Effect of Attention Games and Cognitive Rehabilitation on Attention and Cognitive Functions of Children with ADHD

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Eslami Nosratabadi Mahdieh; NAMAZIZADEH MAHDI; Aslankhani Mohamad Ali

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Journal: SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE Year:2020 | Volume:9 | Issue:1 Page(s): 201-208

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Title

Effect of Attention Games and Cognitive Rehabilitation on Attention and Cognitive Functions of Children with ADHD

Author(s)

Eslami Nosratabadi Mahdieh | NAMAZIZADEH MAHDI | Aslankhani Mohamad Ali | Issue Writer Certificate

Keywords

Attention Deficit Hyperactivity Disorder (ADHD)Q1

Attention GamesQ1

Cognitive Rehabilitation TrainingQ1

Cognitive FunctionsQ1

Abstract

Background and Aims: Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common psychiatric disorders and psychological problems in children referred to psychiatric clinics. The purpose of the present study was to address the effect of attentional games, cognitive rehabilitation, and mixed practice on attention and Cognitive Functions of children with Attention Deficit Hyperactivity Disorder. Materials and Methods: A quasi-experimental study was conducted with pre-test and post-test design. To this purpose, 40 children aged 9-12 years old with attention Deficit Hyperactivity Disorder were selected and randomly assigned into four groups of Cognitive Rehabilitation Training, attentional games, mixed practice, and control. In the pre-test, each participant performed the tests for working memory (N-Back test), sustained attention (continuous performance test), and executive functions (London Tower test). Participants practiced for 16 sessions (each session for 60 minutes), according to their grouping Test on working memory, attention, and Cognitive Functions. After the last training session, participants performed the post-test which included the re-run of the tests for working memory (N-Back test), attention (continuous performance test), and executive functions (London Tower test). Results: The findings showed that in the variable of executive functions, working memory and attention, the mixed group approximately outperformed the two other experimental groups in all subtests (p <0. 05), but the other groups did not differ significantly (p <0. 05). Conclusion: Mixed group in almost all subscales led to improved working memory, attention, and executive functions of children with Attention Deficit Hyperactivity Disorder. These results were interpreted according to the usage of profits of two other practice conditions during mixed practice.

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APA: Copy

Eslami Nosratabadi, Mahdieh, NAMAZIZADEH, MAHDI, & Aslankhani, Mohamad Ali. (2020). Effect of Attention Games and Cognitive Rehabilitation on Attention and Cognitive Functions of Children with ADHD. SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE, 9(1 ), 201-208. SID. https://sid.ir/paper/239585/en

Vancouver: Copy

Eslami Nosratabadi Mahdieh, NAMAZIZADEH MAHDI, Aslankhani Mohamad Ali. Effect of Attention Games and Cognitive Rehabilitation on Attention and Cognitive Functions of Children with ADHD. SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE[Internet]. 2020;9(1 ):201-208. Available from: https://sid.ir/paper/239585/en

IEEE: Copy

Mahdieh Eslami Nosratabadi, MAHDI NAMAZIZADEH, and Mohamad Ali Aslankhani, “Effect of Attention Games and Cognitive Rehabilitation on Attention and Cognitive Functions of Children with ADHD,” SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE, vol. 9, no. 1 , pp. 201–208, 2020, [Online]. Available: https://sid.ir/paper/239585/en

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