Volume 23, Issue 1 (4-2025)
Nursing and Midwifery Journal 2025, 23(1): 62-73 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Sabahi M, Tajrobehkar M, Manzari Tavakoli A, Soltani A, Molayi Zarandi H. Effectiveness of Multimodal Intervention (Mother-Child-Teacher) on Time Self-Management and Inhibition in Children with Attention Deficit/Hyperactivity Disorder: A Quasi-Experimental Study. Nursing and Midwifery Journal 2025; 23 (1) :62-73
URL: http://unmf.umsu.ac.ir/article-1-5352-en.html
URL: http://unmf.umsu.ac.ir/article-1-5352-en.html
Mahdieh Sabahi1 
, Mahshid Tajrobehkar *2 
, Alireza Manzari Tavakoli3 , Amanollah Soltani3 , Hamid Molayi Zarandi4
, Mahshid Tajrobehkar *2 , Alireza Manzari Tavakoli3 , Amanollah Soltani3 , Hamid Molayi Zarandi4
1- PhD Student in Psychology, Department of Psychology, Zarand Branch, Islamic Azad University, Zarand, Iran
2- Associate Professor, Department of Psychology, Shahid Bahonar University of Kerman, Kerman, Iran ,tajrobehkar@iau.ir
3- Assistant Professor, Department of Psychology and Educational Sciences, Kerman Branch, Islamic Azad University, Kerman, Iran
4- Assistant Professor, Department of Psychology, Zarand Branch, Islamic Azad University, Zarand, Iran
2- Associate Professor, Department of Psychology, Shahid Bahonar University of Kerman, Kerman, Iran ,
3- Assistant Professor, Department of Psychology and Educational Sciences, Kerman Branch, Islamic Azad University, Kerman, Iran
4- Assistant Professor, Department of Psychology, Zarand Branch, Islamic Azad University, Zarand, Iran
Abstract: (374 Views)
Background & Aims: Children with attention deficit/hyperactivity disorder (ADHD) experience psychological challenges that require collaborative interventions from schools and families, particularly mothers. This study aimed to evaluate the effectiveness of a multimodal (mother-child-teacher) intervention on time self-management and inhibition in children with ADHD.
Materials & Methods: This quasi-experimental study used a pretest-posttest control group design with follow-up. The statistical population included all elementary school children aged 9 to 11 years with ADHD in Kerman in 2023. Thirty participants were selected via convenience sampling and randomly assigned to experimental (n=15) or control (n=15) groups. Participants completed Swanson’s (2012) Child Behavior Rating Scale (Parent Form) and Barkley's (2012) Children and Adolescents Executive Actions Scale. The people in the experimental group received multimodal intervention (mother-child-teacher) during 10 sessions, two sessions per week, for 45 minutes. The research data were analyzed using repeated-measures ANOVA test in SPSS software version 27.
Results: The results showed that before the intervention, there was no significant difference between the mean score of time self-management and inhibition of the intervention and control groups, but there was a statistically significant difference between the mean scores of these scores in the intervention and control groups after the intervention. The mean and standard deviation of self-management in the post-test were 2.85±35.86 and inhibition was 4.76±33.80 (P<0.001).
Conclusion: According to the results of this study, the multimodal intervention in order to time self-management and inhibition effectively enhanced; therefore, psychologists and therapists can use multimodal intervention (mother-child-teacher) along with other treatment methods to reduce the problems of children with attention deficit/hyperactivity disorder.
Materials & Methods: This quasi-experimental study used a pretest-posttest control group design with follow-up. The statistical population included all elementary school children aged 9 to 11 years with ADHD in Kerman in 2023. Thirty participants were selected via convenience sampling and randomly assigned to experimental (n=15) or control (n=15) groups. Participants completed Swanson’s (2012) Child Behavior Rating Scale (Parent Form) and Barkley's (2012) Children and Adolescents Executive Actions Scale. The people in the experimental group received multimodal intervention (mother-child-teacher) during 10 sessions, two sessions per week, for 45 minutes. The research data were analyzed using repeated-measures ANOVA test in SPSS software version 27.
Results: The results showed that before the intervention, there was no significant difference between the mean score of time self-management and inhibition of the intervention and control groups, but there was a statistically significant difference between the mean scores of these scores in the intervention and control groups after the intervention. The mean and standard deviation of self-management in the post-test were 2.85±35.86 and inhibition was 4.76±33.80 (P<0.001).
Conclusion: According to the results of this study, the multimodal intervention in order to time self-management and inhibition effectively enhanced; therefore, psychologists and therapists can use multimodal intervention (mother-child-teacher) along with other treatment methods to reduce the problems of children with attention deficit/hyperactivity disorder.
Keywords: Attention Deficit/Hyperactivity Disorder, Inhibition, Multimodal Intervention, Self-Management, Teacher-Child-Parent Intervention, Time Management
Type of Study: Research |
Subject:
روانپزشکی- روان شناسی
References
1. Nargesi SS, Hasanvand B. Comparison of the effects of vestibular stimulation exercises and rotational exercises on cognitive and motor dual balance function of children with attention deficit hyperactivity disorder. J Pediatr Nurs 2024;11(1):41-51. (Persian) [URL:]
2. Khaleghian M, Yazdi R, Karimi E, Ahmad Khosravi S. The effectiveness of music therapy on social skills and psychological health of students with attention deficit hyperactivity disorder. J Pediatr Nurs 2023;10(1):13-21. (Persian) [URL:]
3. Qiu H, Liang X, Wang P, Zhang H, Shum DH. Efficacy of non-pharmacological interventions on executive functions in children and adolescents with ADHD: a systematic review and meta-analysis. Asian J Psychiatry 2023;103692.
https://doi.org/10.1016/j.ajp.2023.103692 [PMID: 37450981] [DOI:10.1016/j.ajp.2023.103692.]
4. Gentil-Gutiérrez A, Santamaría-Peláez M, Mínguez-Mínguez LA, Fernández-Solana J, González-Bernal JJ, González-Santos J, et al. Executive Functions in Children and Adolescents with Autism Spectrum Disorder in Family and School Environment. Int J Environ Res Public Health 2022;19(13):7834.
https://doi.org/10.3390/ijerph19137987 [PMID: 35805641] [DOI:10.3390/ijerph19137987.] [PMCID: PMC9265427]
5. Williams CN, McEvoy CT, Lim MM, Shea SA, Kumar V, Nagarajan D, et al. Sleep and executive functioning in pediatric traumatic brain injury survivors after critical care. Children 2022;9(5):748.
https://doi.org/10.3390/children9050748 [PMID: 35626925] [DOI:10.3390/children9050748.] [PMCID: PMC9139390]
6. Motamed Yeganeh N, Afrooz GA, Shokoohi Yekta M, Weber R. The Effectiveness of Family-based Neuropsychological intervention program on Executive Functions of Children with Attention Deficit/Hyperactivity Disorder. Psychol Except Individ 2020;9(36):71-100. (Persian) [URL:]
7. Yarmohamadi Vasel M, Azime Sadat F, Zofgi Paidar MR, Mohagheghi H. The Effect of Emotion-Oriented Parent-Child Therapy on Improving Executive Functions in Children with Depression. Soc Cogn 2022;11(21):79-91. (Persian) [URL:]
8. Bello AK, Qarni B, Samimi A, Okel J, Chatterley T, Okpechi IG, et al. Effectiveness of multifaceted care approach on adverse clinical outcomes in nondiabetic CKD: a systematic review and meta-analysis. Kidney Int Rep 2017;2(4):617-25.
https://doi.org/10.1016/j.ekir.2017.02.007 [PMID: 29142980] [DOI:10.1016/j.ekir.2017.02.007.] [PMCID: PMC5678655]
9. Davari R. The Effectiveness of Integrated Cognitive-Behavior Dynamic Family-Oriented Treatment on Clinical and Executive Functions Symptoms in Children with Attention Deficit Hyperactivity Disorder. Thoughts Behav Clin Psychol 2015;10(36):67-76. (Persian) [URL:]
10. Zhao N, Valcke M, Desoete A, Sang G, Zhu C. Does teacher-centered teaching contribute to students' performance in primary school? A video analysis in Mainland China. Int J Res Stud Educ 2014;3(3):21-34.
https://doi.org/10.5861/ijrse.2014.729 [URL:] [DOI:10.5861/ijrse.2014.729.]
11. Swanson JM, Schuck S, Porter MM, Carlson C, Hartman CA, Sergeant JA, et al. Categorical and dimensional definitions and evaluations of symptoms of ADHD: history of the SNAP and the SWAN rating scales. Int J Educ Psychol Assess 2012;10(1):51. [URL:] [PMID: 26504617] [PMCID: PMC4618695]
12. Aghaei A, Abedi A, Mohammadi E. A study of psychometric characteristics of SNAP-IV rating scale (parent form) in elementary school students in Isfahan. Res Cogn Behav Sci 2011;1(1):43-58. (Persian) [URL:]
13. Barkley RA. Executive functioning and self-regulation: Integration, extended phenotype, and clinical implications. Guilford Press; 2011. [URL:] [DOI: 10.1023/a:1009085417776] [PMID: 11392560]
14. Torkman M, Kakabraee K, Hosseini SA. The effectiveness of drug therapy on executive functions, behavioral problems and clinical symptoms of attention deficit/hyperactivity disorder. Med J Mashhad Univ Med Sci 2021;64(1):2393-402. (Persian) [URL:]
15. Amini D, Almasi M, Noroozi Homayoon M. Effectiveness of sensory-motor integration exercises and computerized cognitive rehabilitation on executive functions (working memory, response inhibition and cognitive flexibility) in children with Attention Deficit/Hyperactivity Disorder. Empowering Except Child 2022;13(2):79-95. (Persian) [URL:] [DOI: 10.22034/ceciranj.2022.318579.1619]
16. Wong TY, Chang YT, Wang MY, Chang YH. The effectiveness of child-centered play therapy for executive functions in children with attention-deficit/hyperactivity disorder. Clin Child Psychol Psychiatry 2023;28(3):877-94.
https://doi.org/10.1177/13591045221128399 [PMID: 36125333] [DOI:10.1177/13591045221128399.]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Contact Information
Address: Urmia University of Medical Sciences, Deputy of Research and Technology,Djahad Ave.,
Urmia-5714783734, IRAN
P.O. Box: 1138,
Tel: 044 - 331937224
Fax: 044 - 32240642
E-Mail:
j.nur.mid
gmail.com, unmfumsu.ac.ir