The Comparative Effects of Neurofeedback Training (NFT) and English Instruction through the Total Physical Response (TPR) Method on the Attention of Young Learners with Attention Deficit Hyperactivity Disorder (ADHD)
سال انتشار: 1401
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 70
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شناسه ملی سند علمی:
JR_ILT-11-2_011
تاریخ نمایه سازی: 10 آبان 1402
چکیده مقاله:
Attention plays a vital role in education. Children who have attention deficit hyperactivity disorder (ADHD) suffer from impairing levels of inattention. ADHD is a relatively common childhood disorder (Scahill & Schwab-Stone, ۲۰۰۰), which, if left untreated, results in adverse consequences (American Psychiatric Association, ۲۰۱۳). This necessitates employing attention-training methods, such as neurofeedback training (NFT). But although conventional, NFT is expensive and time-consuming; therefore, the need for finding other methods is felt. The total physical response (TPR) method can provide a suitable venue for teaching young learners with ADHD (Nunan, ۲۰۱۱). Hence, this study was conducted to investigate the comparative effects of NFT and TPR on ADHD young learners’ attention. To do so, ۱۶ students with ADHD were selected from a school in Shahryar. They were randomly assigned to NFT and TPR groups, receiving these treatments for twenty sessions, respectively. The Integrated Visual and Auditory Continuous Performance Test (IVA+Plus) was used as the pre- and post-test to measure full, auditory, and visual attention. To answer the research questions investigating the comparative effects of NFT and TPR on ADHD young learners’ attention, non-parametric one-way Analysis of Covariance (ANCOVA) was conducted. Moreover, the Wilcoxon Signed Rank test was used to explore within-group differences. The results indicated significant improvements for both groups. Nevertheless, NFT was found to be more effective regarding full and auditory attention. Concerning visual attention, both treatments were similarly effective. The findings suggest both treatments can improve participants’ attention. The study has implications for education by shedding light on attention-training methods.
کلیدواژه ها:
neurofeedback training ، total physical response ، Attention Deficit Hyperactivity Disorder ، attention
نویسندگان
معصومه طائی
Ph.D. Student of Department of Foreign Languages, Science and Research Branch, Islamic Azad University, Tehran, Iran
رضا رستمی
Professor of Department of Psychology, University of Tehran, Tehran, Iran
مسعود یزدانی مقدم
Professor of Department of TEFL, Islamic Azad University, Garmsar Branch, Tehran, Iran
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