COMPARING THE EFFECTIVENESS OF NEUROFEEDBACK TRAINING AND COMPUTER GAMES ON CONTINUOUS ATTENTION AND PLANNING ABILITY IN STUDENTS WITH ATTENTION DEFICIT DISORDER

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HASHEMIAN NEJAD FARIDEH; VEYSI NASROLLAH; SHIRKAVAND NASER; ASHOORI JAMAL

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Journal: ARAK MEDICAL UNIVERSITY JOURNAL (AMUJ) Year:2015 | Volume:18 | Issue:8 (101) Page(s): 81-92

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Title

COMPARING THE EFFECTIVENESS OF NEUROFEEDBACK TRAINING AND COMPUTER GAMES ON CONTINUOUS ATTENTION AND PLANNING ABILITY IN STUDENTS WITH ATTENTION DEFICIT DISORDER

Author(s)

HASHEMIAN NEJAD FARIDEH | VEYSI NASROLLAH | SHIRKAVAND NASER | ASHOORI JAMAL | Issue Writer Certificate

Keywords

ATTENTIONQ2

ATTENTION DEFICIT DISORDERQ2

COMPUTER GAMESQ2

NEUROFEEDBACKQ2

PLANNINGQ2

Abstract

Background: Many of key problems in students with ATTENTION deficit disorder are related to executive dysfunction that in this field NEUROFEEDBACK training and COMPUTER GAMES are effective. This study aimed to compare the effectiveness of NEUROFEEDBACK training and COMPUTER GAMES on continuous ATTENTION and PLANNING ability in students with ATTENTION deficit disorder.Materials and Methods: This study was a quasi-experimental with a pre-test and post- test design and with a control group. The statistical population was included all elementary students with ATTENTION deficit disorder that referred to counseling centers of Mashhad city in 2013. Totally, 45 students were selected through available sampling method and randomly assigned to three groups. The experimental groups were educated 12 sessions of 60 minutes by NEUROFEEDBACK and computer ames methods. To assess continuous ATTENTION and PLANNING, the CPT and Tower of London computerized tests were used, respectively. Data were analyzed by using the SPSS-19 software and multivariate analysis of covariance (MONCOVA) methods.Results: The findings showed that both methods of NEUROFEEDBACK training and COMPUTER GAMES significantly lead to increase continuous ATTENTION and PLANNING in students with ATTENTION deficit disorder. Also, there wasn't any significant difference between two methods in continuous ATTENTION and PLANNING (P<0.05).Conclusion: The results showed that NEUROFEEDBACK training and COMPUTER GAMES methods were effective in improving continuous ATTENTION and PLANNING for students with ATTENTION deficit disorder. Therefore, counselors and therapists can use mentioned methods in treatment of students with ATTENTION deficit disorder.

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APA: Copy

HASHEMIAN NEJAD, FARIDEH, VEYSI, NASROLLAH, SHIRKAVAND, NASER, & ASHOORI, JAMAL. (2015). COMPARING THE EFFECTIVENESS OF NEUROFEEDBACK TRAINING AND COMPUTER GAMES ON CONTINUOUS ATTENTION AND PLANNING ABILITY IN STUDENTS WITH ATTENTION DEFICIT DISORDER. ARAK MEDICAL UNIVERSITY JOURNAL (AMUJ), 18(8 (101)), 81-92. SID. https://sid.ir/paper/69243/en

Vancouver: Copy

HASHEMIAN NEJAD FARIDEH, VEYSI NASROLLAH, SHIRKAVAND NASER, ASHOORI JAMAL. COMPARING THE EFFECTIVENESS OF NEUROFEEDBACK TRAINING AND COMPUTER GAMES ON CONTINUOUS ATTENTION AND PLANNING ABILITY IN STUDENTS WITH ATTENTION DEFICIT DISORDER. ARAK MEDICAL UNIVERSITY JOURNAL (AMUJ)[Internet]. 2015;18(8 (101)):81-92. Available from: https://sid.ir/paper/69243/en

IEEE: Copy

FARIDEH HASHEMIAN NEJAD, NASROLLAH VEYSI, NASER SHIRKAVAND, and JAMAL ASHOORI, “COMPARING THE EFFECTIVENESS OF NEUROFEEDBACK TRAINING AND COMPUTER GAMES ON CONTINUOUS ATTENTION AND PLANNING ABILITY IN STUDENTS WITH ATTENTION DEFICIT DISORDER,” ARAK MEDICAL UNIVERSITY JOURNAL (AMUJ), vol. 18, no. 8 (101), pp. 81–92, 2015, [Online]. Available: https://sid.ir/paper/69243/en

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