Background: To investigate the role of psychological factors (anxiety and depression) and pain measured on a visual analogue scale (VAS) in the development of complex regional pain syndrome type I (CRPS I) following the distal radius fracture (DRF). Methods: A consecutive sample of patients (N=60) with a distal radius fracture was measured for signs of CRPS by Budapest criteria weekly till 8 weeks and then another follow-up one year after injury to determine the incidence and predictors of developing CRPS I in a prospective cohort study and also to discover whether there is difference between pain, depression, and anxiety level in the patients with and without CRPS I. The most of the patients were treated by Pin stabilization. The Beck depression inventoryshort form (BDI), State-Trait Anxiety Inventory, and Numerical pain rating scale were used to determine the patients’ psychological features and pain intensity at the base line and 8 weeks after the fracture. Results: CRPS I developed in 15 (25%) patients after eight weeks and just last in 10 (16.67%) patients after one year. No difference was found between the two groups (CRPS and non-CRPS group) in terms of state (STAI-I) and trait (STAI-II) anxiety, and BDI score. Pain at the base line was the most important risk factor in developing CRPS (odds ratio [OR] =1.52; 95% CI). Conclusions: After fracturing the distal radius, patients who have high pain intensity have a higher risk of developing CRPS I. To following these patients closely for the development of CRPS I may be advantageous for early preventative and therapeutic interventions.
Objective: One of the most significant issues in children with attention deficit hyperactivity disorder (ADHD) is emotional/behavioral problems, which disrupt their social communication at home and school. Some of these problems include social problems, rule-breaking behavior, and aggressive behavior. These problems, if left untreated in childhood, can cause problems in adulthood such as substance abuse, insubordination in the workplace, shorter stay at a job, and more anti-social acts. Nowadays, the use of play therapy for children with ADHD has become common. It is an active approach that allows the children to express their feelings through play. In group play therapy, children are asked to evaluate their personality according to their peers’ reactions. The study investigates the effect of group play therapy on emotional/behavioral problems in children with ADHD aged 6-12 years. Materials & Methods: This is a randomized controlled trial. The study population consists of all children with ADHD referred to the Dostdaran Koodak Occupational Therapy Clinic in Isfahan City, Iran. Of these, 28 children aged 6-12 years (average age: 8 years), including 8 girls and 20 boys, were selected using a convenience sampling technique. First, the study objective was explained to the parents, and children were then randomly assigned into the intervention and control groups. Considering error (d)=3, with 95% confidence level and 80% test power, the sample size was determined 14 for each group. The intervention group received 12 sessions of group play therapy (2 sessions per week, each for 45-60 minutes), besides two sessions of individual occupational therapy per week. However, the control group received two sessions of occupational therapy per week only. The emotional/behavior problems of subjects in both groups were assessed before and after the intervention using the CBCL. Data analysis was performed in SPSS V. 21 software using the Shapiro-Wilk test and ANCOVA. Results: After the group play therapy, there was a significant decrease in the scores of emotional/behavioral problems, including social issues, aggressive behavior, and rule-breaking behavior, as well as in the overall score (P˂0.001). Conclusion: Group play therapy can be used as a complementary method with other common occupational therapies for reducing the emotional/behavioral problems in children with ADHD.
Introduction: Auditory processing disorder (APD) is a type of abnormal perceptual processing of auditory information within the central auditory nervous system that could be influenced by cognitive factors, such as attention. Attention is one of most important cognitive functions in the development of learning in children, so it is important to recognize and evaluate a variety of attention deficits in children with auditory processing disorder with a reliable test. The aim of this study was to compare the auditory sustained attention in children with auditory processing disorder and normal children with Test of Everyday Attention for children.Materials and Methods: This cross-sectional study was performed on 45 students aged 7-11 years, 23 normal children (mean age, 9.88, SD; 1.5) and 22 children with a diagnosed APD (mean age, 9.32, SD; 1.2). Remarkably, test of Everyday Attention for children with five subtest (Score, Score Dual Task, Code Transmission, Sky Search Dual Task, Walk, Don't Walk) in sustained attention domain was performed in the both groups. The mean scores of the two groups were compared in each of the sub-tests.Results: The results of Mann-Whitney U test indicated that there were significant difference in two groups in all of the subtests (Score, Score dual task, Code Transmission, Sky Search dual task, Walk, Don't Walk) (P<0.001). Conclusion:The results showed that children with auditory processing disorders were significantly worse than their normal peers in all subtests of auditory sustained attention domain.
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