Volume 14, Issue 4 (1-2019)
HSR 2019, 14(4): 457-465 |
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Zamani-Foroushani N, Zargar Y, Mehrabi-Zadeh Honarmand M. The Effectiveness of Cognitive Intervention on Executive Functions and Self-Regulation in Children with Externalizing Behavior Problems. HSR 2019; 14 (4) :457-465
URL: http://hsr.mui.ac.ir/article-1-1056-en.html
URL: http://hsr.mui.ac.ir/article-1-1056-en.html
1- PhD Candidate, Department of Psychology, School of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2- Associate Professor, Department of Psychology, School of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3- Professor, Department of Psychology, School of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2- Associate Professor, Department of Psychology, School of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3- Professor, Department of Psychology, School of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
Abstract: (1060 Views)
Background: The aim of this study was to determine the effectiveness of cognitive intervention on improvement of self-regulation and executive functions in children with externalizing behavioral problem.Methods: The research design was quasi-experimental with pretest, posttest, and 2-month follow up. 30 children aged 9-12 years old and diagnosed with externalizing behavioral problem based on Child Behavior Checklist (CBCL) were selected through convenience sampling from students of secondary schools of Ahvaz, Iran, and were randomly assigned to experimental and control groups, each consisting of 15 cases. Self-regulation and executive functions including working memory, cognitive flexibility, and response inhibition were assessed in 3 stages. Cognitive intervention was implemented in 12 sessions for experimental group. After completing the sessions and 2 months after the intervention, self-regulation and executive functions of the participant children in both experimental and control groups were assessed. Data were analyzed using repeated measures analysis of variance (ANOVA) through SPSS softwar.Findings: The results of repeated measures ANOVA showed that cognitive intervention had a significant effect on emotional and behavioral self-regulation and executive functions including working memory, cognitive flexibility, and response inhibition (P < 0.001). The effect of this intervention was also sustained for emotional and behavioral self-regulation, working memory, cognitive flexibility, and response inhibition in the follow-up phase (P < 0.001).Conclusion: Regarding the importance of self-regulation and executive functions in social relationships, communicating with peers, and educational success, using cognitive interventions can be an effective strategy for reducing children's behavioral problems and ultimately improving their educational and social performance.
Type of Study: Research |
Subject:
education health and promotion
Received: 2020/07/16 | Accepted: 2021/11/16 | Published: 2021/11/16
Received: 2020/07/16 | Accepted: 2021/11/16 | Published: 2021/11/16
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