Effectiveness of therapeutic programs for students with ADHD with executive function deficits

© 2017 Taylor & Francis The purpose of this study was to investigate the effectiveness of therapeutic programs, an executive function training program and a collaborative program, for students with attention-deficit/hyperactivity disorder (ADHD) with executive function deficits (EFDs), especia...

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Main Authors: Chaimaha N., Sriphetcharawut S., Lersilp S., Chinchai S.
Format: Journal
Published: 2017
Online Access:https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85027159875&origin=inward
http://cmuir.cmu.ac.th/jspui/handle/6653943832/40176
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Institution: Chiang Mai University
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spelling th-cmuir.6653943832-401762017-09-28T04:08:06Z Effectiveness of therapeutic programs for students with ADHD with executive function deficits Chaimaha N. Sriphetcharawut S. Lersilp S. Chinchai S. © 2017 Taylor & Francis The purpose of this study was to investigate the effectiveness of therapeutic programs, an executive function training program and a collaborative program, for students with attention-deficit/hyperactivity disorder (ADHD) with executive function deficits (EFDs), especially regarding working memory, planning, and monitoring. The participants were eight students diagnosed with ADHD with EFDs between 10–12 years old and “supporters” (parents, teachers, principals, and peers). The eight students participated in EF trainings three times weekly for seven weeks. A one-group pretest–posttest design measured changes in executive functions (EFs) using the Tower of London-Drexel University (TOL DX ), Wechsler Intelligence Scale for Children-Revised (WISC-R; Digit Span subtest), and the Behavior Rating Inventory of Executive Function (BRIEF) pre- and postintervention. The collaborative program taught “supporters” ways to assist students with ADHD with EFDs in improving their EFs. Statistically significant improvements (p  <  .05) with the Wilcoxon signed rank test were found for working memory, planning, and self-monitoring on the BRIEF (Teacher Form), and working memory in WISC-R. No significant differences within the group for the TOL DX were found. School performance (as indicated by Grade Point Average) showed significant improvement. These findings indicate that these therapeutic programs were effective in improving EF for students with ADHD with EFDs. 2017-09-28T04:08:06Z 2017-09-28T04:08:06Z Journal 19411243 2-s2.0-85027159875 10.1080/19411243.2017.1359131 https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85027159875&origin=inward http://cmuir.cmu.ac.th/jspui/handle/6653943832/40176
institution Chiang Mai University
building Chiang Mai University Library
country Thailand
collection CMU Intellectual Repository
description © 2017 Taylor & Francis The purpose of this study was to investigate the effectiveness of therapeutic programs, an executive function training program and a collaborative program, for students with attention-deficit/hyperactivity disorder (ADHD) with executive function deficits (EFDs), especially regarding working memory, planning, and monitoring. The participants were eight students diagnosed with ADHD with EFDs between 10–12 years old and “supporters” (parents, teachers, principals, and peers). The eight students participated in EF trainings three times weekly for seven weeks. A one-group pretest–posttest design measured changes in executive functions (EFs) using the Tower of London-Drexel University (TOL DX ), Wechsler Intelligence Scale for Children-Revised (WISC-R; Digit Span subtest), and the Behavior Rating Inventory of Executive Function (BRIEF) pre- and postintervention. The collaborative program taught “supporters” ways to assist students with ADHD with EFDs in improving their EFs. Statistically significant improvements (p  <  .05) with the Wilcoxon signed rank test were found for working memory, planning, and self-monitoring on the BRIEF (Teacher Form), and working memory in WISC-R. No significant differences within the group for the TOL DX were found. School performance (as indicated by Grade Point Average) showed significant improvement. These findings indicate that these therapeutic programs were effective in improving EF for students with ADHD with EFDs.
format Journal
author Chaimaha N.
Sriphetcharawut S.
Lersilp S.
Chinchai S.
spellingShingle Chaimaha N.
Sriphetcharawut S.
Lersilp S.
Chinchai S.
Effectiveness of therapeutic programs for students with ADHD with executive function deficits
author_facet Chaimaha N.
Sriphetcharawut S.
Lersilp S.
Chinchai S.
author_sort Chaimaha N.
title Effectiveness of therapeutic programs for students with ADHD with executive function deficits
title_short Effectiveness of therapeutic programs for students with ADHD with executive function deficits
title_full Effectiveness of therapeutic programs for students with ADHD with executive function deficits
title_fullStr Effectiveness of therapeutic programs for students with ADHD with executive function deficits
title_full_unstemmed Effectiveness of therapeutic programs for students with ADHD with executive function deficits
title_sort effectiveness of therapeutic programs for students with adhd with executive function deficits
publishDate 2017
url https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85027159875&origin=inward
http://cmuir.cmu.ac.th/jspui/handle/6653943832/40176
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