The Impact of a Self-Control Training Program on Enhancement of Social Skills in Students with ADHD

Beh‐Pajooh, Ahmad; Fatemi, Sayyed Mohsen; Bonab, Bagher Ghobari; Alizadeh, Hamid; Hemmati, Ghorban

doi:10.4236/psych.2012.38094

Cited by 4 publications

(4 citation statements)

References 15 publications

(10 reference statements)

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“…The results of this study indicate that cross-age training programs cause social decline and are very acceptable to participants (Vilardo, Dupaul, Kern, & Hojnoski, 2013). Besides, emotion management training (Choi & Lee, 2015) and self-control training (Beh-pajooh, Fatemi, Bonab, Alizadeh, & Hemmati, 2012) are also effective in improving the social skills of ADHD children.…”

Section: Social Skills Interventionmentioning

confidence: 75%

Social Skill Interventions on Children with Attention-Deficit Hyperactivity Disorder (ADHD): Parents and Peers Involvement

Faradilla¹

2020

Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019)

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This article aims to review a number of studies on interventions towards children involving parents and/or peers to improve social skills among children with Attention-Deficit Hyperactivity Disorder, including reviews of the type of interventions, participants, materials, and setting of interventions applied in the research. The review was conducted in several research results published in some international journals. Articles that examined interventions to improve the social skills of children with ADHD apart from international journals such as articles from newspapers/ magazines and book reviews were not included in the analysis. The results of the review showed that the types of interventions applied comprising play-based therapy, social skills training, parents training, cognitive-behavioral therapy, peer-age training, emotional management training, and self-control training. Intervention settings used including at homes, classes, or playrooms involving therapists, parents, teachers, and other children who had or had no disabilities. Social skills training and play-based therapy that involved peers and parents were used more often compared to other types of interventions and proven to be effective in improving the ADHD children's social skills.

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Section: Social Skills Interventionmentioning

confidence: 75%

Social Skill Interventions on Children with Attention-Deficit Hyperactivity Disorder (ADHD): Parents and Peers Involvement

Faradilla¹

2020

Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019)

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“…Students may learn to evaluate and monitor their behaviours and to perform effectively and productively even in the absence of an external agent (e.g. parent, teacher, principal) (Beh-Pajooh, Fatemi, Bonab, Alizadeh, Hemmati, 2012).…”

Section: Interventions In Self-regulation and Time Managementmentioning

confidence: 99%

“…Whereas many students start to perform effectively and productively even in the absence of an external agent (e.g. parent, teacher, principal) when grown up (Ramdass & Zimmerman, 2011;Beh-Pajooh, et al, 2012), some students do not succeed at learning to self-regulate without an external support even at college. The main hypothesis of this research formulates that when introducing an external limitation of speed, individuals who are not initially able to self-regulate their response speed, will decrease it and then they will achieve a higher learning index.…”

Section: The Aim Of the Present Studymentioning

confidence: 99%

How to foster learning by limiting the response speed

et al. 2021

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“…Internal consistency for the SSIS-RS was reported as 0.75, and Cronbach alpha was reported as 0.92 [28]. In Iran, BehPajooh, et al [29] computed its reliability by Cronbach alpha to be 0.87.…”

Section: Methodsmentioning

confidence: 99%

The Impact of Inhibition Training on Symptoms of Attention Deficit/ Hyperactivity Disorder and Social Skills

Robatmili¹,

Alizade²

2017

J Child Adolesc Behav

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The aim of the present study was to develop a response inhibition training program and investigate its effectiveness on reducing attention deficit/hyperactivity disorder (ADHD) symptoms and improving social skills in children with ADHD. The research design was quasi-experimental, with comparisons across pre-test, post-test, and control groups. Sixteen students with ADHD who ranged in age from 7 to 11 years old (Mage=8.67 years) were recruited and randomly assigned to an experimental or a control group. The experimental group received different types of response inhibition training over 12 sessions, while the control group received no training. When the data were analyzed with Multivariate Analysis of Covariance, receipt of the inhibition training problem, relative to control, was associated with a reduction in ADHD symptoms and an improvement in social skills. In this instance, response inhibition training was demonstrated as effective for children with ADHD.

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The Impact of a Self-Control Training Program on Enhancement of Social Skills in Students with ADHD

Cited by 4 publications

References 15 publications

Social Skill Interventions on Children with Attention-Deficit Hyperactivity Disorder (ADHD): Parents and Peers Involvement

Social Skill Interventions on Children with Attention-Deficit Hyperactivity Disorder (ADHD): Parents and Peers Involvement

How to foster learning by limiting the response speed

The Impact of Inhibition Training on Symptoms of Attention Deficit/ Hyperactivity Disorder and Social Skills

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