]>
IRCT20200405046962N2 IRCT 2020-05-07 Islamic Azad University Psychological intervention on improving the condition of children with attention deficit hyperactivity disorder and mathematical learning disorder Comparison of the Effectiveness Floor Time Play and Cognitive-Behavioral Play Therapy on Emotion Management, Self-Control, and Executive Functions in Students with Attention Deficit Hyperactivity Disorder and Mathematics Disorder 2019-10-02 anticipated 45 Complete https://irct.ir/trial/47309 interventional Randomization: Randomized, Blinding: Double blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: An random assignment was made in which all the subjects name were poured into a container and a name was randomly removed from the container. Then, to determine this person's intervention method, the name of the intervention method (dialectical, attachment and control) was randomly removed from another container, Blinding description: Randomization of subjects in the research groups was done by random assignment using lottery, so that the subjects did not know the type of group to which they would be members, the subjects were unaware that other people belong to the type of group. Also, group membership was done by lottery, so that after random selection of the subject, one of the groups was selected by lot. Also, the statistical analyst did not know the type of research groups. N/A Condition 1: Attention Deficit Hyperactivity Disorder. Condition 2: Mathematics Disorder. Intervention 1: Intervention group 1 : Floor Time Play 1- Teaching and introducing emotions and how to identify the feelings of the child and parents and raising emotional awareness in general. Give it anger. 3- Paying attention to the negative and positive emotions of the child and those around him and the situations that arouse these emotions, because the emotions of the child and those around him affect the emotions of the parents. Be. 4. Emphasize that awareness of emotions and the ability to deal with them is important for dealing with them and for healthy functioning, and repression and disorder can lead to helplessness, frustration, and mental rumination. 5- Separating adaptive emotions from adaptive emotions. If the feeling is healthy, it should be used as a practical guide, and if it is unhealthy, it should be changed. Intervention 2: Intervention group 2 : Cognitive-Behavioral Play Therapy The first session: Introducing the researcher and the children to each other, stating the purpose and rules of the group, teaching problem solving using allegory and story, chair games.Session 2: Psychological training includes recognizing and expressing thoughts and feelings, using painting, group games such as playing the wheel of emotion, playing cards of emotional situations, and playing balloons of anger.Session 3: Psychological education includes recognizing the dimensions of emotions using the story, and identifying the types of cognitions and emotions of the characters in the story, using the game of wolves and herds, and painting the faces of different emotions.Session 4: Cognitive Reconstruction, including Identifying and Challenging Challenges, Identifying Emotional Stimuli Using Role Play, Using Practical Drawings, Thinking Bubbles, or Playing Like Dolls with Different Behavioral Styles, Challenging Challenging Cognitive Distortions by Performing Play scale to feel angry and play thinking loudly.Session 5: Relaxation, and a variety of games such as bubble games, breathing trips, fantasy games, ice games and identifying relaxing activities by performing the magic rug game.Session 6: Stop Thought Techniques, Identify Disturbing Thoughts: Stop playing role-playing games, stop annoying thoughts, remotely control thoughts, and play the alarm clock game.Session 7: Learning to deal with problems, with stories and gamesSession 8: Positive self-talk and mindfulness training using role-playing.Session 9: Teaching social skills, recognizing and expressing emotions, communicating with others, using to show good social behaviors to children.Session 10: Discuss the general group on educational materials and the methods learned and review the games. Express the opinions of group members and post-test implementation. Intervention 3: Control group: Control group. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is Articles are ready to be submitted to the journal
public Mazaher Bodaghi
NO 1, St Malek, Arak, Iran.
arak Iran (Islamic Republic of) 3818978695 +98 86 3222 0197 psychology.book12@gmail.com Islamic Azad University scientific Mazaher Bodaghi
NO 1, St Malek, Arak, Iran.
Arak Iran (Islamic Republic of) 3818978695 +98 86 3222 0197 psychology.book12@gmail.com Islamic Azad University Iran (Islamic Republic of) Intermediate and Intermediate Intelligence (Lack of Mental Retardation) Fourth, fifth and sixth grade of elementary school Lack of mental disorders and no acute illness 9 years 13 years Male Lack of cooperation between the child or the family at each stage of the research Child restlessness and intolerance to research conditions F90 F81.2 Attention-deficit hyperactivity disorders Mathematics disorder Behavior Behavior Other Intervention group 1 : Floor Time Play 1- Teaching and introducing emotions and how to identify the feelings of the child and parents and raising emotional awareness in general. Give it anger. 3- Paying attention to the negative and positive emotions of the child and those around him and the situations that arouse these emotions, because the emotions of the child and those around him affect the emotions of the parents. Be. 4. Emphasize that awareness of emotions and the ability to deal with them is important for dealing with them and for healthy functioning, and repression and disorder can lead to helplessness, frustration, and mental rumination. 5- Separating adaptive emotions from adaptive emotions. If the feeling is healthy, it should be used as a practical guide, and if it is unhealthy, it should be changed. Intervention group 2 : Cognitive-Behavioral Play Therapy The first session: Introducing the researcher and the children to each other, stating the purpose and rules of the group, teaching problem solving using allegory and story, chair games.Session 2: Psychological training includes recognizing and expressing thoughts and feelings, using painting, group games such as playing the wheel of emotion, playing cards of emotional situations, and playing balloons of anger.Session 3: Psychological education includes recognizing the dimensions of emotions using the story, and identifying the types of cognitions and emotions of the characters in the story, using the game of wolves and herds, and painting the faces of different emotions.Session 4: Cognitive Reconstruction, including Identifying and Challenging Challenges, Identifying Emotional Stimuli Using Role Play, Using Practical Drawings, Thinking Bubbles, or Playing Like Dolls with Different Behavioral Styles, Challenging Challenging Cognitive Distortions by Performing Play scale to feel angry and play thinking loudly.Session 5: Relaxation, and a variety of games such as bubble games, breathing trips, fantasy games, ice games and identifying relaxing activities by performing the magic rug game.Session 6: Stop Thought Techniques, Identify Disturbing Thoughts: Stop playing role-playing games, stop annoying thoughts, remotely control thoughts, and play the alarm clock game.Session 7: Learning to deal with problems, with stories and gamesSession 8: Positive self-talk and mindfulness training using role-playing.Session 9: Teaching social skills, recognizing and expressing emotions, communicating with others, using to show good social behaviors to children.Session 10: Discuss the general group on educational materials and the methods learned and review the games. Express the opinions of group members and post-test implementation. Control group: Control group Executive Functions. Timepoint: Before the start of the intervention, after the end of the intervention, two months after the end of the intervention. Method of measurement: Executive Functions scale. Self-Control. Timepoint: Before the start of the intervention, after the end of the intervention, two months after the end of the intervention. Method of measurement: Self-Control scale. Emotion management. Timepoint: Before the start of the intervention, after the end of the intervention, two months after the end of the intervention. Method of measurement: emotion management scale. Islamic Azad University Approved 2019-11-02 Islamic Azad University, arak Branch No12, Building 1, Quarter Amirkabir University, Blv Imam Khomeini, Sq Imam Khomeini, Arak. Iran. Arak Markazi Iran (Islamic Republic of)