The Effectiveness of Fluid Intelligence Psycho-Educational Intervention Package Training on Increasing Perception and Attention in Female Students with Attention Deficit Hyperactivity Disorder in the Second Period of Elementary School

Abstract

Introduction and Aim: Students with attention deficit hyperactivity disorder have problems in the context of poor perception and attention. Therefore, present research was conducted with the aim of determine the effectiveness of the fluid intelligence psycho-educational intervention package training on increasing perception and attention in female students with attention deficit hyperactivity disorder in the second period of elementary school.

Methodology: This research was a quasi-experimental with a pre-test and post-test design with a control group. The research population was female students with attention deficit hyperactivity disorder in the second period of elementary school who referred to psychological clinics of Tehran city in the second half of 2023 year, which 30 people of them were selected as samples using purposive sampling method and randomly were divided into two experimental and control groups. The experimental group received 12 sessions of 90 minute was trained as a group with the fluid intelligence psycho-educational intervention method, and the control group did not receive any intervention during this time. Data were collected using the SNAP Rating Scale (Swanson et al., 1981) and Maher Fluid Intelligence Test (Seadatee Shamir & Zahamatkesh, 2022) and analyzed using multivariate analysis of covariance method in SPSS software.

Findings: The results of this research showed that training with the fluid intelligence psycho-educational intervention package increased all four components of perception, including recognition the shape from context, shape recognition, self-control, and visual perception sequence, and all four components of attention, including one-dimensional visual attention, multidimensional visual attention, geometric attention, and conceptual attention in female students with attention deficit hyperactivity disorder in the second period of elementary school (P<0.05).

Conclusion: According to the results reported above, therapists and specialists can use training with the fluid intelligence psycho-educational intervention package alongside other educational methods to increase perception and attention in students with attention deficit hyperactivity disorder.