School-based multi-component intervention. Symptoms of Iranian ADHD children
The present study evaluated the effectiveness of school-based multi-component intervention that implemented for ADHD school-aged children specially. Participants were 64 school-aged ADHD children that randomly assigned in two study groups including one experimental and one control group. Teachers...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Canadian Center of Science and Education
2015
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| Online Access: | http://psasir.upm.edu.my/id/eprint/46226/ http://psasir.upm.edu.my/id/eprint/46226/1/School-based%20multi-component%20intervention.%20Symptoms%20of%20Iranian%20ADHD%20children.pdf |
| _version_ | 1848850619774795776 |
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| author | Shaban, Sepideh Baba, Maznah Mohd Noah, Sidek Wan Jaafar, Wan Marzuki |
| author_facet | Shaban, Sepideh Baba, Maznah Mohd Noah, Sidek Wan Jaafar, Wan Marzuki |
| author_sort | Shaban, Sepideh |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | The present study evaluated the effectiveness of school-based multi-component intervention that implemented for ADHD school-aged children specially. Participants were 64 school-aged ADHD children that randomly assigned in two study groups including one experimental and one control group. Teachers of these children were invited to participate in the teacher training. Teachers took part in 8 sessions teacher training that involved contingency management, cognitive behavioral strategies and class management instructions for managing of ADHD children. Members of the control group didn’t receive any program. Dependent measures included parent and teacher`s ratings of inattention, hyperactivity/impulsivity and ADHD symptoms. Information for the study achieved in three pre-test, post-test and follow-up levels. Parents and teachers in experimental group reported significantly less inattention, hyperactivity/impulsivity symptoms in children at home and school respectively rather than before conducting the program. Findings of the study showed similar effect of school-based multi-component intervention on all symptoms of inattention, hyperactivity/impulsivity across home and school. Results of the present study provided some supports for effectiveness of school-based multi-component program on symptoms of ADHD in school-aged children in Iran. |
| first_indexed | 2025-11-15T10:09:10Z |
| format | Article |
| id | upm-46226 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T10:09:10Z |
| publishDate | 2015 |
| publisher | Canadian Center of Science and Education |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-462262018-03-30T12:41:00Z http://psasir.upm.edu.my/id/eprint/46226/ School-based multi-component intervention. Symptoms of Iranian ADHD children Shaban, Sepideh Baba, Maznah Mohd Noah, Sidek Wan Jaafar, Wan Marzuki The present study evaluated the effectiveness of school-based multi-component intervention that implemented for ADHD school-aged children specially. Participants were 64 school-aged ADHD children that randomly assigned in two study groups including one experimental and one control group. Teachers of these children were invited to participate in the teacher training. Teachers took part in 8 sessions teacher training that involved contingency management, cognitive behavioral strategies and class management instructions for managing of ADHD children. Members of the control group didn’t receive any program. Dependent measures included parent and teacher`s ratings of inattention, hyperactivity/impulsivity and ADHD symptoms. Information for the study achieved in three pre-test, post-test and follow-up levels. Parents and teachers in experimental group reported significantly less inattention, hyperactivity/impulsivity symptoms in children at home and school respectively rather than before conducting the program. Findings of the study showed similar effect of school-based multi-component intervention on all symptoms of inattention, hyperactivity/impulsivity across home and school. Results of the present study provided some supports for effectiveness of school-based multi-component program on symptoms of ADHD in school-aged children in Iran. Canadian Center of Science and Education 2015 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/46226/1/School-based%20multi-component%20intervention.%20Symptoms%20of%20Iranian%20ADHD%20children.pdf Shaban, Sepideh and Baba, Maznah and Mohd Noah, Sidek and Wan Jaafar, Wan Marzuki (2015) School-based multi-component intervention. Symptoms of Iranian ADHD children. Asian Social Science, 11 (10). pp. 212-220. ISSN 1911-2017; ESSN: 1911-2025 10.5539/ass.v11n10p212 |
| spellingShingle | Shaban, Sepideh Baba, Maznah Mohd Noah, Sidek Wan Jaafar, Wan Marzuki School-based multi-component intervention. Symptoms of Iranian ADHD children |
| title | School-based multi-component intervention. Symptoms of Iranian ADHD children |
| title_full | School-based multi-component intervention. Symptoms of Iranian ADHD children |
| title_fullStr | School-based multi-component intervention. Symptoms of Iranian ADHD children |
| title_full_unstemmed | School-based multi-component intervention. Symptoms of Iranian ADHD children |
| title_short | School-based multi-component intervention. Symptoms of Iranian ADHD children |
| title_sort | school-based multi-component intervention. symptoms of iranian adhd children |
| url | http://psasir.upm.edu.my/id/eprint/46226/ http://psasir.upm.edu.my/id/eprint/46226/ http://psasir.upm.edu.my/id/eprint/46226/1/School-based%20multi-component%20intervention.%20Symptoms%20of%20Iranian%20ADHD%20children.pdf |