The effect of computer- based educational- cognitive intervention on working memory, attention, response control and central executive component of children with attention deficit hyperactivity disorder

Document Type : Original Article

Authors

1 PhD in Educational Psychology, Faculty of psychology and Educational Sciences, University of Kharazmi, Tehran, Iran.

2 MA in Clinical Psychology, Faculty of psychology and Educational Sciences, Islamic Azad University Alborz, Karaj, Iran

Abstract

The aim of the present study was to investigate the effect of computer-based educational-cognitive intervention on working memory, attention, response inhibition and central executive component of children with attention deficit hyperactivity disorder. The method of the present study was quasi-experimental with pretest, posttest and follow-up design. The statistical population of the study was 27 students aged 8 to 12 years with attention deficit hyperactivity disorder. The research samples were selected by available sampling method and matched based on the scores obtained from the Connors Teacher Form Questionnaire (CTRS), the phonological ring component and the visual slate (WMTB-C). Pre-test, post-test and follow-up were integrated visual and auditory continuous function test (IVA-2). First, a pre-test was performed. Then, 3 experimental groups received computer-based educational-cognitive interventions in 18 sessions of 50 minutes. The test was then retested. Finally, after three months, the follow-up test was performed again. Data were analyzed using repeated measures analysis of variance in SPSS-24 software. The results showed that in the fields of working memory, attention and response inhibition, there was a significant difference between the three groups in pre-test and post-test and follow-up (P<0.05) and computer-based educational-cognitive intervention led to increased attention, response inhibition and component The central conductor of working memory in children with attention deficit hyperactivity disorder. According to the results, it is suggested that other disorders be examined in future research.

Keywords

References

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Empowering Exceptional Children
Volume 12, Issue 1
June 2021
Pages 54-63

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History

  • Receive Date: 05 November 2020
  • Revise Date: 18 November 2020
  • Accept Date: 02 January 2021

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