اثربخشی آموزش توجه بر تمامی عملکردهای توجهی و بازداری پاسخ در کودکان مبتلا به اختلال کم‌توجهی/ بیش فعالی

نویسندگان
ناهید نیکپور
سید محمد حسین موسوی نسب
مسعود فضیلت پور
دانشگاه شهید باهنر کرمان
چکیده
مقدمه

اختلال کم‌توجهی/ بیش فعالی از جمله رایج‌ترین اختلالات رشدی عصبی دوران کودکی محسوب می‌شود. توجه یکی از مهم‌ترین کارکردهای شناختی آسیب‌دیده در این کودکان می‌باشد که می‌تواند بسیاری از کارکردهای تحصیلی، اجتماعی و شغلی آینده این کودکان را متأثر سازد. هدف از مطالعه حاضر، بررسی اثربخشی آموزش توجه بر عملکرد توجه و بازداری پاسخ کودکان مبتلا به اختلال کم‌توجهی/ بیش فعالی بود.

مواد و روش­ها

نوع پژوهش نیمه آزمایشی با نمونه گیری هدفمند به صورت پیش‌آزمون و پس‌آزمون با گروه کنترل بود. بدین منظور 40 دانش‌آموز پسر مبتلا به اختلال کم‌توجهی/ بیش فعالی به کمک مصاحبه بالینی و پرسشنامه کانرز شناسایی و انتخاب شدند و به طور تصادفی 20 نفر در گروه آزمایش و 20 نفر در گروه کنترل گمارده شد. به منظور اندازه‌گیری متغیرهای پژوهش از تکلیف استروپ، آزمون عملکرد پیوسته، آزمون دسته‌بندی کارت‌های ویسکانسین و آزمون توجه تقسیم شده استفاده شد. آموزش توجه با استفاده از مجموعه‌ای از بازی‌های شناختی مرتبط با توجه و تکالیف توجه محور روی گروه آزمایش در 8 جلسه اجرا گردید. جهت تحلیل داده‌ها از روش تحلیل کوواریانس استفاده گردید.

یافته­ ها

نتایج نشان داد که آموزش توجه، عملکرد توجه پایدار و بازداری پاسخ را در کودکان مبتلا به اختلال کم‌توجهی/ بیش فعالی به طور معناداری بهبود بخشید، اما بر عملکرد توجه انتخابی، توجه متناوب و توجه تقسیم شده اثر معناداری نداشت.

نتیجه­ گیری

با توجه به یافته‌ها، برای ارتقاء توجه پایدار و بازداری پاسخ در کودکان مبتلا به اختلال کم‌توجهی/ بیش فعالی می­توان از بسته آموزشی حاضر استفاده نمود
کلیدواژه‌ها
اختلال کم‌توجهی/ بیش‌فعالی
توجه
شناخت

عنوان مقاله English

The Effectiveness of Attention Training on Total Attentional Functions in Children with Attention-Deficit/Hyperactivity Disorder

نویسندگان English

Nahid Nikpour
S. M. Hossein Mousavi Nasab
Masoud Fazilat-Pour
Shahid Bahonar University of Kerman
چکیده English

Introduction

Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in childhood. Attention is one of the most important cognitive functions which is impaired in children with ADHD that can affect the future educational, social and occupational functions of these children. The aim of this study was to investigate the effectiveness of attention training on attentional functions in children with ADHD.

Materials and Methods

The method of this study was semi- experimental with purposive sampling with pre-test and post-test for control group. For this aim, 40 male students were diagnosed as ADHD who were selected by clinical interview and Conner's questionnaire and randomly 20 participants were assigned in the experimental group and 20 were assigned in the control group. In order to measure the variables of the research, Stroop task, continuous performance test, Wisconsin Card Sorting test, and divided attention test were used. Attention training was presented on the experimental group in 8 sessions, using a set of related cognitive games and attention-based task .For data analysis, covariance analysis was used.

Results

The results indicated that attention training significantly increased the sustained attention performance and response inhibition of children with ADHD, but there was no significant effect on the selective attention function, shifting attention and divided attention.

Conclusion

According to the findings, the present training package can be used to improve sustained attention and response inhibition in children with ADHD.

کلیدواژه‌ها English

Attention Deficit Hyperactivity Disorder
Attention
Cognition
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