczna ekspresja emocji 3.3. Komunikowanie się za pomocą wielu zmysłów 3.3.1. Dotyk 3.3.2. Słuch i mowa 3.3.3. Wielozmysłowość 3.4. Interakcje z wykorzystaniem przedmiotów i odniesień do otoczenia 4. Przegląd badań nad interakcjami dzieci z zaburzeniami rozwoju 4.1. Dzieci z zaburzeniami ze spektrum autyzmu 4.2. Dzieci z zespołem Downa 4.3. Dzieci z niepełnosprawnością intelektualną Termin Definicja Odnośniki bibliograficzne Interakcje "Są bezpośrednio obserwowalnym, behawioralnym aspektem relacji i obejmują̨ sekwencję zachowań́ ukierunkowanych społecznie, w określonych ramach czasowych i we wspólnym polu uwagi".

show abstract

3.43 The Relation of Parent-Child Interaction Therapy (PCIT) in Well-Being of Young Children With Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder

Cited by 2 publications

References 0 publications

Comparison of the Effectiveness of Painting Therapy, Clay Therapy and a Combined Method on Resiliency in Children with Attention Deficit/Hyperactivity Disorder

Comparison of the Effectiveness of Painting Therapy, Clay Therapy and a Combined Method on Resiliency in Children with Attention Deficit/Hyperactivity Disorder

Analiza interakcji dziecko–rodzic. Wprowadzenie dla studentów, klinicystów i badaczy

Contact Info

Product

Resources

About