Volume 10, Issue 2 (volume10, Issue 2 2022)                   JCP 2022, 10(2): 1-21 | Back to browse issues page

XML Persian Abstract Print


Azarbaijan Shahid Madani University , abolfazlfarid@gmail.com
Abstract:   (1908 Views)
This research aimed to compare the effectiveness of mindfulness-based socio-emotional learning program with/and without Transcranial Direct Current Stimulation on sustained attention and response inhibition in children with attention deficit/hyperactivity disorder. This research was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population included all students aged 11 to 14 who referred to child and adolescent counseling centers in Khoy city in 2021-2022 year. 45 people with attention-deficit/hyperactivity disorder of the mixed type were selected from among those who refer to the treatment centers by the purposeful sampling method and randomly replaced in two experimental groups and one control group. The first experimental group received the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation and the second experimental group received the mindfulness-based socio-emotional learning program for 8 weeks, but the control group did not receive any intervention. All participants were measured before and after the training using continuous performance test and GO/NO-GO test. For data analysis, multivariate covariance analysis was used in SPSS program. Data analysis showed that mindfulness-based socio-emotional learning combined with Transcranial Direct Current Stimulation compared to the other two groups and mindfulness-based socio-emotional learning compared to the control group were more effective on sustained attention and response inhibition. According to the findings, it can be suggested that the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation is an effective intervention to improve the cognitive functions of children with attention deficit/hyperactivity disorder.
Article number: 1
Full-Text [PDF 1544 kb]   (596 Downloads)    
Type of Study: Research | Subject: Educational Psychology
Received: 2022/08/14 | Accepted: 2022/11/13 | Published: 2022/10/22

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.