The Role of Parent-Child Interaction Therapy and Mindfulness-Based Therapy on the Behavioral Problems of Students with Attention-Deficit/ Hyperactivity Disorder

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Azhdari Zeynab; ALIZADEH MARJAN; HOMAEI REZVAN

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Journal Paper

Paper Information

Journal: International Journal of School Health Year:2022 | Volume:9 | Issue:1 Page(s): 18-25

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Title

The Role of Parent-Child Interaction Therapy and Mindfulness-Based Therapy on the Behavioral Problems of Students with Attention-Deficit/ Hyperactivity Disorder

Author(s)

Azhdari Zeynab | ALIZADEH MARJAN | HOMAEI REZVAN | Issue Writer Certificate

Keywords

Parent-child relations

Mindfulness

Problem behavior

Attention deficit disorder with hyperactivity (ADHD)

Students

Abstract

Background: Attention-deficit/hyperactivity disorder (ADHD) is a serious behavioral disorder with considerable personal and social consequences, including significant emotional distress among elementary school Students and their caregivers. The present study aimed to investigate the effectiveness of parent-child interaction therapy (PCIT) and Mindfulness-based therapy (MBT) on the behavioral problems of Students with ADHD in Ahvaz, Iran in 2020. Methods: This pretest-posttest quasi-experimental study included two experimental groups and a control group. The statistical population comprised all children aged 6-12 years visiting psychology and psychiatry clinics in Ahvaz, Iran who were diagnosed with ADHD by specialists. A sample of 45 children was conveniently selected and randomly allocated to two experimental groups and a control one. The first experimental group underwent twelve sessions (60-minutes sessions per week) of PCIT. Moreover, the MBT was performed on the second experimental group for twelve 60-minute sessions, and the control group did not receive any intervention. The research instrument included The Child Symptom Inventory (CSI-4). Analysis of covariance in SPSS version 24 was used to analyze the data. Results: The PCIT and MBT significantly mitigated the behavioral problems of the Students with ADHD, including ADHD signs and symptoms, opposition and defiance, social anxiety, and separation anxiety (P<0. 001). The PCIT was significantly superior to the MBT in the mitigation of ADHD signs and symptoms (P<0. 001). Conclusion: As the findings supported the effectiveness of PCIT and MBT on the behavioral problems of Students with ADHD, workshops should be held on the treatment of behavioral problems in these Students.

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APA: Copy

Azhdari, Zeynab, ALIZADEH, MARJAN, & HOMAEI, REZVAN. (2022). The Role of Parent-Child Interaction Therapy and Mindfulness-Based Therapy on the Behavioral Problems of Students with Attention-Deficit/ Hyperactivity Disorder. INTERNATIONAL JOURNAL OF SCHOOL HEALTH, 9(1), 18-25. SID. https://sid.ir/paper/998643/en

Vancouver: Copy

Azhdari Zeynab, ALIZADEH MARJAN, HOMAEI REZVAN. The Role of Parent-Child Interaction Therapy and Mindfulness-Based Therapy on the Behavioral Problems of Students with Attention-Deficit/ Hyperactivity Disorder. INTERNATIONAL JOURNAL OF SCHOOL HEALTH[Internet]. 2022;9(1):18-25. Available from: https://sid.ir/paper/998643/en

IEEE: Copy

Zeynab Azhdari, MARJAN ALIZADEH, and REZVAN HOMAEI, “The Role of Parent-Child Interaction Therapy and Mindfulness-Based Therapy on the Behavioral Problems of Students with Attention-Deficit/ Hyperactivity Disorder,” INTERNATIONAL JOURNAL OF SCHOOL HEALTH, vol. 9, no. 1, pp. 18–25, 2022, [Online]. Available: https://sid.ir/paper/998643/en

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