Designing and effectiveness of the long-distance support program on externalizing problems and attention in children with Attention Deficit /Hyperactivity Disorder

Document Type : Original Article

Authors

1 Master of Cognitive Psychology, Department of Cognitive Psychology, Research Institute of Cognitive Sciences, Tehran, Iran

2 Master of Educational Psychology, Department of Educational and Developmental Psychology, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran

3 Master of Family Counseling, Department of Psychology, Faculty of Psychology, Lamei Non-Profit University, Gorgan, Iran

Abstract

The aim of this study was designing and investigating the effectiveness of long-distance support program on externalizing problems and attention in children with Attention Deficit/Hyperactivity Disorder (ADHD) during COVID-19 pandemic. The research method used was a mixed method.  The first stage of the research was conducted using grounded theory. 13 experts who were selected by purposive sampling method, were interviewed. Interview data were analyzed using theoretical coding. The second stage of the research was done using quasi-experimental method of heterogeneous groups with pre-test and post-test. The statistical population of this stage of the research included elementary school's boy students in District 1 of Tehran City. Two schools were selected by the available sampling method and 18 students were divided into experiment group and control groups. The long-distance support program was conducted in 12 weeks. The CSI-4 (1994) Pediatric Symptoms Questionnaire and the Achenbach and Rescular Child Behavior Inventory (2001) were used to collect data. The collected data were analyzed using ANCOVA and MANCOVA. Findings indicate that the implementation of long-distance support program on improving the focus and attention of children with ADHD is not effective, but this program has had a positive effect on reducing the externalized problems of children with ADHD. Implementing remote support programs and maintaining communication with children with ADHD and their parents can be a good alternative to treatment programs and preventing externalizing problems in these children.

Keywords

References

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History

  • Receive Date: 23 August 2020
  • Revise Date: 01 October 2020
  • Accept Date: 16 September 2020

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