نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی دانشگاه سمنان

2 دانشیار علوم‌تربیتی دانشگاه سمنان

3 استادیار روان‌شناسی دانشگاه بجنورد

4 دانشیار روان‌شناسی بالینی دانشگاه سمنان

چکیده

اختلال نارسایی توجه/ بیش­فعالی به عنوان یک اختلال عصبی- رشدی، علاوه بر نشانه­های رفتاری خاص با نقص در کارکردهای شناختی همراه است. پژوهش حاضر با هدف مقایسه­ی اثربخشی دو رویکرد توانبخشی شناختی- حرکتی و دارو درمانی در بهبود کارکردهای اجرایی کودکان مبتلا به اختلال نارسایی توجه/ بیش فعالی انجام شد. این یک مطالعه نیمه­ آزمایشی با سنجش­های پس­آزمون و پیگیری بود که در یک طرح یک­سر کور سه گروه را باهم مقایسه می­کرد. 48 کودک مبتلا به اختلال نارسایی توجه/ بیش فعالی به شیوه نمونه­گیری ملاکی انتخاب و بر اساس شدت اختلال همتا شده و به طور تصادفی به سه گروه توانبخشی شناختی- حرکتی (16 نفر)، دارو درمانی (16 نفر) و کنترل فعال (16 نفر) گمارده شدند. تمام شرکت­کنندگان توسط فرم کوتاه سه خردآزمونی هوش وکسلر کودکان- تجدیدنظرشده و آزمون­های رنگ-واژه استروپ، برج لندن و رمزنویسی وکسلر مورد آزمون قرارگرفتند و والدین آنها، این کودکان را با پرسشنامه علائم مرضی کودک-4 (CSI-4) رتبه­بندی نمودند. داده­ها با استفاده از تحلیل ورایانس چند متغیری و آزمون­های تی وابسته با تصحیح بن فرونی به عنوان آزمون­های تعقیبی، تحلیل شدند. توانبخشی شناختی حرکتی به طور معناداری منجر به تغییرات موثر و پایدار در عملکرد آزمودنی­ها در مولفه­های کارکرد اجرایی اعمّ از بازداری پاسخ، برنامه­ریزی و سرعت پردازش شد و تنها در مولفه سرعت پردازش، تغییرات ایجاده شده در مرحله پیگیری افت معنادار به سطوح پایین­تر را نشان داد. بعلاوه، با وجود عملکرد بهتر کودکان گروه توانبخشی شناختی- حرکتی نسبت به گروه دارودرمانی، تغییرات ایجاد شده به لحاظ آماری معنادار نبود. به طور کلی این یافته­ها بیانگر آن بود که توانبخشی شناختی- حرکتی رویکرد اثربخشی در درمان اختلال نارسایی‌توجه/بیش­فعالی است و می­توان از آن به عنوان یک فن­درمانی مکمل دارودرمانی استفاده کرد.

کلیدواژه‌ها

عنوان مقاله [English]

Response Inhibition, Planning Skills and Speed Processing Training for Children with ADHD: Comparison between Cognitive-Motor Rehabilitation and Drug Therapy Approaches

نویسندگان [English]

  • Saeed Azami 1
  • Siavash Talepasand 2
  • Morteza Nazifi 3
  • Es’hagh Rahimian Boogar 4

1 Ph. D. Candidate of Psychology, Semnan University

2 Associate Professor, Department of Educational Psychology, Semnan University, Faculty of Psychology and Educational Sciences, Darband, Mahdishahr

3 Assistant Professor, Department of Psychology, University of Bojnord

4 Associate Professor, Department of Clinical Psychology, Semnan University.

چکیده [English]

Attention Deficit/ Hyperactive Disorder (ADHD), as a neurodevelopmental disorder, accompanied not only with some special behavioral symptoms, but also deficits in cognitive functioning. Current research aimed to compare the effectiveness in improving executive functions (EF) in children with ADHD of cognitive-­motor rehabilitation (CMR) and drug therapy approaches. This was a semi-experimental study with post-test and follow-up assessments, comparing three groups in a single-blind design. 48 ADHD children were selected using criterion sampling, matched for ADHD severity, and randomly assigned to either cognitive-­motor rehabilitation (n= 16), drug therapy (n= 16) and active control (n=16) groups. All the participants were tested by Stroop color-word, Tower of London (TOL), Wechsler Coding tests, and a 3 sub-scale short-form of the WISC-R tests, and their parents rated them on child syndrome inventory-4 (CSI-4). The data were analyzed using MANOVA and paired t-tests with Bonferroni corrections as post hoc tests. CMR showed effective and enduring effects on the participants' performance on EF components including response inhibition, planning, and speed processing and only the improvements in speed processing returned significantly to lower levels at follow-up. In addition, despite the better performance of CMR group compared to drug therapy group, the changes were not statistically significant. Altogether, the results indicate that CMR is an effective approach in the treatment of ADHD, and it can be used as a complementary technique to drug therapy.

کلیدواژه‌ها [English]

  • Attention Deficit/Hyperactive Disorder (ADHD)
  • Cognitive-Motor Rehabilitation (CMR)
  • Drug Therapy
  • Executive Function
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