Effectiveness of Computerized Cognitive Training and Mind-Body Therapy on different types of Attention in Children with Attention Deficit- Hyperactivity Disorder

Document Type : Research Paper

Authors

1 Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran.

2 Professor, Faculty of Psychiatry and Psychotherapy, University of Bonn, Bonn, Germany.

3 Ph.D. Candidate in Psychology, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran.

Abstract

The aim of this study was to determine the effectiveness of Cognitive Training (CT) and Mind- Body Therapy (MBT) on different types of attention in children with attention deficit- hyperactivity disorder. The present study was a quasi-experimental study with a pretest-posttest design. 30 children were selected with aged 7-12 years who were diagnosed with Attention Deficit Hyperactivity Disorder according to DSM-5 criteria from counseling and psychotherapy centers in Tabriz in 2019- 2020, and were randomly divided into two experimental groups. Demographic information questionnaire, Raven IQ test for children, CSI-4, IVA test, Captain’s Log cognitive training program, and Mind-Body Therapy training package were the tools of this study. IVA test was performed as a pre-test after sample selection and random placement of individuals in experimental groups. Each group received intervention methods separately and then performed a post-test (IVA) to evaluate the effectiveness of the intervention methods. Multivariate analysis of covariance was used to analyze the data. The results of statistical analysis showed that the two educational-therapeutic methods have different and significant effects on the improvement of different types of attention (except alternating attention) because the calculated F (7.37) is significant at the level of P≥ 0/05. Analyzes showed that the difference between the two educational-therapeutic methods is able to explain 76% of the variance of the dependent variable (E2 = 0.76) with full power (0.99).

Keywords

References

فرزاد، ولی‌الله؛ امامی‌پور، سوزان؛ وکیل قاهانی، فرشته. (۱۳۹۰). بررسی اعتبار، روایی و هنجاریابی پرسشنامه علائم مرضی کودکان بر روی کودکان کار.  مجله تحقیقات روانشناختی: 11 (47 تا 56).
کرمی، ابوالفضل (1394). اندازه‌گیری هوش کودک: آزمون ریون کودکان. تهران، نشر روانسنجی.
مهرابی، حسینعلی (1384). بررسی میزان و نوع اختلالات رفتاری در کودکان شش تا یازده ساله مدارس ابتدایی شهر اصفهان. سازمان آموزش و پرورش استان اصفهان: شورای تحقیقات.
Aadil, M., Cosme, R. M., & Chernaik, J. (2017). Mindfulness-Based Cognitive Behavioral Therapy as an Adjunct Treatment of Attention Deficit Hyperactivity Disorder in Young Adults: A Literature Review. Cureus J: 9(5), e1269.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. 5th ed. Washington DC: USA; 2012-2013.
Banani, Mahbubeh. (2018). How to relax my body: A practical guide to teaching children relaxation through storytelling and play therapy. Tehran: Bouali Educational and Research Publication.
Cassone, Andrew R. (2015). Mindfulness Training as an Adjunct to Evidence-Based Treatment for ADHD Within Families. Journal of Attention Disorders. Vol. 19(2) 147– 157. DOI: 10.1177/1087054713488438.
Castellanos, F Xavier., Sonuga-Barke, Edmund J S., Milham, Michael P., Tannock, Rosemary. (2006). Characterizing cognition in ADHD: beyond executive dysfunction. Cogn Sci J. 10(3):117-23. doi: 10.1016/j.tics.2006.01.011.
Crescentini, C.; Capurso, V.; Furlan, S.; Fabbro, F (2016). Mindfulness-oriented meditation for primary school children: Effects on attention and psychological well-being. Front. Psychol J. 7.
Dahlin, K. I. E. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing J: 2011, 24, 479–491.
Duncan, J., Seitz, R.J., Kolodny, J., Bor, D., Herzog, H & Ahmed, A., et al. (2000). A neural basis for general intelligence. Science J: 289, 5478, 457–460. 
Elkins, G., Fisher, W., and Johnson, A (2010). Mind–body therapies in integrative oncology. In Current treatment options in oncology: 11, Nos. 3-4, pp128-140.
Erermis¸, S., Bellibas¸, E., Ozbaran, B., Büküs¸o˘ glu, N.D., Altintoprak, E., Bildik, T., Cetin, S. K. (2009). Temperamental characteristics of mothers of preschool children with separation anxiety disorder. J. Am. Acad. Child Adolesc. Psychiatry: 20, 14–21. doi:  10.1.1.1054.9605.
Froehlich, T. E., Lanphear, B. P., Epstein, J. N., Barbaresi, W. J., Katusic, S. K., & Kahn, R. S. (2007). Prevalence, recognition, and treatment of attention-deficit/hyperactivity disorder in a national sample of US children. Archives of Pediatrics and Adolescent Medicine: 161, 857-864.
Gadow, K.D., Sprafkin, J. (1994). Child symptoms inventories manual. Stony Brook, Ny: Checkmate Plus.
Green, C.S.,  Bavelier, D. (2007). Action-Video-Game Experience Alters the Spatial Resolution of Vision. Psychol Sci J: 18(1): 88–94. doi: 10.1111/j.1467-9280.2007.01853.
 Heath, Alan.  Bainbridge. Nicki (2000). Baby Massage: The Calming Power of Touch. Translation: Azadmanesh, Nahid (1382). Tehran: Saberin Publication. (Persian).
Hebb, D. (1949). The Organization of Behavior: A Neuropsychological Theory. New York: John Wiley and Sons.
Jaeggi, S. M., (2013). Short and LongTerm Benefits of Cognitive Training. PNAS J: (25), 108 10081-10086.
Jaeggi, S. Buschkuehl, M, Yi-Fen Su c Jonides, J, Perrig. (2010). The relationship between n-back performance and matrix reasoning- implications for training and transfer. Intelligence J: 38 (2010) 625–635.
Johnstone, S. J., Roodenrys, S., Blackman, R., Johnston, E., Loveday, K., Mantz, S. & Barratt, M. F. (2012). Neurocognitive training for children with and without AD/HD. Attention Deficit and Hyperactivity Disorders J: 4, 11-23.
Jolles, D. D., and Crone, E. A. (2012). Training the developing brain: a neurocognitive perspective. Front. Hum. Neurosci: 6:76. doi: 10.3389/fnhum. 2012.00076.
Karbach, J., and Schubert, T. (2013). Training-induced cognitive and neural plasticity. Front. Hum. Neurosci: 7:48. doi: 10.3389/fnhum.2013.00048.
Keith, J.R., Blackwood, M.E., Mathew, R.T., Lecci, L.B (2017).  Self-Reported Mindful Attention and Awareness, Go/No-Go Response-Time Variability, and Attention-Deficit Hyperactivity Disorder. Mindfulness J; 8: 765. doi:10.1007/s12671-016-0655-0.
Klingberg, T. (2010). Training and plasticity of working memory. Trends Cogn. Sci: 14, 317–324. doi: 10.1016/j.tics.2010.05.002.
Klingberg, T., Fernell, E., Olesen, P., Johnson, M., Gustafsson, P., Dahstr€om, K., Gillberg, C., Forssberg, H & Westerberg, H., (2005). Computerized Training of Working Memory in Children With ADHD- A Randomized, Controlled Trial. Acad Child Adolesc Psychiatry J: 44, 177-186.
Küpper, T., Haavik, J., Drexler, H., Ramos-Quiroga, J. A., Wermelskirchen, D., Prutz, C., & Schauble, B. (2012). The negative impact of attention-deficit/hyperactivity disorder on occupational health in adults and adolescents. International Archives of Occupational and Environmental Health: 85(8), 837-847.
Lustig, C., Shah, P., Seidler, R., and Reuter-Lorenz, P. A. (2009). Aging, training and the brain: a review and future directions. Neuropsychol J: 19, 504–522. doi: 10.1007/s11065-009.
Medina, J.A.; Netto, T.L.; Muszkat, M.; Medina, A.C.; Botter, D.; Orbetelli, R.; Scaramuzza, L.F.; Sinnes, E.G.; Vilela, M.; Miranda, M.C (2010). Exercise impact on sustained attention of ADHD children, methylphenidate effects. Atten. Defic. Hyperact. Disord: 2, 49–58. [CrossRef] [PubMed]
Moreau, D., and Conway, A. R. (2013). Cognitive enhancement: a comparative review of computerized and athletic training programs. Int. Rev. Sport Exerc. Psychol: 6, 155–183. doi: 10.1080/1750984x.2012.758763.
MTA Cooperative Group. (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder.  Multimodal Treatment Study of Children with ADHD. Archives of General Psychiatry: 56, 1073-1086.
Peck, H.L.; Kehle, T.J.; Bray, M.A.; Theodore, L.A (2005). Yoga as an intervention for children with attention problems. Sch. Psychol: 34, 415–424.
 Purperhart, Helen. (2007). Yoga Adventure for Children: Playing, Dancing, Moving, Breathing, Relaxing. Translation by: Zamani Sani, Hojjat. Sattarzadeh, Leila. Pourrazi, Hasan. (2011). Published by Bamdade Ketab and Varzesh. (Persian).
Rabiner, D. L., Murray, D. W., Skinner, A. T., & Malone, P. S. (2010). A randomized trial of two promising computer-based interventions for students with attention difficulties. Journal of Abnormal Child Psychology: 38, 131-142.
Raggi, V. L., & Chronis, A. M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review: 9(2), 85-111.
Reinhardt, M. C., & Reinhardt, C. A. (2013). Attention deficit-hyperactivity disorder, comorbidities, and risk situations. Jornal de Pediatria (Versao en Portugues): 89(2), 124-130.
Rossignoli-Palomeque, Teresa., Perez-Hernandez, Elena., González-Marqués, Javier. (2018). Brain Training in Children and Adolescents: Is It Scientifically Valid?  Psychol J. 04. doi.org/10.3389/fpsyg.2018.00565.
Royatvand Ghiasvand, Nastaran. Amiri Majd, Mojtaba (2019). Effectiveness of Captain's Log Cognitive Software on Visual-Spatial Perception of Students with Specific Learning Disorders.  Journal of Exceptional Children: 1, 5-14. 2019. (Persian).
Rueda, M., Checa, P & Cómbita, L.M. (2012). Enhanced efficiency of the executive attentionnetwork after training in preschool children: Immediate changes and effects after twomonths. Developmental Cognitive Neuroscience: 2S, S192– S204.
Shalev, L., Tsal, Y., & Mevorach, C. (2007). Computerized progressive attentional training (CPAT) program: Effective direct intervention for children with ADHD. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence: 13, 382-388.
Shardlow, Giselle. (2019). Breathing Exercises for Kids: Thirty Breathing Techniques to Help Children to Calm and Focus. Kindle Edition.
Snell, Elaine. (2010). Sitting steel like a frog. Translated by Rasoul Heshmati and Mina Najafi (2019). Tehran; Roshd Publication. (Persian).
Sohlberg, M.M., & Mateer, C.A. (2001). Cognitive Rehabilitation: An integrative neuropsychological approach. New York, NY: Guilford.
Suveg CJ. (2009). Cognitive-behavioral therapy for anxiety- disordered youth; secondary outcomes from a randomized clinical trial evaluating child and family modalities. Anxiety Disord J: 23: 341-349.
 Tajik-Parvinchi, Diana.,  Wright, Leah.,  Schachar, Russell. (2014). Cognitive Rehabilitation for Attention Deficit/Hyperactivity Disorder (ADHD): Promises and Problems. J Can Acad Child Adolesc Psychiatry: 23(3):207-17.
Taren, A.A.; Gianaros, P.J.; Greco, C.M.; Lindsay, E.K.; Fairgrieve, A.; Brown, K.W.; Rosen, R.K.; Ferris, J.L.; Julson, E.; Marsland, A.L.; et al (2017). Mindfulness meditation training and executive control network resting state functional connectivity: A randomized controlled trial. Psychosom J.
Timothy P. Tinius. (2003). The Integrated Visual and Auditory Continuous Performance Test as a neuropsychological measure (IVA). Archives of Clinical Neuropsychology: 18; 439–454.
U.S. Office of Special Education Programs. (2006). Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. Washington, DC.
US National Library of Medicine (2003). National Institutes of Health Collection Development Manual. Complementary and Alternative Medicine.  
Van de Weijer-Bergsma, E.; Formsma, A.R.; de Bruin, E.I.; Bögels, S.M (2012). The effectiveness of mindfulness training on behavioral problems and attentional functioning in adolescents with ADHD. J. Child Fam. Stud: 21, 775–787.
Wilens, T. E. (2004). Impact of ADHD and its treatment on substance abuse in adults. Journal of Clinical Psychiatry: 65, 38-45.

Files

History

  • Receive Date: 19 December 2021
  • Revise Date: 07 January 2022
  • Accept Date: 10 January 2022

Share

How to cite

Statistics