THE EFFECT OF VERBAL SELF-INSTRUCTION ON THE RECOVERY OF INATTENTION SYMPTOMS IN ELEMENTARY SCHOOL STUDENTS WITH ATTENTION DEFICIT DISORDER

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GHASSABI S.; POORMOHAMMADREZAYE TAJRISHI M.

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Journal: Archives of Rehabilitation (Journal of Rehabilitation) Year:2010 | Volume:11 | Issue:3 (43) Page(s): 33-41

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Title

THE EFFECT OF VERBAL SELF-INSTRUCTION ON THE RECOVERY OF INATTENTION SYMPTOMS IN ELEMENTARY SCHOOL STUDENTS WITH ATTENTION DEFICIT DISORDER

Author(s)

GHASSABI S. | POORMOHAMMADREZAYE TAJRISHI M. | Issue Writer Certificate

Keywords

ATTENTION DEFICIT-HYPERACTIVITY DISORDERQ3

VERBAL SELF-INSTRUCTIONQ3

ELEMENTARY SCHOOL STUDENTSQ3

INATTENTION SYMPTOMSQ3

Abstract

Objective: Attention Deficit / Hyperactivity Disorder (ADHD) is one of the most common and chronic mental health disorder through childhood. It is characterized with symptoms such as: inattention, hyperactivity and impulsivity. The purpose of this article was to investigate the effect of VERBAL SELF-INSTRUCTION on the recovery of INATTENTION SYMPTOMS in ELEMENTARY SCHOOL STUDENTS with Attention Deficit / Hyperactivity Disorder Attention Deficit Disorder Type (ADD).Materials & Methods: This research was experimental with pretest-posttest control group design. By cluster sampling from second and third grades students of elementary schools in Tabriz, 30 boys who were diagnosed ADD by using Children Symptom Inventory (CSI-4) and interviewing through clinical psychologist based on diagnostic and statistical manual of mental disorders-fourth edition-text revision (DSM-IV-TR) standards, selected and matched according to Raven intelligence test. Then subjects were assigned randomly to experimental and control groups. Experimental group received verbal self instruction training for 8 sessions. To study the relationship between INATTENTION SYMPTOMS and intervention of VERBAL SELF-INSTRUCTION and control of pretest effect, analysis of covariance was used.Results: The results of analysis of covariance indicated significant relation (P<0.001) between intervention of VERBAL SELF-INSTRUCTION and INATTENTION SYMPTOMS.Conclusion: In sum, the intervention of VERBAL SELF-INSTRUCTION program decreased INATTENTION SYMPTOMS of Attention Deficit Disorder students.

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APA: Copy

GHASSABI, S., & POORMOHAMMADREZAYE TAJRISHI, M.. (2010). THE EFFECT OF VERBAL SELF-INSTRUCTION ON THE RECOVERY OF INATTENTION SYMPTOMS IN ELEMENTARY SCHOOL STUDENTS WITH ATTENTION DEFICIT DISORDER. ARCHIVES OF REHABILITATION (JOURNAL OF REHABILITATION), 11(3 (43)), 33-41. SID. https://sid.ir/paper/43136/en

Vancouver: Copy

GHASSABI S., POORMOHAMMADREZAYE TAJRISHI M.. THE EFFECT OF VERBAL SELF-INSTRUCTION ON THE RECOVERY OF INATTENTION SYMPTOMS IN ELEMENTARY SCHOOL STUDENTS WITH ATTENTION DEFICIT DISORDER. ARCHIVES OF REHABILITATION (JOURNAL OF REHABILITATION)[Internet]. 2010;11(3 (43)):33-41. Available from: https://sid.ir/paper/43136/en

IEEE: Copy

S. GHASSABI, and M. POORMOHAMMADREZAYE TAJRISHI, “THE EFFECT OF VERBAL SELF-INSTRUCTION ON THE RECOVERY OF INATTENTION SYMPTOMS IN ELEMENTARY SCHOOL STUDENTS WITH ATTENTION DEFICIT DISORDER,” ARCHIVES OF REHABILITATION (JOURNAL OF REHABILITATION), vol. 11, no. 3 (43), pp. 33–41, 2010, [Online]. Available: https://sid.ir/paper/43136/en

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