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), especi...

Full description

Saved in:
Bibliographic Details
Main Authors: Napalai Chaimaha, Sarinya Sriphetcharawut, Suchitporn Lersilp, Supaporn Chinchai
Format: Journal
Published: 2018
Subjects:
Online Access:https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85027159875&origin=inward
http://cmuir.cmu.ac.th/jspui/handle/6653943832/57410
Tags: Add Tag
No Tags, Be the first to tag this record!
Institution: Chiang Mai University
id th-cmuir.6653943832-57410
record_format dspace
spelling th-cmuir.6653943832-574102018-09-05T03:54:26Z Effectiveness of therapeutic programs for students with ADHD with executive function deficits Napalai Chaimaha Sarinya Sriphetcharawut Suchitporn Lersilp Supaporn Chinchai Health Professions Psychology Social Sciences © 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 (TOLDX), 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 TOLDXwere 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. 2018-09-05T03:40:53Z 2018-09-05T03:40:53Z 2017-10-02 Journal 19411251 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/6653943832/57410
institution Chiang Mai University
building Chiang Mai University Library
country Thailand
collection CMU Intellectual Repository
topic Health Professions
Psychology
Social Sciences
spellingShingle Health Professions
Psychology
Social Sciences
Napalai Chaimaha
Sarinya Sriphetcharawut
Suchitporn Lersilp
Supaporn Chinchai
Effectiveness of therapeutic programs for students with ADHD with executive function deficits
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 (TOLDX), 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 TOLDXwere 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 Napalai Chaimaha
Sarinya Sriphetcharawut
Suchitporn Lersilp
Supaporn Chinchai
author_facet Napalai Chaimaha
Sarinya Sriphetcharawut
Suchitporn Lersilp
Supaporn Chinchai
author_sort Napalai Chaimaha
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 2018
url https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85027159875&origin=inward
http://cmuir.cmu.ac.th/jspui/handle/6653943832/57410
_version_ 1681424873730080768