تدوین برنامه آموزشی انضباط مثبت و بررسی اثربخشی آن بر کارکردهای اجرایی کودکان با اختلال نقص توجه بیش‌فعالی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

2 گروه سنجش و اندازه‌گیری، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

چکیده

اهداف: بر اساس نظر صاحب‌نظران، یکی از مشکلات اساسی کودکان با اختلال نقص توجه بیش‌فعالی (ADHD)، نقص در مهارت‌های ‌شناختی، به‌خصوص نقص در کارکردهای اجرایی است. بر این اساس، پژوهش حاضر با هدف تدوین برنامه آموزشی انضباط مثبت و بررسی اثربخشی آن بر کارکردهای اجرایی کودکان با اختلال نقص توجه بیش‌فعالی انجام گرفت.
مواد و روش‌ها: جامعه آماری پژوهش حاضر شامل والدین کودکان هفت تا یازده‌ساله با اختلال نقص توجه بیش‌فعالی شهر اصفهان در سال تحصیلی 1396-1397 بودند. برای انتخاب نمونه، با استفاده از روش نمونه‌گیری در دسترس از بین والدین کودکانی که واجد معیارهای موجود در کتاب راهنمای آماری و تشخیصی اختلالات روانی (DSM-5) بودند، سی نفر به شیوه در دسترس انتخاب و به شیوه تصادفی در دو گروه آزمایش و کنترل قرار داده شدند. ابزار پژوهش، پرسش‌نامه تشخیص اختلال نقص توجه بیش‌فعالی و پرسش‌نامه عصب‌شناختی کولیج بود. جلسات آموزشی برنامه انضباط مثبت در قالب هشت جلسه 90دقیقه‌ای برگزار شد.
یافته‌ها: یافته‌ها نشان داد که تفاوت بین مؤلفه‌های تصمیم‌گیری (001/p <0) و بازداری (001/p <0) در دو گروه آزمایش و کنترل معنا‌دار است، اما این تفاوت در متغیر سازمان‌دهی وجود ندارد. نتایج تحلیل واریانس آزمون اندازه‌گیری مکرر نیز نشان می‌دهد که درمان در مرحله پس‌آزمون و پیگیری در متغیرهای تصمیم‌گیری و بازداری تأثیرگذار بوده و تفاوت معنا‌دار است.
نتیجه‌گیری: به‌ طور کلی، نتایج پژوهش حاضر نشان داد که برنامه آموزشی انضباط مثبت بر کارکردهای اجرایی کودکان با اختلال نقص توجه بیش‌فعالی اثرات مثبتی به همراه دارد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effect of a Positive Discipline Parent Education Program on Executive Functions of Children With Attention Deficit Hyperactivity Disorder

نویسندگان [English]

  • Donya Jahangiri 1
  • Hamid Alizadeh 1
  • Shahla Pazeshk 1
  • Nourali Farokhi 2
1 Department of Psychology and Education of Exceptional Children, Allameh Tabatabaei University, Tehran, Iran.
2 Department of Psychology, Allameh Tabatabaei University, Tehran, Iran.
چکیده [English]

Background and Aims: One of the major problems in children with Attention Deficit Hyperactivity Disorder (ADHD) is a deficiency in cognitive skills, especially executive functions. The present study aims to evaluate the effect of a positive discipline parent education program on the executive functions of children with ADHD.
Methods: The study population consists of the parents of all children aged 7-11 years with ADHD in Isfahan, Iran in 2018. Of these, 30 parents of children who met the Diagnostic and Statistical Manual of Mental Disorders criteria (fifth edition) were selected using a convenience sampling method and were randomly divided into intervention and control groups. The data collection tools were Attention Deficit Hyperactivity Disorder Diagnostic Questionnaire and the Coolidge Neuropsychological Inventory for Children (CPNI). The positive discipline program was presented at 8 sessions, each for 90 minutes.
Results: There was a significant difference in the decision making/planning (p < 0.001) and inhibition (p < 0.001) components of CPNI between the two study groups, but the difference was no difference in the organization component. The results of repeated measures ANOVA showed that program in post-test and follow-up phases was effective in terms of decision making/planning and inhibition components.
Conclusion: The positive discipline parent education program has a positive effect on executive functions of children with ADHD.

کلیدواژه‌ها [English]

  • Attention Deficit Hyperactivity disorder
  • Executive Functions
  • Decision Making
  • Inhibition
  • Organizational
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