The Effectiveness of Multimodal Intervention (Mother-Child-Teacher) on the Executive Functions (Self-Motivation and Self-Regulation of Emotions) of Children with Attention Deficit/Hyperactivity Disorder

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Sabahi Mahdieh; Tajrobehkar Mahshid; Manzari Tavakoli Alireza; Soltani Amanollah; Molayi Zarandi Hamid

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Journal: Nursing And Midwifery Journal Year:2024 | Volume:8 | Issue:10 Page(s): 867-876

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Title

The Effectiveness of Multimodal Intervention (Mother-Child-Teacher) on the Executive Functions (Self-Motivation and Self-Regulation of Emotions) of Children with Attention Deficit/Hyperactivity Disorder

Author(s)

Keywords

Attention Deficit/Hyperactivity Disorder

Executive Functions

Multimodal Intervention (Mother-Child-Teacher)

Self-Motivation

Self-Regulation of Emotion

Abstract

Materials & Methods: This study employed a semi-experimental design with a pre-test-post-test approach, including a control group. The statistical population consisted of all elementary school children aged 9 to 11 with ADHD in Kerman city in 2023. Among them, 30 participants were selected using the available sampling method and randomly assigned to either the experimental or control group (15 participants each) through a lottery method. Participants completed the Children's Behavior Rating Scale (parent form) by Swanson et al. (2012) and the Executive Functions Scale for Children and Adolescents by Barkley (2012). The experimental group received the multimodal intervention (mother-child-teacher) over 10 sessions, with two sessions per week, each lasting 45 minutes. The research data were analyzed using repeated measures analysis of variance (ANOVA) in SPSS-27 software.
Results: The results indicated that before the intervention, there was no significant difference between the mean scores of Executive Functions (Self-Motivation and emotion self-regulation) in the intervention and control groups. However, after the intervention, a statistically significant difference was observed between the mean scores of the two groups. The mean and standard deviation of Self-Motivation in the post-test were 29.30 ± 4.30, and for emotion self-regulation, they were 38.20 ± 2.70 (P < 0.001).
Conclusion: Based on the findings of this study, the use of multimodal intervention appears to be effective in improving Executive Functions (Self-Motivation and emotion self-regulation). Therefore, psychologists and therapists are encouraged to incorporate multimodal intervention (mother-child-teacher) alongside other treatment methods to address the challenges faced by children with ADHD.

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