تاثیر بازی های توجهی و توانبخشی شناختی بر توجه و کارکرد های شناختی کودکان بیش فعال

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای یادگیری حرکتی دانشگاه آزاد اسلامی، واحد تهران مرکزی، تهران، ایران

2 دانشکده تربیت‌بدنی و علوم ورزشی، واحد خوراسگان، دانشگاه آزاد اسلامی، اصفهان، ایران

3 استاد مشاور دانشگاه علامه طباطبایی، تهران، ایران

چکیده

مقدمه و اهداف
امروزه نقص توجه/بیش­ فعالی از رایج­ترین اختلالات رفتاری و مشکلات روانشناختی کودکان است که در مراجعان به درمانگاه‌های روانپزشکی مشاهده می­شود. هدف پژوهش حاضر "بررسی تاثیر بازی­ های توجهی، توانبخشی شناختی و تمرینات ترکیبی بر توجه و کارکرد­های شناختی کودکان بیش ­فعال" می­باشد.
مواد و روش ­ها
پژوهش حاضر با توجه به اهداف پیش ­بینی­ شده، از نوع تحقیق نیمه­تجربی و طرح آن پیش­ آزمون-پس ­آزمون با چند گروه بود. شرکت­ کنندگان شامل 40 کودک 9 تا 12 سال مقطع ابتدایی بودند که به­ صورت تصادفی در چهار گروه بازی­ های توجه ی، تمرینات توانبخشی شناختی، تمرینات ترکیبی (ریتمیک ­شناختی) و گروه کنترل تقسیم شدند. در پیش ­آزمون هر آزمودنی آزمون­های مربوط به سنجش حافظه کاری (آزمون ان بک)، توجه پایدار (آزمون عملکرد مداوم) و کارکردهای اجرایی (آزمون برج لندن) را اجرا کردند. سپس آزمودنی­ ها بر اساس گروه ­بندی ذکرشده، به­مدت 16 جلسه و هر جلسه به ­مدت 60 دقیقه به تمرین پروتکل گروه خود پرداختند. پس از آخرین جلسه تمرین، آزمودنی­ ها پس­ آزمون را که شامل اجرای مجدد آزمون­ های مربوط به سنجش حافظه کاری (آزمون ان بک)، توجه (آزمون عملکرد مداوم) و کارکردهای اجرایی (آزمون برج لندن) بود را اجرا نمودند.
یافته­ ها
یافته ­ها نشان داد در متغیر کارکردهای اجرایی، حافظه کاری و توجه، گروه تمرین ترکیبی به­طور معناداری خطای کمتری نسبت به گروه کنترل داشتند، اما گروه ­های دیگر تفاوت معناداری باهم نداشتند (05/0>p).
نتیجه ­گیری
گروه­های ترکیبی تقریبا در تمام خرده­مقیاس­ها منجر به بهبود حافظه کاری، توجه و کارکردهای اجرایی کودکان دارای بیش ­فعالی می­شود.این عملکرد بهتر به بهره ­برداری هم­زمان از فواید دو نوع تمرین نسبت داده شد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effect of Attention Games and Cognitive Rehabilitation on Attention and Cognitive Functions of Children with ADHD

نویسندگان [English]

  • Mahdieh Eslami nosratabadi 1
  • Mahdi Namazizadeh 2
  • Mohammad Ali Aslankhani 3
1 PhD student in Motor Learning at Islamic Azad University of Central Tehran Branch. Tehran, Iran
2 Department of Sport and Sport Technology, Islamic Azad University, Esfehan, Iran
3 Professor of Allame Tabatabayi University, Tehran, Iran
چکیده [English]

Background and Aims: Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common psychiatric disorders and psychological problems in children referred to psychiatric clinics. The purpose of the present study was to address the effect of attentional games, cognitive rehabilitation, and mixed practice on attention and cognitive functions of children with Attention Deficit Hyperactivity Disorder.
Materials and Methods: A quasi-experimental study was conducted with pre-test and post-test design. To this purpose, 40 children aged 9-12 years old with attention Deficit Hyperactivity Disorder were selected and randomly assigned into four groups of Cognitive Rehabilitation training, attentional games, mixed practice, and control. In the pre-test, each participant performed the tests for working memory (N-Back test), sustained attention (continuous performance test), and executive functions (London Tower test). Participants practiced for 16 sessions (each session for 60 minutes), according to their grouping Test on working memory, attention, and cognitive functions. After the last training session, participants performed the post-test which included the re-run of the tests for working memory (N-Back test), attention (continuous performance test), and executive functions (London Tower test).
Results: The findings showed that in the variable of executive functions, working memory and attention, the mixed group approximately outperformed the two other experimental groups in all subtests (p <0.05), but the other groups did not differ significantly (p <0.05).
Conclusion: Mixed group in almost all subscales led to improved working memory, attention, and executive functions of children with Attention Deficit Hyperactivity Disorder. These results were interpreted according to the usage of profits of two other practice conditions during mixed practice.

کلیدواژه‌ها [English]

  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Attention Games
  • Cognitive Rehabilitation Training
  • Cognitive Functions
  1. Muszkat M. TDAH e Interdisciplineairdate. São Paulo: All Print Editor; P 2012. 221.##
  2. Ziereis, S, Jansen, P. (2015), Effect of physical activity on executive function and motor performance in childrenwith ADHD. Research in Developmental Disabilities. 38, 181-191. ##
  3. Faber Taylor A, Kuo FE. Children with attention deficits concentrate better after walk in the park. Journal of attention disorders. 2009; 12(5): 402-409. ##
  4. Arabi N, Shafighi F, Gharahkhani S. The study Prevalence of AttentionDeficit Hyperactivity Disorder (ADHD) in Iranian army Families children who live in military town Tehran in 2006. 2010; JAUMS, 8(3). ##
  5. Steele,M.(2004).Making The Case for Early Identification and Intervetion for Young Children at Risk for Learning Disabilities.Children Education Journal,32(2),75-79. Dowker,A.,(2005).Eerly Identification and Intervention for Students With Mathematics Difficulties.Journal of Learning Disabilities ,38,p328-331. ##
  6. Coleman,M.R.,Buysse,V.,&Neitzel,J.(2006).Recognition and response: An early intervetion system for young children at-risk for learning disabilities. Full report. Chapel Hill:The University of North Carollina,Frank Porter Graham Child Development Institute##
  7. Sarlie A, Shahbazi M, Sarlie A. Effect of computer-based listening exercises on the sustained attention of children with attention deficit hyperactivity disorder. Journal of Behavioral Sciences. 1392; 11.v
  8. Montoya.A,Colom.F.Ferrin .M,(2011).Is psychoeducational for parents and teachers of children and adolescent with ADHD efficacious ? Asystematic literature review :European psychiatry 26(2011)166-175. ##
  9. Tamm L ,Swanson J M .Lerner M A ,Childress C ,Patterson B,Lakes K ,NgugenA.S,Kudo M ,Altamirano W ,Miller J ,Sontoyo R & et al….Intervention for preschoolers at risk for Attention Deficit /Hyperactivity Disorder (ADHD).Service before diagnosis.Clinical Neuroscience Research.5(2005)247-253. ##

10. Narimani M, Soleimani S. The effectiveness of cognitive rehabilitation on executive functions (working memory and attention) and academic achievement of students with math learning disorder. Journal of learning disabilities. 2013; 2 (3): 115-91. [In Persian]. ##

11. Saheban F, Amiri SH, Kajbaf M, Abedi A. [Effect of short-term training, executive function; reduce symptoms of attention deficit and hyperactivity in elementary school male students in the city.] New J Cogn Sci. 2010; 12: 52-8. [In Persian]. ##

12. Faraone SV, Spencer T, Aleardi M, et al. Metaanalysis of the efficacy of methylphenidate for treating adult attentiondeficit/hyperactivity disorder. J ClinPsychopharmacol. 2004; 24(1): 24-9. ##

13. Boot WR, Kramer AF, Simons DJ, Fabiani M, Gratton G. The effects of video game playing on attention, memory, and executive control, ActaPsychologica. 2008; 129(3): 387–398. ##

14. Huron D. Sweet Anticipation. Music and the Psychology of Spectation. Cambridge: MIT Press; 2007. 462 p. ##

15. Kesler SR, Lacayo NJ, Jo B. A pilot study of an online cognitive rehabilitation program for executive function skills in children with cancer-related brain injury, Department of Psychiatry and Behavioral Sciences, Stanford University. 2011; 25(1): 101-12 PMCID: PMC3050575. ##

16. Chi Ho, Y., & Chun, M. (2003). Training improves verbal but not visual memory: Cross-sectional and longitudinal explorations in children. Cheung Neuropsychology, 17, 439-450Collier, G., & Logan, G. (2000). Modality differences in shortterm memory for rhythms. Memory and Cognition, 28, 529-538. ##

17. Gregory, D. (2002). Music listening for maintaining of older adults with cognitive impairments. Journal of Music Therapy, 39, 244-264. ##

18. ghamari H, Narimani M, Mahmoud H. The effectiveness of the software to promote understanding of response inhibition and working memory, executive function of children with dyslexia and attention deficit. Hyperactivity disorder. Journal of Learning Disabilities. 2011; 1 (2): 57-41. [In Persian]. ##

19. Milton H. Effects Of A Computerized Working Memory Training Program On Attention, Working Memory, And Academics, In Adolescents With Severe ADHD/LD, psychology journal. 2010; 1(14): 120 – 122. ##

20. MusaviShoshtari M, Malekpour M, Abedi A, Abedi A. The Effectiveness of Early Intervention Based on Attention-Based Games on the Attention of Children with Attention Deficit Hyperactivity Disorder, Impulsivity. Journal of Clinical Psychology. 2011; Volume 3 (11): pp. 17-27. [In Persian]. ##

21. Shah Ghalyan M, Azad Fallah P, FathiAshtiani A, Khodadadi M. Wisconsin Card Classification Testing Software (WCST) Software Design: Theoretical Foundations, Construction Methods and Psychometric Properties. Quarterly Journal of Clinical Psychology. 2011; 4 (1): 1390. [In Persian]. ##

22. Behzadi E, Mashkati Z, Nazakat al-Husseini M, JafariGh. The effect of a local native game on cognitive functioning in children with attention deficit hyperactivity disorder. Sports Psychology Journal. 1394; (13): 1049-1061. [In Persian]. ##

23. Sarli, A., Shahbazi, M., & Sarli, A. (2013). Effect of practice of auditory computer based task on sustained attention of children with ADHD disorder. Journal of Behavioral Research, 6(11) . [In Persian]. ##

24. Lezak, M. D., Howieson, D. B. & Loring, D. W. (Eds.). (2004). Neuropsychological Assessment(4th ed.). New York: Oxford University Press. ##

25. Takeuchi, A, Ogino, T, Hanafosa, k, Morooka, T, Oka, M, Yourifuji, T, Ohtsuka, Y. (2013). Inhibitory Function and Working Memory in Attention Deficit/Hyperactivity Disorder and Pervasive Developmental Disorders:Does a Continuous Cognitive Gradient Explain ADHD and PDD Traits? ActaMedica Okayama. Vol 69, No. 5, p,: 293- 303. ##

26. Soleimani, F, Yaryari, F, Abdollahi, M.H (2016), the effect of a computer training games to improvement attention's problems in Children with attention deficit hyperactivity disorder and children without deficit.  INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926. ##

27. Shuai, L, Daley, D, Wang, Y.F., Zhang, J.S, Kong, Y.T, Tan, X, J.i.N (2017), Executive Function Training for Children with Attention Deficit Hyperactivity Disorder. Chinese Medical Journal, March 5, 130, 5. ##

28. Robinson, A, Simpson, C.H, B.L (2017), The Effects of Child-Centered Play Therapy on the Behavioral Performance of Three First Grade Students with ADHD, Hott. (2017). International Journal of Play, 26, 2, 73–83. ##

29. Strand, M.T, Hawk, L.W, Bubnik, M, Shiels, K, Pelham, W.E, Waxmonsky, J.G (2013), Improving Working Memory in Children with Attention-Deficit/ Hyperactivity Disorder: The Separate and Combined Effects of Incentives and Stimulant Medication. Published in final edited form as: J Abnorm Child Psychol. 2012 October, 40(7), 1193–1207. ##

30. Mattfeld, A.T, Gabrieli, S.W, Biederman, J, Spencer, T, Brown, A, Fried, R, Gabrieli, J.D.E (2016), Dissociation of working memory impairments and attention-deficit/hyperactivity disorder in the brain .NeuroImage: Clinical 10, 274–282. ##

31. Robinson, A, Simpson, C.H, B.L (2017), The Effects of Child-Centered Play Therapy on the Behavioral Performance of Three First Grade Students with ADHD, Hott. (2017). International Journal of Play, 26, 2, 73–83. ##

32. Mueller, A, Hong, D, Shepard, S, Moore, T (2017), Linking ADHD to the Neural Circuitry of Attention. Trends in Cognitive Sciences, 21, 6. ##

33. Silva, A.P, Prado, S.S, Scardovelli, T.A, Boschi, S. R.M.S, Campos, L.C,  Frère, A.F (2015), Measurement of the Effect of Physical Exercise on the Concentration of Individuals with ADHD. Plos One | DOI: 10.1371/journal. ##

دوره 9، شماره 1
فروردین 1399
صفحه 201-208
  • تاریخ دریافت: 24 اردیبهشت 1397
  • تاریخ بازنگری: 26 آذر 1397
  • تاریخ پذیرش: 23 تیر 1398
  • تاریخ اولین انتشار: 01 فروردین 1399