The Effectiveness of Teaching Behavior Modification Methods to Mothers on the Self-Control in Hyperactive Children: Moderating Role of Mothers\' Anxiety

Abstract

The present study was conducted with the aim of investigating the effectiveness of teaching behavior modification methods to mothers on the self-control of hyperactive children. In this research, a semi-experimental method of pre-test, post-test and follow-up with a control group was used. The statistical population included mothers with children aged 7 to 12 with attention deficit/hyperactivity disorder who referred to psychology and psychiatry clinics in Qom. The children were boys' primary school students in 2022. Using available sampling method, 30 anxious mothers and 30 non-anxious mothers were selected and randomly assigned to experimental and control groups. After the pre-test, behavior modification methods were implemented for 10 weeks in the amount of 10 1-hour training sessions in the experimental group. The behavior modification training package was developed based on Barclay's perspective and using the latest approaches to behavior change. At the end of the training sessions, both groups (experimental and control) were given a post-test. Beck Anxiety Questionnaire (BAI 1990) was used to measure mothers' anxiety and Self-Control Rating Scale (SCRS) was used to measure self-control. The findings showed that teaching methods of behavior change and correction to mothers is effective in increasing the self-control skills of children with attention deficit/hyperactivity disorder, and the moderating role of mothers' anxiety was confirmed. The findings have useful implications for psychologists and counselors in helping families of hyperactive children.

Keywords

• teaching methods to change and modify behavior
• hyperactivity
• self-control
• mothers' anxiety