The effectiveness of neuro linguistic programming in reducing the level of cognitive distortions for middle school students with attention deficit hyperactivity disorder

Samy, Hanan; ِAbdelmoniem, Asmaa; Wahdy, Rania

doi:10.21608/buhuth.2025.345185.1795

The effectiveness of neuro linguistic programming in reducing the level of cognitive distortions for middle school students with attention deficit hyperactivity disorder

Document Type : Academic research papers

Authors

¹ Department of psychology , faculty of women, ain shams university

² Department of psychology, faculty of woman ,Ain shams university

³ Department of psychology, faculty of women, ain shams university

10.21608/buhuth.2025.345185.1795

Abstract

The study aimed to reveal the effectiveness of neuro-linguistic programming in reducing the level of cognitive distortions among middle school students with Attention Deficit Hyperactivity Disorder and to reveal the extent of its continued effectiveness. This was done on a sample of (20) students with attention deficit hyperactivity disorder enrolled in the first year of middle school, with an average age of (12.33) and a standard deviation of (0.115). They were divided into an experimental group of (10) students and a control group of (10) students. The study tools were: The criteria of the fifth revised version of the Diagnostic and Statistical Manual for the diagnosis of Attention Deficit Hyperactivity Disorder, The Conner’s Teacher Rating Scale, prepared by Keith Conner in (1990), was translated and standardized by Al-Buhairi and Al-Hadibi in (2021) to diagnose and measure the severity level of Attention Deficit Hyperactivity Disorder. The Stanford-Binet Intelligence Scale, fifth version, prepared by "Gal Royd" (2003), translated and standardized by "Safwat Farag" (2011), to measure cognitive mental abilities. Cognitive distortions scale Prepared in this study, the program according to neuro-linguistic programming prepared in this study, the results of the study showed the effectiveness of the program according to neuro-linguistic programming in reducing the level of cognitive distortions among middle school students with Attention Deficit Hyperactivity Disorder, with its effectiveness continuing as shown in the follow-up measurement. As a result, when developing therapeutic programs, it is advised to include the cognitive distortions experienced by students with Attention Deficit Hyperactivity Disorder (ADHD).

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