Abstract:

The present study aims primarily to examine the direction and significance of the changes in family and teacher scales before and after the application of a game program in an experimental group. As a secondary aim, the study examines whether a significant difference exists between the change scores of the family and teacher evaluation scales in a control group to which the game program was not applied, and those of the experimental group. This semi-empirical research made use of three experimental groups of mind games, Mikado and computer games, matched with three control groups, each of which comprised 16 people. Included in the study were 96 students with ADHD, aged 8–11 and studying in Kocaeli-Izmit, and who were selected for the study through a stepwise purpose sampling approach and a simple randomization method. In the research were used CPRS, CTRS and DIF scales. The garnered data were subjected to a bidirectional variance analysis, a t-test for dependent samples and a Bonferroni multiple comparison test. According the findings of the research, the applied games were found to have a positive effect in decreasing the symptoms of ADHD, including inattention, hyperactivity, learning problems and anxiety, while no improvement was noted in the behavioral problem and psychotic symptoms subscale. It was determined that the games implemented in the study reduced the symptoms of children with ADHD.

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