[Effects of two types of computer assisted intervention on spelling scores of primary school children with attention- deficit/hyperactivity disorder]

This study assessed the effects of computer games and computer assisted typing instructions on spelling scores of primary school children with attention-deficit/hyperactivity disorder [ADHD]. In this single blind clinical trial, 37 primary school children with ADHD were assigned to group 1 [n=17] and group 2 [n=20]. The children in group 1 played computer games in 8 one-hour sessions [three times a week], while the children in group 2 received 8 one-hour sessions of typing instructions [three times a week]. Twelve school's spelling scores were obtained; pre-, intra-, and post-intervention each four scores. Eight session's spelling scores were also recorded. The two groups were matched for age, school grade, gender, IQ, medications, parents' and teachers' Conner's score, having a personal computer at home, experience of working with the computer, and average spelling scores. After taking sessions of computer games, intra-intervention school's spelling scores [17.93 +/- 0.03] showed a significant borderline increase in comparison to the pre-intervention scores [17.25 +/- 3.26]. The typing instructions sessions made no difference. Improvement in the mean spelling scores of the primary school students with ADHD during sessions of computer games can be due to improvement of their attention. The interesting format of these games, fast feedback, absence of negative feedback, and their supporting the decision making in children can also explain this finding

[Anger management group therapy with cognitive behavior approach in institution adolescents]

This study aimed to assess the effectiveness of group therapy with cognitive behavior approach for anger management on institution adolescents. The study was a controlled clinical trial on orphan children who lived at institutions of the Welfare Organization. The subjects were assessed prior to the intervention as well as one week after the eighth session of therapy using the Adolescents Anger Rating Scale [AARS]. Of 40 subjects, 16 were placed in the case group and 24 were the controls. Cases and controls matched in regard with age, gender, education, and pre- intervention AARS scores. In the case group, anger management group therapy was associated with lower reactive anger [with borderline significance] and insignificant lower overall anger score and instrumental anger. The overall, instrumental, and reactive anger and anger management scores did not differ in cases and controls. In the case group, reactive anger was reduced significantly in girls as compared to boys. Most of the study variables showed improvement, although not statistically significant probably due to the small sample size. Since this study was the first of the kind, the researchers recommend that the results can be used for future studies