THE EFFECT OF DIRECT AND INDIRECT EDUCATION ON ATTITUDES OF PARENTS OF CHILDREN WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER TOWARDS MEDICATION TREATMENTS

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SAFAVI P.; LOTFIZADEH M.; SEDEHI M.; SHAHIDI F.

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Journal Paper

Paper Information

Journal: Journal of Shahrekord University of Medical Sciences Year:2014 | Volume:16 | Issue:2 Page(s): 104-112

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Information Journal Paper

Title

THE EFFECT OF DIRECT AND INDIRECT EDUCATION ON ATTITUDES OF PARENTS OF CHILDREN WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER TOWARDS MEDICATION TREATMENTS

Author(s)

SAFAVI P. | LOTFIZADEH M. | SEDEHI M. | SHAHIDI F. | Issue Writer Certificate

Keywords

ATTENTION-DEFICIT/HYPERACTIVITY DISORDERQ2

EDUCATIONQ2

PARENTQ2

ATTITUDEQ3

TREATMENTQ1

Abstract

Background and aims: ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) is one of the most common childhood behavioral disorders causing hyperactivity, attention deficit and EDUCATION decline among children. Regarding the importance of medication TREATMENT, this study was performed to compare the effect of two methods (Direct and Indirect) of EDUCATION of PARENTs of children with ADHD on their ATTITUDEs about medication, TREATMENT satisfaction and medication compliance.Methods: In this clinical trial study, eighty PARENTs of children with ADHD, referred to child psychiatry clinic in Shahrekord were randomly assigned to direct and indirect EDUCATION groups. The first group (direct EDUCATION) was attended in groups four sessions. The second group was given EDUCATION booklet with the same content. Participants were evaluated before and one month after EDUCATION in terms of their ATTITUDEs to medication, TREATMENT satisfaction and TREATMENT compliance.Results: 61 PARENTs of 81 participants continued the study. After intervention, the mean scores of ATTITUDEs about medication and satisfaction with TREATMENT were significantly improved in the direct EDUCATION group (P<0.001 and p=0.016 respectively), whereas in indirect EDUCATION group, significant difference was not statistically observed (P>0.05). Both groups had significantly increased TREATMENT compliance one month after EDUCATION (P<0.001). Change of mean score ATTITUDEs to medication consumption at the end of the periods was significantly different in direct group compared to indirect EDUCATION group (P<0.01).Conclusion: Direct EDUCATION was more effective than indirect EDUCATION on improvement of ATTITUDEs towards medication and increase in TREATMENT satisfaction, and both methods resulted in increased medication compliance. Regarding the importance of medication TREATMENT in this disorder, using results of this study can have significant influence on function of children with this disorder in family and school environment.

Cites

THE EFFECT OF INSTRUCTIONAL DESIGN MODELS AND METHODS ON MOTIVATION AND ACHIEVEMENT OF LEARNERS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

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APA: Copy

SAFAVI, P., LOTFIZADEH, M., SEDEHI, M., & SHAHIDI, F.. (2014). THE EFFECT OF DIRECT AND INDIRECT EDUCATION ON ATTITUDES OF PARENTS OF CHILDREN WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER TOWARDS MEDICATION TREATMENTS. JOURNAL OF SHAHREKORD UNIVERSITY OF MEDICAL SCIENCES, 16(2), 104-112. SID. https://sid.ir/paper/58378/en

Vancouver: Copy

SAFAVI P., LOTFIZADEH M., SEDEHI M., SHAHIDI F.. THE EFFECT OF DIRECT AND INDIRECT EDUCATION ON ATTITUDES OF PARENTS OF CHILDREN WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER TOWARDS MEDICATION TREATMENTS. JOURNAL OF SHAHREKORD UNIVERSITY OF MEDICAL SCIENCES[Internet]. 2014;16(2):104-112. Available from: https://sid.ir/paper/58378/en

IEEE: Copy

P. SAFAVI, M. LOTFIZADEH, M. SEDEHI, and F. SHAHIDI, “THE EFFECT OF DIRECT AND INDIRECT EDUCATION ON ATTITUDES OF PARENTS OF CHILDREN WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER TOWARDS MEDICATION TREATMENTS,” JOURNAL OF SHAHREKORD UNIVERSITY OF MEDICAL SCIENCES, vol. 16, no. 2, pp. 104–112, 2014, [Online]. Available: https://sid.ir/paper/58378/en

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