1- PHD Student in Psychology, Marvdasht Branch, Islamic Azad University , Marvdasht, Iran
2- Department of Psychology, Marvdasht Branch, Islamic Azad University , Marvdasht, Iran
2- Department of Psychology, Marvdasht Branch, Islamic Azad University , Marvdasht, Iran
Abstract: (103 Views)
Children diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) face a range of behavioral and emotional challenges. This study aimed to explore the effectiveness of transcranial direct current stimulation (tDCS) in mitigating depression and improving working memory among children with ADHD. This research followed a semi-experimental design, incorporating pre-test, post-test, and follow-up phases, along with a control group for comparison. The study's target population encompassed children between the ages of 6 and 12 who were diagnosed with ADHD and seeking treatment at the Nirvana Neuropsychological Clinic of Shiraz (Iran). The study involved 30 children who were selected through random selection and assigned to two distinct groups: the experimental group, which underwent transcranial direct current stimulation, and the control group, which did not receive any form of intervention. At the outset and conclusion of the therapy sessions, as well as during the follow-up period, both groups completed tasks involving Geometric Shapes and Digit Span (DS). Data were subjected to analysis using analysis of covariance. The results underscored a noteworthy decrease in depression levels and a notable enhancement in working memory among participants in the experimental group as compared to those in the control group (P<0.001). These research findings furnish compelling evidence that transcranial direct current stimulation (tDCS) can be considered an efficacious intervention for ameliorating mood disorders such as depression and bolstering executive functions, including working memory, in children with ADHD.
Keywords: Transcranial Direct Current Stimulation (tDCS), Attention Deficit/Hyperactivity Disorder (ADHD), Depression, Working Memory
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/01/11 | Accepted: 2023/06/15
Received: 2023/01/11 | Accepted: 2023/06/15
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