اثربخشی آموزش خودتعلیمی کلامی بر علایم نقص توجه/بیش فعالی و تعلل ورزی تحصیلی نوجوانان مبتلا به اختلال نقص توجه/بیش فعالی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز ، ایران

2 استاد یار گروه روانشناسی تربیتی، دانشگده علوم انسانی و تربیتی، واحد تبریز دانشگاه آزاد اسلامی، تبریز، ایران

3 استاد گروه روانشناسی تربیتی، دانشگده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

چکیده

مقدمه و اهداف
خودتعلیمی کلامی یکی از درمان­های شناختی مناسب برای کودکان است، با این حال اثربخشی آن، به ویژه در بین نوجوانان و مشکلاتی چون نقص توجه و تعلل­ورزی در بین این گروه چندان مورد توجه قرار نگرفته است. هدف پژوهش حاضر بررسی اثربخشی آموزش خودتعلیمی کلامی بر علائم نقص توجه/بیش­فعالی و تعلل­ورزی نوجوانان مبتلا به اختلال نقص توجه/بیش­فعالی بود.
مواد و روش ­ها
در قالب یک طرح نیمه­آزمایشی پیش­آزمون-پس­آزمون با گروه کنترل 16 نوجوان مبتلا به اختلال نقص توجه/بیش­فعالی از بین مراجعان مراکز روانپزشکی و درمانی شهر تبریز و با توجه معیارهای ورود انتخاب شده و به صورت تصادفی در گروه­های آزمایش و کنترل جایگزین شدند (هر گروه 8 نفر). پرسش­نامه علائم مرضی کودک (CSI-4) و آزمون تعلل­ورزی تحصیلی سواری بر روی هر دو گروه اجرا شد و سپس نوجوانان گروه آزمایش در 10 جلسه هفتگی انفرادی آموزش خودتعلیمی شرکت کردند، در حالی که گروه کنترل در این مدت هیچ مداخله­ای دریافت نکردند و سپس ابزارهای پژوهش مجددا بر روی همه نفرات اجرا شد.
یافته­ ها
نتایج تحلیل کواریانس مربوط به اثربخشی آموزش خودتعلیمی کلامی نشان داد که تاثیر این مداخله بر نقص توجه و بیش­فعالی/تکانشگری معنادار بوده و توانسته این علائم را کاهش دهد. همچنین طبق یافته­های مربوط به اثربخشی خودتعلیمی کلامی بر تعلل­ورزی حاکی نشان داد که نمرات شرکت­کنندگان در تعلل­ورزی عمدی، ناشی از خستگی و بی­برنامگی و نمره کل تعلل­ورزی در مرحله پس از مداخله کاهش یافته است.
نتیجه­ گیری
یافته ­های تحقیق حاضر حاکی از این است که خودتعلیمی کلامی مداخله­ای موثر و مطلوب برای درمان علائم نقص توجه و بیش­فعالی و همچنین کاهش تعلل­ورزی در بین این نوجوانان است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effectiveness of Self-Instruction Trainig on Symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and Academic Procrastination of Adolescents with ADHD

نویسندگان [English]

  • Saleh Gholipourkovich 1
  • Sholeh Livarjani 2
  • Davod Hoseyninasab 3
1 Department of Educational Psychology, Faculty of Humanities and Psychology, Tabriz Branch Azad University of Tabriz, Tabriz , Iran
2 Assistant Professor, Department of Educational Psychology, Faculty of Humanities and Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 Professor of Educational Psychology, Faculty of Humanities and Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]

Background and Aims: Self-instruction is an appropriate intervnention for children, but its effectiveness on adolescents and problems such as ADHD and procrastration among them has not attracted due attention. The aim of the present study was to investigate effectiveness of self-instruction on ADHD symptoms and academic procrastination of ADHD adolescents.
Materials and Methods: To this aim, in a pretest-posttest with control group quasi-experimental design, 16 adolescents with ADHD, among clients of psychiatric and psychological service centers of Tabriz City and with regard to inclusion criteria, were selected and randomly allocated into two groups of experiment or control (eight individuals in each group). Child Symptom Index (CSI-4) and Savari’s Academic Procrastination Scale were completed before interventions by all participants and then participants of experiment group received a 10-session individual self-instruction training, while control group received no intervention. After intervention, the insruments were completed by the participants once more.
Results: Covaraince analysis results showed that self-instruction effect is significant on both attention deficit and hyperactivity symptoms resuling in the reduction of these symptoms. Moreover, findings on procrastration showed that participants' scores in deliberate procrastination, physical-mental causing procrastination, and procrastination causing without programming and also total score of procrastination decreased.
Conclusion: Our findings suggest that self-instruction training is an effective and appropriate intervention for hyperactivity/impulsivity symptoms and for the reduction of procrastination among adolescents.

کلیدواژه‌ها [English]

  • ADHD
  • procrastination
  • self-instruction
  • adolescents
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