Comparison of the Effectiveness Floor Time Play and Cognitive-Behavioral Play Therapy on Emotion Management, Self-Control, and Executive Functions in Students with Attention Deficit Hyperactivity Disorder and Mathematics Disorder
The aim of this study was to Comparison of the Effectiveness Floor Time Play and Cognitive-Behavioral Play Therapy on Emotion Management, Self-Control, and Executive Functions in Students with Attention Deficit Hyperactivity Disorder and Mathematics Disorder.
Design
Clinical trial with control group, with parallel groups, double-blind, randomized
Settings and conduct
The experimental groups of this study were trained in Omid Arak Counseling Center. The method was group work, blinding was not performed in this study. The interventions were performed by psychiatrists in experimental groups.
Participants/Inclusion and exclusion criteria
The criteria for entering the subjects are:
Intermediate and Intermediate Intelligence (Lack of Mental Retardation), 4th, 5th and 6th Grade Elementary School
Lack of mental disorders and no acute illness
The criteria for leaving the subjects are:
Taking psychiatric medications
Intervention groups
Floor Time Play (based on the theoretical foundations of fluoride in the form of 10 weekly therapy sessions)
Cognitive-Behavioral Play Therapy (Based on Theoretical Foundations of Behavioral Cognitive Therapy in the form of 10 weekly therapy sessions)
control group
Comparison of the Effectiveness Floor Time Play and Cognitive-Behavioral Play Therapy on Emotion Management, Self-Control, and Executive Functions in Students with Attention Deficit Hyperactivity Disorder and Mathematics Disorder
Public title
Psychological intervention on improving the condition of children with attention deficit hyperactivity disorder and mathematical learning disorder
Purpose
Education/Guidance
Inclusion/Exclusion criteria
Inclusion criteria:
Intermediate and Intermediate Intelligence (Lack of Mental Retardation)
Fourth, fifth and sixth grade of elementary school
Lack of mental disorders and no acute illness
Exclusion criteria:
Lack of cooperation between the child or the family at each stage of the research
Child restlessness and intolerance to research conditions
Age
From 9 years old to 13 years old
Gender
Male
Phase
N/A
Groups that have been masked
Participant
Data analyser
Sample size
Target sample size:
45
Actual sample size reached:
36
Randomization (investigator's opinion)
Randomized
Randomization description
An random assignment was made in which all the subjects name were poured into a container and a name was randomly removed from the container. Then, to determine this person's intervention method, the name of the intervention method (dialectical, attachment and control) was randomly removed from another container.
Blinding (investigator's opinion)
Double blinded
Blinding description
Randomization of subjects in the research groups was done by random assignment using lottery, so that the subjects did not know the type of group to which they would be members, the subjects were unaware that other people belong to the type of group.
Also, group membership was done by lottery, so that after random selection of the subject, one of the groups was selected by lot.
Also, the statistical analyst did not know the type of research groups.
Before the start of the intervention, after the end of the intervention, two months after the end of the intervention
Method of measurement
Executive Functions scale
Secondary outcomes
1
Description
Self-Control
Timepoint
Before the start of the intervention, after the end of the intervention, two months after the end of the intervention
Method of measurement
Self-Control scale
2
Description
emotion management
Timepoint
Before the start of the intervention, after the end of the intervention, two months after the end of the intervention
Method of measurement
emotion management scale
Intervention groups
1
Description
Intervention group 1 : Floor Time Play 1- Teaching and introducing emotions and how to identify the feelings of the child and parents and raising emotional awareness in general. Give it anger. 3- Paying attention to the negative and positive emotions of the child and those around him and the situations that arouse these emotions, because the emotions of the child and those around him affect the emotions of the parents. Be. 4. Emphasize that awareness of emotions and the ability to deal with them is important for dealing with them and for healthy functioning, and repression and disorder can lead to helplessness, frustration, and mental rumination. 5- Separating adaptive emotions from adaptive emotions. If the feeling is healthy, it should be used as a practical guide, and if it is unhealthy, it should be changed.
Category
Behavior
2
Description
Intervention group 2 : Cognitive-Behavioral Play Therapy The first session: Introducing the researcher and the children to each other, stating the purpose and rules of the group, teaching problem solving using allegory and story, chair games.Session 2: Psychological training includes recognizing and expressing thoughts and feelings, using painting, group games such as playing the wheel of emotion, playing cards of emotional situations, and playing balloons of anger.Session 3: Psychological education includes recognizing the dimensions of emotions using the story, and identifying the types of cognitions and emotions of the characters in the story, using the game of wolves and herds, and painting the faces of different emotions.Session 4: Cognitive Reconstruction, including Identifying and Challenging Challenges, Identifying Emotional Stimuli Using Role Play, Using Practical Drawings, Thinking Bubbles, or Playing Like Dolls with Different Behavioral Styles, Challenging Challenging Cognitive Distortions by Performing Play scale to feel angry and play thinking loudly.Session 5: Relaxation, and a variety of games such as bubble games, breathing trips, fantasy games, ice games and identifying relaxing activities by performing the magic rug game.Session 6: Stop Thought Techniques, Identify Disturbing Thoughts: Stop playing role-playing games, stop annoying thoughts, remotely control thoughts, and play the alarm clock game.Session 7: Learning to deal with problems, with stories and gamesSession 8: Positive self-talk and mindfulness training using role-playing.Session 9: Teaching social skills, recognizing and expressing emotions, communicating with others, using to show good social behaviors to children.Session 10: Discuss the general group on educational materials and the methods learned and review the games. Express the opinions of group members and post-test implementation.