Volume 7, Issue 2 (June 2025)
IEEPJ 2025, 7(2): 1-14 |
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Ghahhari Bidgoli M, Samavi A, HajiAlizadeh K. (2025). Effectiveness of Self-regulatory Educational Package for Improving Attention and Working Memory in Elementary Students with ADHD. IEEPJ. 7(2), 1-14. doi:10.22034/ieepj.2025.7.2.999
URL: http://ieepj.hormozgan.ac.ir/article-1-982-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-982-en.html
1- Department of Educational Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
2- . Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran ,samavi@hormozgan.ac.ir
3- Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
2- . Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran ,
3- Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
Abstract: (1641 Views)
Objective: This study examined the effectiveness of a self-regulatory educational package on improving working memory and attention in elementary school children with attention deficit/hyperactivity disorder (ADHD) in Kashan.
Methods: A quasi-experimental design with three phases (pre-test and post-test) was used, involving two groups (self-regulatory training and Dawson & Guare’s executive skills training). A total of 30 second-grade children were purposefully selected based on defined inclusion and exclusion criteria. The N-Back task and IVA test were employed to assess working memory and attention, respectively, with reliability confirmed through Cronbach’s alpha. Data were analyzed using multivariate and univariate covariance analyses in SPSS28.
Results: Findings revealed that the self-regulatory educational package produced significant and sustained improvements in working memory and attention among children with ADHD across all test phases in comparison with Dawson & Guare’s executive skills training (p < 0.05).
Conclusions: These results suggest that the educational package can serve as a practical tool for teachers and therapists to enhance attention and working memory in children with ADHD.
Methods: A quasi-experimental design with three phases (pre-test and post-test) was used, involving two groups (self-regulatory training and Dawson & Guare’s executive skills training). A total of 30 second-grade children were purposefully selected based on defined inclusion and exclusion criteria. The N-Back task and IVA test were employed to assess working memory and attention, respectively, with reliability confirmed through Cronbach’s alpha. Data were analyzed using multivariate and univariate covariance analyses in SPSS28.
Results: Findings revealed that the self-regulatory educational package produced significant and sustained improvements in working memory and attention among children with ADHD across all test phases in comparison with Dawson & Guare’s executive skills training (p < 0.05).
Conclusions: These results suggest that the educational package can serve as a practical tool for teachers and therapists to enhance attention and working memory in children with ADHD.
Keywords: ADHD, Elementary school children, Working memory, Attention, Self-regulatory training package
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/10/10 | Accepted: 2025/01/14 | Published: 2025/06/1
Received: 2024/10/10 | Accepted: 2025/01/14 | Published: 2025/06/1
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