پديد آورندگان :
رهبر كرباسدهي، فاطمه دانشگاه گيلان - گروه روانشناسي , ابوالقاسمي، عباس دانشگاه گيلان - گروه روانشناسي , حسين‌خانزاده، عباسعلي دانشگاه گيلان - گروه روانشناسي , زبردست، عذرا دانشگاه گيلان - گروه روانشناسي , رهبر كرباسدهي، ابراهيم دانشگاه گيلان
كليدواژه :
مهارت‌هاي اجتماعي , بازداري پاسخ , مشكلات هيجاني - رفتاري , اختلال نارسايي‌توجه / فزون‌كنشي
چكيده فارسي :
زمينه و هدف: با توجه به اينكه يكي از مشكلات جدي دانش‌آموزان مبتلا به اختلال نارسايي توجه/فزون‌كنشي، نارسايي در زمينهٔ مهارت‌هاي اجتماعي است، پژوهش حاضر با هدف تعيين تأثير آموزش شناختي-رفتاري مهارت‌هاي اجتماعي بر بازداري پاسخ و مشكلات هيجاني-رفتاري دانش‌آموزان مبتلا به اختلال نارسايي توجه/فزون‌كنشي انجام شد.
روش‌بررسي: طرح تحقيق نيمه‌آزمايشي و از نوع پيش‌آزمون-پس‌آزمون با گروه گواه بود. نمونهٔ پژوهش 37 دانش‌آموز مقطع ابتدايي مبتلا به اختلال نارسايي توجه/فزون‌كنشي شهرستان رشت در سال تحصيلي 1396-1395 بود كه بر اساس ملاك‌هاي نسخهٔ پنجم راهنماي تشخيصي و آماري انجمن روان‌پزشكي آمريكا ب‌طور در دسترس انتخاب و به‌صورت تصادفي در دو گروه آزمايش و گواه گمارده شدند. براي جمع‌آوري داده‌ها از پرسشنامه‌ٔ توانايي‌ها و مشكلات و آزمون استروپ در مراحل قبل و بعد از آموزش استفاده شد. آموزش مهارت‌هاي اجتماعي به‌صورت گروهي در 10 جلسه براي گروه آزمايش ارايه گرديد. براي تجزيه‌و‌تحليل داده‌ها از تحليل كوواريانس چندمتغيري استفاده شد.
يافته‌ها: نتايج تحليل كوواريانس چندمتغيري نشان داد كه آموزش شناختي-رفتاري مهارت‌هاي اجتماعي بر بهبود بازداري پاسخ و مشكلات هيجاني-رفتاري در دانش‌آموزان مبتلا به اختلال نارسايي توجه/فزون‌كنشي به‌طور معناداري تأثير دارد (0٫001>p).
نتيجه‌گيري: با توجه به نتايج اين پژوهش، روش آموزش شناختي-رفتاري مهارت‌هاي اجتماعي يكي از كارآمدترين روش‌هاي درماني بوده و در كاهش تكانشگري، نارسايي‌توجه، اضطراب و پرخاشگري فيزيكي در دانش‌آموزان مبتلا به اختلال نارسايي‌توجه/فزون‌كنشي مؤثر است.
چكيده لاتين :
Background & Objective: Attention deficit hyperactive disorder (ADHD) is one of the most common psychological disorders in children.
ADHD is defined based on difficult ies in attention, inhibition, impulsivity control, and act ivity level. Children with ADHD are unable to control
their activities when they should limit them. They are overactive and they constantly move. They cannot be quite or play quietly, and they usually
have rest less hands and legs. Based on the research results, children with ADHD are faced with problems in important areas such as working
memory and executive functions. These functions will allow the child t o monit or his behavior and alt er it accordingly. Often, t he child’s
difficult ies in execut ive functions will emerge in all areas of academic, social and behavioral domains. Therefore, on the basis of reports by
peers, parents and teachers report, children with ADHD have problems in communication with peers. As posited in the literature, these problems
will cont inue from childhood to adolescence and adulthood. This is t rue for both sexes and in all types of ADHD. Generally, the understanding
of social competence in children with ADHD depends on study of some developmental domains such as self -imagery, executive functions, and
working memory. Various therapeutic approaches are provided due to the multiplicity and diversity of the problems in these ch ildren in different
physical, psychological, educational, and social areas. Drug therapy, cognitive behavioral therapy, and social skills training are some of these
t reatments. However, drug therapy alone cannot be effective in disrupted family functioning and children’s behavior problems, and it cannot
resolve parental concerns, either. No drug can t rain children how to compensate for their aggressive and law- breaking behaviors. As one of the
serious problems in students with ADHD is insufficiency in social skills, the purpose of the present research was to investigate the effect of
cognit ive- behavior social skills t raining on response inhibition and behavioral- emotional problems in students with ADHD.
Methods: This study is a quasi-experimental one with pre-test/post-test and a cont rol group. The Study population consisted of all elementary
school children with ADHD in Rasht-Iran in the school year 2016-2017. Convenience sampling was used to recruit 37 participants in conformity
with the criteria put forward by fifth edit ion of the diagnostic and statistical manual of mental disorders. The participants were assigned to
experiment and control groups. To collect the data, St rengths and Difficult ies Quest ionnaire (Goodman, 1997) and St roop test (St roop, 1935)
were used before and after t raining. The experiment group received 10 sessions of social skills group. Mult ivariate analysis of covariance
(MANCOVA) was used to test the research hypotheses.
Results: The results of multivariate analysis of covariance showed that cognitive- behavior social skills t raining significantly improved response
inhibit ion and behavioral- emotional problems in the students with ADHD (P<0.001).
Conclusion: According to the findings of the research, cognitive- behavior social skills t raining is one of the most effective treatments to reduce
impulsivity, attention deficit, anxiety and physical aggression in children with ADHD. Since cognitive- behavior social skills training is effective
in reducing children’s ext ernalizing behavior, t his t raining program is recommended along with pharmacotherapy to be implemented to reduce
behavior problems in children with ADHD.
