Document Type : Original Article
Authors
- . Saeed Azami 1
- . Zeynab Alimadadi 2
- . Ameneh Ahmadi 3
- . Fatemeh Hemmati 4
- . Mahdieh Mirmohammad 4
- . Reza Mashayekhi 5
1 Department of Clinical and General Psychology, Semnan University, Semnan, Iran
2 Department of Nutrition, School of Public Health, Iran University of Medical Science, Tehran, Iran, Psychiatrist, Tehran University of Medical Science, Tehran, Iran
3 Psychiatry and Psychology Research Center, Tehran University of Medical Science, Tehran, Iran, Department of Psychology, University of Science and Culture, Tehran, Iran
4 General Psychology (MSc), Department of Psychology, Tarbiat Modares University, Tehran, Iran
5 Department of Psychology, Kharazmi University of Tehran, Iran
Abstract
BACKGROUND AND AIM: This study aimed to investigate and compare the efficacy of cognitive‑motor
rehabilitation (CMR) with methylphenidate on cognitive functions and behavioral symptoms of children
with attention deficit/hyperactivity disorder (ADHD) and specified the near‑transfer and far‑transfer
effects.
MATERIALS AND METHODS: The research was semiexperimental with posttest and follow‑up
assessments, in a single‑blind design. Forty‑eight boys with ADHD, aged 9–12, were selected
conveniently regarding the inclusion/exclusion criteria, matched base on severity and Intelligence
quotient (IQ) and were randomly assigned to CMR (n = 16), methylphenidate medication (MED,
n = 16), and placebo CMR groups (PCMR, n = 16). CMR and PCMR received 20 3‑h training
sessions, and the MED group received 20 or 30 mg/day methylphenidate. Tower of London (TOL),
Swanson, Nolan, and Pelham, Version IV Scale (SNAP‑IV), Wechsler’s digit span and mathematic
subscales, dictation test, and restricted academic situation scale (RASS) were completed at
posttest and follow‑up. The data were analyzed by repeated measures multivariate analysis of
variance.
RESULTS: CMR outperformed PCMR on forward digit span, backward digit span, ToL score at both
posttest, and follow‑up (P < 0.05). CMR scored lower than MED on ADHD‑PI and ADHD‑C at both
posttest and follow‑up (P < 0.05). Moreover, CMR outperformed MED on dictation at both assessment
phases (P < 0.01) and RASS at the follow‑up phase (P < 0.05). CMR outperformed PCMR on
mathematics at post‑test (P = 0.038) and also, in dictation and RASS, at both post‑test (P < 0.001)
and follow‑up (P < 0.05).
CONCLUSION: CMR Improves near‑transfer cognitive functions and behavior symptoms of ADHD
as much as MED, but only CMR has more generalizable and endurable improvement on complex
Efs and academic performance (far‑transfer effects).
Keywords
Attention deficit hyperactivity disorder and associated learning
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