Volume 29, Issue 1 (1-2017)                   ERSS 2017, 29(1): 1-6 | Back to browse issues page

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Ahmadi A, Azizi M P, Farahini N. Executive Functions Training and Transfer Effect on Academic, Cognitive and Behavioural Skills in Children with Attention Deficit Hyperactivity Disorder . ERSS. 2017; 29 (1) :1-6
URL: http://europeansp.org/article-4-36-en.html
PhD Candidate, University of Tehran, Tehran, Iran
Abstract:   (93 Views)
The present study examines the effects of twenty-seven sessions of computerized cognitive training on the cognitive, behavioural, and academic skills of children with attention deficit hyperactivity disorder. Using quasi-experimental design, data were collected for thirty-two students with attention deficit hyperactivity disorder and assigned randomly to the intervention and control groups. Participants completed assessment of cognitive and mathematic abilities as well as ADHD symptoms at pre-test and post-test. The intervention group received computerized cognitive training, the third to fourth times a week for 40 minutes, and for a period of nine weeks. The analysis of data gathered indicated that children trained on the intervention program improved significantly on visual-spatial ability, but no significant improvements relative to other cognitive abilities were observed. Also, there were no statistically significant differences between the groups in ADHD symptoms and mathematical achievements as the transfer effect after the intervention. Findings suggested that intervention program could increase visual-spatial ability in children with attention deficit hyperactivity disorder.
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Received: 2019/08/7 | Accepted: 2019/08/7 | Published: 2019/08/7

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