نوع مقاله : مقاله پژوهشی
نویسندگان
1 عضو هیات علمی دانشگاه شیراز
2 عضو هیات علمی دانشگاه علوم تربیتی و روانشناسی دانشگاه شهید چمران اهواز،اهواز ، ایران
چکیده
این پژوهش به منظور مقایسه اثربخشی سه روش روان درمانی تعلیم خودآموزی کلامی به کودکان، تعلیم رفتار درمانی و خودآموزی کلامی به مادران کودکان، در کاهش بی‌توجهی و تکانشوری کودکان مبتلا به اختلال نقص توجه -بیش فعالی انجام شده است. جامعه آماری مورد مطالعه، مشتمل بر دانش‌آموزان پسر کلاس سوم و چهارم ابتدائی مدارس دولتی شهرستانهای شیراز بوده است. از جامعه موردنظر به شیوه تصادفی چند مرحله‌ای 2863 دانش‌آموز جهت تشخیص ADHD مورد غربالگری قرار گرفتند. بدین ترتیب، مجموعاً 160 آزمودنی ADHD در چهار گروه 40 نفری به طور تصادفی گمارده شدند. از همان کلاسها، 40 کودک بهنجار به‌طور تصادفی جهت گروه گواه بهنجار انتخاب شد. پژوهش به شیوه آزمایشی با طرح پیش آزمون پس آزمون با پنج گروه انجام شد. چهار گروه متعلق به کودکان ADHD است و یک گروه مربوط به کودکان طبیعی است. نوع مداخله در گروههای ADHD به روش تصادفی تعیین شد. متغیرهای وابسته (بی توجهی و تکانشوری) با فرم فارسی آزمون عملکرد پیوسته ارزیابی شد. نتایج نشان داد، گروه تعلیم خودآموزی کلامی به کودک بیشترین را بهبودی را در عملکرد نشان می‌دهد. تحلیل واریانس چند متغیری و تحلیل واریانس یک راهه، و روش پیگیری توکی، تفاوتهای معنی‌داری بین گروههای تعلیم خودآموزی کلامی به مادر و کودک از یک سو و گروههای گواه از سوی دیگر در پاسخهای صحیح و حذف نشان داد گروه تعلیم رفتار درمانی به مادر با هیچ کدام از گروههای گواه تفاوت معنی‌داری نشان نداد.
کلیدواژه‌ها
عنوان مقاله [English]
Comparing the efficacy of Three Therapeutic methods in the Treatment of Male Elementary School Students Suffering from Attention-Deficit Hyperactivity Disorder
نویسندگان [English]
- H. Hadianfard 1
- B. Najarian 2
- H. Shokrkon 2
- M. Meharbizadeh Honarmand 2
1 Faculty member of Shiraz University
2 Faculty member of Shahid Chamran University of Educational Sciences and Psychology, Ahvaz, Ahvaz, Iran
چکیده [English]
This study was designed to compare the efficacy of three psychotherapy approaches to the treatment of attention deficit hyperactivity disorder (ADHD) in the reduction of inattention and impulsive behavior of male elementary school students. From the total population of Shiraz 3rd and 4th grade male elementary school children, 2863 students were screened for ADHD, and 160 of the students diagnosed as suffering from AHDH were randomly allocated to four groups (40 subjects in each group): Children self-instruction training group; the behavior therapy group, the mother self-instruction training group and a control group. In addition, another control group consisted of 40 “normal subjects randomly selected from the ADHD subjects’ classmates was also formed for further comparisons. In this study, the dependent variables were inattention and impulsive behavior as measured by the Farsi version of the Continuous Performance Test. Using the pre-and post- test scores on these two measures, the data analysis indicated that performance of the groups receiving verbal self-instruction training (both children and their mothers) had improved significantly more than both the ADHD subjects in the behavior therapy and the normal subjects groups.
کلیدواژه‌ها [English]
- efficacy
- therapeutic methods
- attention-deficit hyperactivity disorder
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