چکیده:
Students with attention disorders face many challenges in the educational process, which also affects their academic future. The goal of this study is to compare the effect of the Cup Stacking Method and Transcranial Direct Current Stimulation on the working memory and information processing rate on students with attention deficits. The research population included all fifth and sixth grade students in public schools in Tehran in 2019-2020. 45 students with attention deficit were purposefully selected and then randomly divided into three groups of 15: Transcranial Direct Current Stimulation; Cup Stacking; and Control. The Transcranial Direct Current Stimulation group was given a 10-session therapeutic trial; a 30-minute cup stacking game was played for 10 sessions by the second group. The Symbol Digit Modalities Test and the Digit Span subtest were used to assess the study variables. The results of mixed variance analysis showed that, although both cup stacking and Transcranial Direct Current Stimulation improved the information processing rate and working memory of students with attention deficit, the two methods did not have a significant difference in their impact on these functions of the research subjects. It is recommended that school teachers use cup stacking in their daily interaction with the students, and that clinical professionals use Transcranial Direct Current Stimulation to address executive function issues.
خلاصه ماشینی:
The goal of this study was to compare the effect of the Cup Stacking Method and Transcranial Direct Current Stimulation on the working memory and information processing rate on students with attention deficits.
The results of mixed variance analysis showed that although both cup stacking and Transcranial Direct Current Stimulation improved the information processing rate and working memory of students with attention deficit, the two methods did not have a significant difference in their impact on these functions of the research subjects.
Keywords : Attention deficit, cup stacking, information processing rate, Transcranial Direct CurrentStimulation, working memory Introduction Attention-Deficit/Hyperactivity Disorder (ADHD) is the display of reduced consistent attention and hyperactivity, along with impulsive behaviors, that are more intense than children and adolescents with a similar developmental level (Wang, Wang, & Yan et al.
Comparing the findings of differences between cup stacking and tDCS impact on working memory processing speed requires research studies like the present one.
Therefore, the present study was conducted to see between tDCS and cup stacking, which method has a more effective impact on the working memory and processing speed of students with ADHD.
The results of this study showed that tDCS and cup stacking methods both have a positive effect on the processing speed and working memory of students with ADHD.
Considering the effectiveness of cup stacking games and tDCS to improve working memory and processing speed in students with ADHD, these therapeutic methods can be used to improve executive functions in students with attention deficit.