THE EFFECTIVENESS OF META-COGNITIVE KNOWLEDGE ON REDUCED HYPERACTIVITY AND IMPROVED ATTENTION IN CHILDREN AFFLICTED WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER (ADHD) IN THE PRIMARY SCHOOL

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ASLI AZAD MOSLEM; FARAMARZI SALAR; AREFI MOZHGAN; FARHADI TAHEREH; FAKKAR ATEFEH

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Journal: ADVANCES IN COGNITIVE SCIENCE Year:2014 | Volume:16 | Issue:1(61) Page(s): 49-57

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Title

THE EFFECTIVENESS OF META-COGNITIVE KNOWLEDGE ON REDUCED HYPERACTIVITY AND IMPROVED ATTENTION IN CHILDREN AFFLICTED WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER (ADHD) IN THE PRIMARY SCHOOL

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Keywords

META-COGNITIVE KNOWLEDGEQ2

ATTENTION DEFICITQ2

HYPERACTIVITYQ3

Abstract

Introduction: Considering the unpleasant effects of ATTENTION DEFICIT and HYPERACTIVITY disorder (ADHD) upon development of mental talents and social-emotional skills in children, various psychological interventions are suggested to treat this problem. The present study was designed to assess the possible effectiveness of META-COGNITIVE KNOWLEDGE in reducing HYPERACTIVITY and improving the attention among children with ADHD.Method: This study enrolled the Isfahan primary school students afflicted with ADH, during the educational years 2012-2013. Using the multi-stage cluster sampling method, 30 children with ADHD were assigned to experimental (n=15) and control (n=15) groups. The META-COGNITIVE KNOWLEDGE training intervention was administered to the experimental group. The applied instruments were Conner’s questionnaire (parents form), together with a structured psychological interview.Obtained data were analyzed using the covariance statistical analysis method.Results: Our findings strongly suggested the effectiveness of the meta-cognitive training in decreasing HYPERACTIVITY and improving the attention of ADHD children upon post-test and follow-up stages [F(1, 28)=85.65, p<0001].Conclusion: Since the metacognitive process in ADHD children does not take place by default, training the afflicted children with such knowledge may be quite an effective step to reduce the HYPERACTIVITY behavior and improve their attention when dealing with specific tasks.

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APA: Copy

ASLI AZAD, MOSLEM, FARAMARZI, SALAR, AREFI, MOZHGAN, FARHADI, TAHEREH, & FAKKAR, ATEFEH. (2014). THE EFFECTIVENESS OF META-COGNITIVE KNOWLEDGE ON REDUCED HYPERACTIVITY AND IMPROVED ATTENTION IN CHILDREN AFFLICTED WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER (ADHD) IN THE PRIMARY SCHOOL. ADVANCES IN COGNITIVE SCIENCE, 16(1(61)), 49-57. SID. https://sid.ir/paper/83091/en

Vancouver: Copy

ASLI AZAD MOSLEM, FARAMARZI SALAR, AREFI MOZHGAN, FARHADI TAHEREH, FAKKAR ATEFEH. THE EFFECTIVENESS OF META-COGNITIVE KNOWLEDGE ON REDUCED HYPERACTIVITY AND IMPROVED ATTENTION IN CHILDREN AFFLICTED WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER (ADHD) IN THE PRIMARY SCHOOL. ADVANCES IN COGNITIVE SCIENCE[Internet]. 2014;16(1(61)):49-57. Available from: https://sid.ir/paper/83091/en

IEEE: Copy

MOSLEM ASLI AZAD, SALAR FARAMARZI, MOZHGAN AREFI, TAHEREH FARHADI, and ATEFEH FAKKAR, “THE EFFECTIVENESS OF META-COGNITIVE KNOWLEDGE ON REDUCED HYPERACTIVITY AND IMPROVED ATTENTION IN CHILDREN AFFLICTED WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER (ADHD) IN THE PRIMARY SCHOOL,” ADVANCES IN COGNITIVE SCIENCE, vol. 16, no. 1(61), pp. 49–57, 2014, [Online]. Available: https://sid.ir/paper/83091/en

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