Comparison of effectiveness of Attentive Behavior Self- Regulation Interventions with Motivational Behavior Self-Regulation Training on Attention Deficit / Hyperactivity Disorder (ADHD)

Objective: One of the most common childhood disorders is Attention Deficit Hyperactivity Disorder, which can be caused by a lack of self-regulation. Therefore, the present study aimed to compare the effectiveness of self-regulatory behavioral interventions with self-regulatory motivational behavior on reducing the symptoms of attention deficit / hyperactivity disorder in elementary school students.  Method: The present study was a pretest-posttest experiment with a control group. The statistical population included all students with Attention Deficit Hyperactivity Disorder in the first to fifth grades of elementary school who had referred to psychological centers in District 5 of Tehran. First, they were screened by the Pediatric Symptom Inventory (CSI-4). Then, 45 students with the highest level of ADHD were randomly selected and randomly assigned to three groups (two experimental groups and one control group). Data were analyzed by multivariate analysis of covariance and Bonferroni post hoc test. Results: The results showed that the two experimental groups had a significant increase in post-test compared to the control group (p <0.001). In addition, the results showed that there was no significant difference between the mean of ADHD group of self-regulatory behavioral interventions and the mean of ADHD group of self-regulatory motivational behavior. In other words, the effect of the two treatments in reducing attention deficit and hyperactivity is the same (p<0.01). Conclusion: Based on the results, it can be concluded that training in motivational and behavioral self-regulatory processes can significantly help reduce the symptoms of attention deficit / hyperactivity disorder in these children. (p<0.01)