Effectiveness of the successful intelligence program in improving learning behaviors of students with attention-deficit/hyperactivity disorder

Abstract

Aims: The aim of the research was to study the effectiveness of the successful intelligence program on the learning behaviors and academic performance of students with attention-deficit/hyperactivity disorder (ADHD). Settings and Design: The quasi-experimental research method was used with a pretest-posttest and control group design. Materials and Methods: The statistical population of the research was included all of the sixth graders of Tehran City in the 2016–2017 academic year. Hence, of the 101 elementary schools in District 15 of Tehran Municipality, eight schools were selected using the random cluster sampling method. Afterward, all of the students of the eight selected schools were questioned using Conners' Teacher Rating Scale, which resulted in the diagnosis of 45 students with ADHD. Fifteen students were randomly put in the experimental group, and 15 were randomly put in the control group. The learning behavior scale was also used to collect the data. Afterward, the successful intelligence program was administered on the experimental group throughout six sessions. The control group was also on the waiting list. To analyze the data, multivariate covariance analysis test was used. Results: The investigation results revealed that training in the successful intelligence program was effective in improving the learning behaviors of the trained students. Conclusions: Considering the research findings it could be stated that training in the successful intelligence program is effective in improving the learning behaviors of students suffering from ADHD. Hence, school counselors are recommended to administer this program.