چكيده به لاتين
Attention Deficit Disorder-Hyperactivity is one of the most common disorders of childhood and it is effective to educate these children in preventing behavioral abnormalities of older ages. However, despite the desirable changes in the educational system and the process of education in schools, and the use of instructors by tools Innovative, technologically advanced, students with hyperactivity disorder, with their specific behavioral conditions, are left with no education.
This research aimed to determinate the effectiveness of sensory integration in improvement of executive function on children with Attention deficit/Hyperactivity Disorder (ADHD and sustained to 3 months after completion of therapy.
Objectives of the present study in the study and workin. The research design was semi-experimental type and pretest, post-test, and follow-up with two experimental groups. statistical community of the present study , including children , more attention deficit - active type , the first and second in the city of Semnan elementary school year 94 - 96 . 60 ADHD children were selected by clustered random sampling and inclusion- exclusion criteria and randomly assigned to experimental (n=4) and control (n=4) groups. The research tools were including continues performance test (CPT), digit span of WISC-R and child syndrome inventory (CSI-4). The data were analyzed by RM-MANOVA and MANCOVA.
The results showed that the children’s performance in experimental group had significantly improved in inhibition response (commission errors) and sustain attention (correct responses and omission errors) and working memory (digit span), in comparison to control group. Furthermore sensory integration therapy had enduring variation on executive functions of ADHD children in experimental group.
Altogether, these finding indicate that sensory integration can be used as an effective technique in treatment of ADHD.
Keywords: Attention Deficit/ Hyperactivity Disorder, Sensory integration, Executive function, Increase focus
