The effectiveness of Metacognitive strategies on symptoms of Attention-Deficit/Hyperactivity and Educational Achievement

Abstract

Introduction: Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurobehavioral condition characterized by excessive restlessness, inattention, distraction, and impulsivity. ADHD can interfere with a child's ability to perform in school and capacity to develop and maintain social (peer) relationships. The present study aimed to evaluate the effectiveness of metacognitive strategies on the rate of symptoms of hyperactivity and attention deficit and educational achievement. Methods: This semi-experimental study (pretest-posttest design) with control group was conducted on 48 male students with ADHD, studying in the fifth grade. The sample was selected through cluster sampling assignment and participants were randomly assigned into two experimental and control groups. The used tools in this research were a questionnaire in order for cognition of the syndromes of ADHD and a clinical interview, as well as scientific grade sheets of students that helped us during the stages of pretest and posttest. The experimental group received metacognitive training in eight sessions. Results: The results of analysis of covariance showed that compared to the control group, the mean scores of hyperactivity symptoms and deficit of attention significantly decreased and academic achievement increased in the posttest phases in subjects in the experimental group (P ≤ 0.05). Conclusions: Training in metacognitive strategies can significantly reduce symptoms of hyperactivity and attention deficit and improve educational achievement in students with ADHD.