The Effectiveness of Computer-based Training of Progressive Cognition on Theory of Mind in Children with Attention Deficit Hyperactivity Disorder

Abstract

Background and Aims: Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by three main characteristics, namely, attention deficit, hyperactivity disorder, and impulsivity. This study aimed to investigate the effectiveness of computer-based training of progressive cognition on the theory of mind in students with ADHD. Methods: This study was a quasi-experimental, pretest-posttest design with a control group. The study’s statistical population consisted of all male and female elementary students of 8-12 years old with ADHD in Tabriz City in the academic year 2019. The study sample consisted of 30 boys and girls with ADHD selected by purposeful sampling and randomly divided into two experimental and control groups (n=15). Children symptom inventory-4 and theory of mind test were used for data collection. Data were analyzed using multivariate analysis of covariance by SPSS v. 22 software. Results: The results of covariance analysis showed that computer-based cognitive intervention had a positive and significant effect on the theory of mind of students with ADHD (P<0.001). Conclusion: Modifying the theory of mind can be very effective in improving students’ problems and interactions with ADHD and reducing their academic issues.