EFFECT OF SENSORY INTEGRATION THERAPY AND COGNITIVE BEHAVIORAL THERAPY ON ATTENTION DEFICIT HYPERACTIVITY DISORDER: SINGLE BLINDED STUDY

2015 ◽  
Vol 3 (2) ◽  
pp. 947-954 ◽  
Author(s):  
Vandana J Rathod ◽  
◽  
Vyoma Shah ◽  
Jagatheesan Alagesan ◽  
Poongundran Paranthaman ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Attention Deficit ◽  
Sensory Integration ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Sensory Integration Therapy ◽  
Hyperactivity Disorder ◽  
Blinded Study

A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING SELECTED COGNITIVE BEHAVIORAL THERAPY FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL TEACHERS, BANGALORE, KARNATAKA, INDIA

2021 ◽  
Vol 12 (4) ◽  
pp. 100-103
Author(s):  
Nuri Rai ◽  
A Jebarna Kiruba Mary
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Primary School ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Programme ◽  
Hyperactivity Disorder

The present study has been conducted with the aim of assessing the effectiveness of structured teaching programme regarding knowledge on selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. An evaluative approach was adopted for the study. The research design chosen for the study was a pre-experimental one-group pre-test and post-test. 40 primary school teachers who met the inclusion criteria were selected through purposive sampling. A structured questionnaire was provided to assess the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder. The overall pre-test result shows 45 % of the respondents possesses inadequate knowledge and 52.5 % of the respondents possess moderate knowledge and remaining 2.5 % of the respondent possess adequate knowledge. Whereas, in the post-test results 62.5 % of them had adequate knowledge and 37.5 % had moderate knowledge. The overall findings of the study clearly showed that the structured teaching programme was significantly effective in improving the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. Conducting a structured teaching programme would be effective in increasing the knowledge of respondents.

Session 9: Self-Coaching

2020 ◽  
pp. 93-102
Author(s):  
Susan E. Sprich ◽  
Steven A. Safren
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Restructuring ◽  
Automatic Thoughts ◽  
Cognitive Behavioral ◽  
Cognitive Component ◽  
Hyperactivity Disorder

Self-coaching or cognitive restructuring is a valuable skill for those with attention-deficit/hyperactivity disorder (ADHD). This chapter continues the discussion of the cognitive component of cognitive behavioral therapy (CBT) introduced in the previous chapter. It includes instructions regarding how to review thought records, and it uses a coaching metaphor to discuss various styles of coaching. The chapter concludes with a discussion of how to formulate helpful alternative thoughts to use in place of negative automatic thoughts.

Efficacy of cognitive-behavioral therapy and deep relaxation for children with attention-deficit hyperactivity disorder

2019 ◽  
pp. 19-26
Author(s):  
Nawel Abdesslem ◽  
Sabeur Hamrouni ◽  
Roy Jesse Shephard ◽  
Mohamed Souhaiel Chelly
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Before And After ◽  
Physically Based ◽  
One Year

Objective: This study made a preliminary exploration of the efficacy of physically-based cognitive-behavioral therapy and deep relaxation for children with attention-deficit hyperactivity disorder (ADHD). Methods: ADHD behavior and cognitive functions were assessed by test D2 and Conner’s scale before and after a one-year physically-based training program. The reliability of test scores was assessed by repeat testing of a control group (CG) of 10 students who did not have ADHD. Children (10 per group) with ADHD were assigned to physically-based cognitive-behavioral therapy and deep relaxation (E1) or physically-based cognitive-behavioral alone (E2). Results: After 52 weeks of treatment, an intra-group comparison showed that E1 and E2 had improved their scores on the test D2, whereas CG showed no significant change. In addition, most participants with ADHD showed a remarkable improvement in their attentional behavior, with group E1 responding better to treatment than group E2. Conclusions: Physically-based cognitive behavioral therapy appears to improve function and social competence in children with ADHD, and should be recommended as an alternative or supplement to pharmaceutical treatment.

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