The Effectiveness of Cognitive Rehabilitation Based on Face Emotional Recognition on Behavior Inhibition and Theory of Mind in Children with Oppositional Defiant Disorder
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Objective: Oppositional defiant disorder is an outward disorder and one of the most common disruptive behavior disorders that is considered the third most common psychiatric disorder whose primary symptoms are behavioral, cognitive, and emotional problems. The purpose of this study was to investigate the effectiveness of cognitive rehabilitation based on facial emotional recognition on behavioral inhibition and theory of mind in children with oppositional defiant disorder.
Methods and Materials: The present study was quasi-experimental research with a pretest-posttest design. The study population consisted of all male students in the second and third grades of elementary schools in the 7th and 6th districts of Tehran in the academic year (2020-21) who have symptoms of oppositional defiant disorder. The available sampling method was purposeful, so 20 students who met the inclusion criteria were selected and randomly assigned to experimental and control groups of 10 people. The research instruments included the Go/No-Go response inhibition test, the Eyberg Child Behavior Questionnaire, and Stirenman's 38-item theory of mind. A cognitive rehabilitation program based on facial emotional state recognition was performed for the experimental group for 22 sessions. A multivariate analysis of covariance (MANCOVA) was performed with SPSS-26 to analyze the data.
Findings: Findings showed that cognitive rehabilitation based on facial emotional recognition improved theory of mind (p<0.01) and behavioral inhibition (p<0.01) in children with oppositional defiant disorder.
Conclusion: It can be concluded that cognitive rehabilitation based on face-emotional recognition was effective in behavior inhibition and theory of mind in children with oppositional defiant disorder.
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