Volume 4, Issue 1 (March 2025)
IJER 2025, 4(1): 103-120 |
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Ghahhari Bidcoli M, Samavi A, Haji Alizadeh K. (2025). Development and Validation of a Self-Regulation Training Package for Children with Attention Deficit/Hyperactivity Disorder. IJER. 4(1), 103-120. doi:10.22034/4.1.103
URL: http://ijer.hormozgan.ac.ir/article-1-299-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-299-en.html
1- Department of Educational Psychology, Bandar Abbas Branch, Islamic Azad University , Bandar Abbas, Iran
2- Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran ,samavi@hormozgan.ac.ir
2- Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran ,
Abstract: (1681 Views)
Objective: The purpose of the present study was to develop and validate a self-regulation training package for children with attention deficit/hyperactivity disorder.
Methods: The research method was a mixed-method, which was exploratory with the content analysis method. The research community included books, articles, and theses, both domestic and foreign (from 2011 to 2024) in the field of hyperactivity/attention deficit, including interventions developed to treat and modify the behavior of hyperactive children and exploratory studies of the characteristics of hyperactive children. Also, experts in the field of educational psychology examined and confirmed the validity of the developed training package. The sample size included 15 specialists in the treatment of hyperactive children who were selected through purposive sampling to comment on the content validity of the self-regulation training package for children with attention deficit/hyperactivity disorder. In the section of the studied documents, the purposive sampling method was also used to select relevant articles, books, and theses.
Results: Based on the content analysis, 26 organizing themes were obtained. In order to examine the validity of the themes and developed package, a questionnaire was prepared and given to therapists of ADHD children with attention deficit/hyperactivity disorder. The content validity coefficient (CVR = 0.866) and (CVI = 0.933) were obtained, which can be said that the developed educational package had a desirable internal validity.
Conclusions: In general, the findings obtained can be used by elementary school teachers and therapists of ADHD children in improving memory, attention, and emotion regulation skills in these children.
Methods: The research method was a mixed-method, which was exploratory with the content analysis method. The research community included books, articles, and theses, both domestic and foreign (from 2011 to 2024) in the field of hyperactivity/attention deficit, including interventions developed to treat and modify the behavior of hyperactive children and exploratory studies of the characteristics of hyperactive children. Also, experts in the field of educational psychology examined and confirmed the validity of the developed training package. The sample size included 15 specialists in the treatment of hyperactive children who were selected through purposive sampling to comment on the content validity of the self-regulation training package for children with attention deficit/hyperactivity disorder. In the section of the studied documents, the purposive sampling method was also used to select relevant articles, books, and theses.
Results: Based on the content analysis, 26 organizing themes were obtained. In order to examine the validity of the themes and developed package, a questionnaire was prepared and given to therapists of ADHD children with attention deficit/hyperactivity disorder. The content validity coefficient (CVR = 0.866) and (CVI = 0.933) were obtained, which can be said that the developed educational package had a desirable internal validity.
Conclusions: In general, the findings obtained can be used by elementary school teachers and therapists of ADHD children in improving memory, attention, and emotion regulation skills in these children.
Keywords: ADHD children, Attention, Working memory, Emotional regulation, Self-regulation training package
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/03/9 | Accepted: 2024/12/4 | Published: 2025/03/1
Received: 2024/03/9 | Accepted: 2024/12/4 | Published: 2025/03/1
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