School-based Multi-component Intervention. Symptoms of Iranian ADHD Children

Shaban, Sepideh; Baba, Maznah; Noah, Sidek Mohd; Jaafar, Wan Marzuki Wan

doi:10.5539/ass.v11n10p212

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…[ 42 46 ] For example a study in Iran which compared the effectiveness of the use of parental and teacher behavior modification methods in reducing the symptoms of ADD and attention deficit disorder in elementary school students, revealed that after behavioral parent and teacher training there was no significant improvement in students’ inattention scores. [ 53 ] Researchers believe that inattention is more resistant to change because it has a stronger biological basis than other behavioral problems in children. [ 42 46 ] However, in our study, students’ inattention was significantly reduced.…”

Section: Discussionmentioning

confidence: 99%

Educational intervention of parents and teachers for children with attention deficit hyperactivity disorder

Hosseinnia,

Mazaheri,

Heydari

2024

Journal of Education and Health Promotion

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BACKGROUND: Educating parents and teachers is very important in managing child behavior, so the present study investigates the effect of parent-teacher educational intervention on reducing ADHD symptoms in children. MATERIALS AND METHOD: This quasi-experimental study with a randomized control group before and after. The multi-stage cluster sampling method was used in this study. Seventy-two children and their parents and teachers participated in this study. They were selected using the multistage cluster sampling method and randomly divided into two groups of test and control. Data collected by CSI-4 questionnaire and researcher-made questionnaires (knowledge, attitude, practice) of parents and teachers. Parents and teacher in test group participated in training sessions. Student’s ADHD symptoms were assessed before and after the educational intervention. RESULTS: In this study, the mean (SD) age of the parents was 37.28 (6.24) and the age of the teacher was 45.50 (6/45). Covariance test show that, two months after the intervention, based on parent and teacher report, the mean total score of attention was increase significantly only in test group students. Also, the mean total of hyperactivity score was decreased significantly only in test group students (P < 0.001). Also, the score of knowledge, attitude, and practice of parents as well as teachers 2 months after the intervention was significantly higher than the control group (P < 0.001). CONCLUSION: Parents and teachers training and developing appropriate strategies to increase their awareness, attitude, and practice can diminish ADHD symptoms in all three aspects including inattention and reduce the side effects of ADHD. Planning in educating parents and teacher is essential to prevent impulsive and hyperactive behaviors.

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Section: Discussionmentioning

confidence: 99%

Educational intervention of parents and teachers for children with attention deficit hyperactivity disorder

Hosseinnia,

Mazaheri,

Heydari

2024

Journal of Education and Health Promotion

View full text Add to dashboard Cite

show abstract

“…Contrary to our study, numerous studies indicated that after educational interventions, the mean score of the inattention has decreased less than the rest of the parameters. (35,41) For example a study in Iran which compared the effectiveness of the use of parental and teacher behavior modification methods in reducing the symptoms of ADD and attention deficit disorder in elementary school students, revealed that after behavioral parent and teacher training there was no significant improvement in students' inattention scores (42).…”

Section: Discussionmentioning

confidence: 99%

Parents and Teachers Intervention for Children with Attention Deficit Hyperactivity Disorder Abstract

Hosseinnia

Mazaheri

Heidari

2021

Preprint

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Background: this study evaluated the effect of parents and teachers educational intervention to decrease the ADHD symptoms in children. Method: Seventy-two children and their parents and teachers participated in this quasiexperimental study and randomly divided into two groups of test and control. Data collected by CSI4-questionnaire. Parents and teacher in test group participated in training sessions. Student’s ADHD symptoms were assessed before and after the educational intervention. Results: Two mounts after the intervention, based on parent and teacher report, the ADHD symptoms was decreased significantly only in test group students. Conclusion: parents and teachers training and developing appropriate strategies can diminish ADHD symptoms in all three aspects including inattention and reduce the side effects of ADHD. Trial registration: The study was approved by the by the Research Deputy of Isfahan University of Medical Sciences. In addition, The Ethical Committee of Isfahan University of Medical Sciences approved the study proposal. (ID code: IR.MUI.RESEARCH.REC.1398.297). The required permission from Education Department of Isfahan City was attained. Participation in the study was voluntary. Before taking part in the study, selected teachers provided written consent also study goals were described to them.

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The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis

et al. 2020

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Objective: To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers’ ADHD knowledge and reducing pupils’ ADHD-type behaviors. Method: Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD). Results: 29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (–2.02, –0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils’ behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (–0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study. Conclusion: ADHD teacher training programs may be effective in initially improving ADHD teachers’ knowledge. There is inconsistent evidence for their efficacy to reduce students’ ADHD-type behaviors.

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School-based Multi-component Intervention. Symptoms of Iranian ADHD Children

Cited by 3 publications

References 15 publications

Educational intervention of parents and teachers for children with attention deficit hyperactivity disorder

Educational intervention of parents and teachers for children with attention deficit hyperactivity disorder

Parents and Teachers Intervention for Children with Attention Deficit Hyperactivity Disorder Abstract

The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis

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