Volume 5, Issue 3 (Vol 5, No 3 (17) 2024)
2024, 5(3): 104-117 |
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Seifi A, Aghajani A, Jafarian Yasar H. (2024). The effectiveness of teaching methods to change and modify behavior to mothers On the level of aggression in hyperactive children, with the moderating role of mothers' anxiety. Journal of Childhood Health and Education. 5(3), : 9 doi:10.32592/jeche.5.3.104
URL: http://jeche.ir/article-1-223-en.html
URL: http://jeche.ir/article-1-223-en.html
1- PhD Student, Department of Educational Psychology, Arak Branch, Islamic Azad University, Arak, Iran
2- Assistant Professor, Department of Educational Sciences, Ayatollah Taleghani Campus, Farhangian University, Qom, Iran
2- Assistant Professor, Department of Educational Sciences, Ayatollah Taleghani Campus, Farhangian University, Qom, Iran
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Extended Abstract
Background and Aim:
Living with a child diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) is often perceived as a source of stress for families that affects all aspects of their lives. ADHD is recognized as one of the most common neurodevelopmental disorders in children and adolescents, according to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders by the American Psychiatric Association (Karimzadeh et al., 2021). In this context, the mother, as the family member with the most interaction and closeness to the child, may be at greater risk (Jafari et al., 2010). Therefore, to mitigate these negative outcomes for mothers, some psychological treatments, such as behavioral modification techniques and parent training, have gained significant attention due to their unique characteristics (Daniels et al., 2023). This is crucial because behavioral issues, such as aggression in children with ADHD, can greatly impact the psychosocial functioning of both parents and children (Brown et al., 2023). Aggression is often considered one of the most detrimental consequences of ADHD (Speer et al., 2022). Some define human aggression as any behavior aimed at harming another individual (Veenstra et al., 2018). Aggression can be categorized based on its nature into active and reactive, and this distinction may be important in the context of ADHD (Brown et al., 2023). Research findings indicate that while some mothers of children with ADHD cope well with the challenges, these mothers generally experience higher levels of anxiety compared to mothers of typically developing children (Baid et al., 2019). Previous studies have shown that Barkley’s parent training program can lead to a reduction in symptoms and psychological and emotional problems in children and adolescents with ADHD (Moshadi et al., 2014). In another study, Javidi Pour and Dehghan (2021) demonstrated that Barkley’s behavioral parent training model significantly affected the emotional regulation of children with ADHD. Therefore, based on the aforementioned points, the present study aims to examine the impact of teaching behavior modification techniques to mothers on the level of aggression in children with ADHD while also exploring the moderating role of maternal anxiety. The research hypotheses are as follows:
Methods:
This study is applied in terms of purpose and is quasi-experimental in nature, with a non-equivalent control group design. The statistical population included mothers of male elementary school children in Qom City during the 2022-2023 academic year, whose children had been diagnosed with ADHD following visits to psychological counseling centers. A total of 150 mothers voluntarily participated in the study. Based on the anxiety questionnaire, mothers who scored 26 or higher were categorized as anxious mothers, while those with scores lower than 15 were categorized as non-anxious mothers. Ultimately, considering the research criteria and the dropout of some participants, a total of 60 mothers participated in the study, with 30 randomly assigned to the anxious mothers group (15 in the experimental group and 15 in the control group) and 30 in the non-anxious mothers group (15 in the experimental group and 15 in the control group). To collect data, the Child Behavior Checklist and the Beck Anxiety Inventory were utilized. For data analysis, repeated measures ANOVA and covariance analysis were employed. The steps for implementing this research design were as follows:
Results:
The findings indicated that the average aggression variable of the experimental groups decreased more significantly in the post-test and follow-up stages than in the pre-test stage compared to the control group. Based on the results, the main effect of the aggression variable was significant (P<0.01). In other words, there was a significant difference in aggression levels at the pre-test, post-test, and follow-up phases. Additionally, the interaction effect between aggression and group was statistically significant (P<0.01). Therefore, the aggression level interacted with group levels; that is, the level of aggression differed among the various groups. After establishing that there were significant differences between the experimental and control groups in pre-test, post-test, and follow-up scores, the results of the interventional effects test were examined. Accordingly, it was found that there was a significant difference in aggression scores between the experimental and control groups (P<0.01). After that, considering the results of the between-group test and further statistical analysis, the Bonferroni post hoc test was also calculated. The results indicated a significant difference in aggression between the anxious and non-anxious mother groups (P<0.01). Given the differences in means, the training of behavior modification methods in the non-anxious mother group was significantly effective. Moreover, there were significant differences in aggression between the anxious mother group and the control group, as well as between the non-anxious mother group and the control group (P<0.01). In other words, this finding suggested that teaching behavior modification methods to mothers was effective in reducing aggression in the experimental groups. There was a significant difference in aggression between the anxious and non-anxious mother groups (P<0.01). The mean differences indicated that the training of behavior modification methods in the non-anxious mother group was significantly effective. Additionally, there were significant differences in aggression between the anxious mother group and the control group, as well as between the non-anxious mother group and the control group (P<0.01). In other words, this finding showed that teaching behavior modification methods to mothers was effective in reducing aggression in the experimental groups. In conclusion, the results demonstrated that the calculated F (9.520) was significant at a level less than 0.05; therefore, it can be concluded that mothers’ anxiety plays a moderating role in the relationship between the effect of teaching behavior modification methods to mothers and the aggression of ADHD children. Discussion and conclusion: The aim of the present study was to evaluate the effectiveness of teaching behavior modification methods to mothers on the level of aggression in ADHD children, with the moderating role of mothers’ anxiety. The analysis results indicated that teaching behavior modification methods to mothers was effective in reducing aggression in children with ADHD. This indicates that after the training protocol on behavior modification methods was implemented for the mothers of children with ADHD, the training proved to be effective, leading to a reduction in the children’s aggression. This finding aligns with the results of Mansouri et al. (2022), Bahmani and Alizadeh (2019), Shirjang et al. (2018), Javadi Pour and Dehghan (2022), and Brown et al. (2023). In explaining the results of this research, it can be emphasized that parents play a crucial role in teaching various skills to their children. When parents gain a proper understanding of the concept of ADHD, they are less likely to view their child’s problems as personal, which reduces their psychological pressure and stress. In other words, the parent training program based on Barkley’s approach equips parents with effective disciplinary skills to manage current parenting challenges and increases their self-efficacy and self-regulation. This, in turn, shapes their children’s behavior and promotes healthy parent-child interactions while improving communication skills, such as active listening and adaptive conflict resolution strategies. As a result, this leads to the prevention or improvement of aggression-related problems in children with ADHD (Mansouri et al., 2022). Additionally, the results of the analysis indicated that mothers’ anxiety played a moderating role in the relationship between teaching behavior modification methods to mothers and aggression in children with ADHD. Therefore, parental dysfunction can negatively affect family functioning, family roles, family interaction dynamics, and parents’ ability to implement comprehensive treatment plans (Badi et al., 2019). Among the limitations of the study, one can refer to the psychological problems of family members and family issues that might have unpredictably and uncontrollably influenced the research process. Moreover, since the study sample was limited to mothers of male children with ADHD in the city of Qom, the generalization of the results to fathers and other mothers of hyperactive children, particularly those with female children, should be done with caution. Finally, it is suggested that researchers interested in this area conduct comparisons of the effectiveness of teaching behavior modification methods to fathers of hyperactive children. References American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders, fifth edition. 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Received: 2024/04/14 | Accepted: 2024/04/29 | Published: 2024/06/21
Received: 2024/04/14 | Accepted: 2024/04/29 | Published: 2024/06/21
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