Document Type : Original Articles

Authors

• Fariba Yazdkhasti ¹
• Mahboubeh Shahbazi ²

¹ Associate Professor, Department of Psychology, School of Psychology, University of Isfahan, Isfahan, Iran

² MSc, Psychology of Exceptional Children, Department of Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran

Abstract

Introduction: The purpose of this study was to investigate the efficacy of Dohsa-hou psychic rehabilitation in reducing attention deficits and hyperactivity symptoms and in increasing social skills in a group of children with attention deficit hyperactivity disorder (named hereafter ADHD).Materials and Methods: A quasi-experimental method with pre-test, post-test and control group was adopted in this study. Twenty-four children with ADHD were recruited from the clients referred to Borna Occupational Therapy Center and were randomly divided into control and experimental groups. Prior to the initiation of the study, the parents of children completed the Conner’s Parents Rating Scale form, Children Symptoms Inventory-the 4th edition and Social Skills Questionnaire (parent form). At the termination of the study, they re-evaluated and completed these questionnaires once again. The Dohsa-hou was introduced to experimental group in twelve sessions held twice a week. The data from rating scales were statistically analyzed via ANCOVA and Independent t test using SPSS software program version 16. The results confirmed all hypotheses.Results: The results of covariance analysis indicated the significant effect of Dohsa-hou psychic rehabilitation method on the social interactions and hyperactive signs of children suffering from ADHD. It was shown through the study that the application of Dohsa-hou techniques can increase the attention and decrease the hyperactivity and impulsiveness of these children (P = 0.001).Conclusion: The findings showed that it is possible, through using psychological rehabilitation and preventive efforts, to enhance social skills and reduce the symptoms of over activity in ADHD children. This method can be introduced to exceptional education staff and also to the families to improve the social interactions of children with symptoms of hyperactivity.