پديد آورندگان :
شاه ميوه اصفهاني، آرزو دانشگاه اصفهان , عابدي، احمد دانشگاه اصفهان - گروه روانشناسي كودكان با نيازهاي خاص , فرامرزي، سالار دانشگاه اصفهان - گروه روانشناسي كودكان با نيازهاي خاص , يارمحمديان، احمد دانشگاه اصفهان - گروه روانشناسي كودكان با نيازهاي خاص
كليدواژه :
برنامۀ حمايت رفتاري مثبت , الگوي والدگري باركلي , اختلال بيش فعالي و نقص توجه , نشانگان نقص توجه/بيش فعالي
چكيده فارسي :
هدف و زمينه: اختلال ADHD يك اختلال عصبي‌رشدي است كه در خط‌مقدم درمان اين اختلال، براي كاهش نشانگان آن، آموزش والدين جايگاه ويژه‌اي دارد. اين پژوهش با هدف مقايسۀ اثربخشي برنامۀ PBS با الگوي والدگري باركلي بر بهبود نشانگان كودكان ADHD انجام شد.
روش‌بررسي: در اين پژوهش از روش نيمه‌آزمايشي پيش‌آزمون‌پس‌آزمون همراه با گروه گواه استفاده شد. روش نمونه‌گيري به‌صورت چندمرحله‌اي و جاي‌گذاري تصادفي ساده در گروه‌هاي آزمايش و گواه بود. بدين صورت كه از مدارس شهر اصفهان چهار مدرسه و از اين مدارس 30 كودك ADHD انتخاب و به‌صورت تصادفي در گروه‌هاي آزمايش و گواه گمارده شدند. گروه‌هاي آزمايش، طي هشت جلسه تحت آموزش به روش PBS و باركلي قرار گرفتند. ابزار گردآوري اطلاعات به‌منظور سنجش نشانگان ADHD، پرسش‌نامۀ كانرز فرم والدين بود. براي تجزيه‌وتحليل داده‌ها از نرم‌افزار SPSS نسخۀ 20 و تحليل كوواريانس چندمتغيره به‌همراه آزمون‌هاي تعقيبي در سطح اطمينان 95درصد به كار گرفته شد.
يافته‌ها: نتايج نشان داد در متغيرهاي شناختي/بي‌توجهي (0٫017=p) و بيش‌فعالي (0٫047=p) و كاستيتوجه/بيش‌فعالي (0٫021=p) بين دو گروه تفاوت معنادار وجود دارد؛ اما در متغير مخالفت‌جويي (0٫063=p) تفاوت معناداري يافت نشد. در متغير بيش‌فعالي و كاستيتوجه/بيش‌فعالي تفاوت نمرات هر دو گروهِ آموزش والدگري باركلي (0٫040=p) و آموزش حمايت رفتاري مثبت (0٫008=p)، با گروه گواه معنادار بود. همچنين در متغير شناخت/بي‌توجهي (0٫006=p) و مخالفت‌جويي (0٫024=p) تنها آموزش حمايت رفتاري مثبت توانست تفاوت معناداري را با گروه گواه ايجاد كند. شايان ذكر است در همۀ خرده‌مقياس‌ها تفاوت آموزش معنادار نبود.
نتيجه‌گيري: نتايج پژوهش نشان داد كه آموزش به هر دو روش مذكور، نشانگان ADHD را در كودكان بهبود مي‌بخشد.
چكيده لاتين :
Background & Objective: Attention deficit/hyperactivity disorder (ADHD) is a developmental neurodevelopmental disorder in children who
exhibits distressing behavior, impulsivity, or inattention that is not appropriate to his or her age. In the first line treatment of this disorder,
education of parents, especially mothers, has a special place in order to reduce its syndrome. The aim of this study was to compare the
effectiveness of positive behavioral support (PBS) program with Barkley parenting model on improving the symptoms in ADHD children.
Methods: Regarding the subject and research hypothesis in this research, a pretest–posttest test with control group was used. The sampling
method was multi–stage, randomized placement in the experimental, and control groups. Four schools were selected from schools in Isfahan
city (Isfahan province, Iran) and from these schools, 30 ADHD children and their mothers were selected and randomly assigned to experimental
groups (20 mothers) and control group (10 mothers). The criteria for entering the study were, having an ADHD diagnosis from a psychiatrist
and a psychologist, having criteria for this disorder according to DSM–5, having no other disorder other than ADHD. To assess the ADHD
symptoms, the Conners questionnaire (parent form) was used. This scale is the most commonly used grading scale for attention
deficit/hyperactivity disorder and has four subscales: dissonance, cognitive/inattention, hyperactivity disorder, and attention deficit/hyperactivity
disorder. All of selected mothers completed a questionnaire in two stages of pre–test and post–test. The mothers of the experimental group
received 8 sessions and were treated with PBS and Barkley for about two months. Mothers of the control group did not receive any training; they
were placed on the waiting list and received the training after the end of the intervention. To compare the effect of two methods training on
ADHD syndrome improvement, multivariate covariance analysis was used to control the pretest effect. The post–hoc test was used to
determination the difference between the groups in each variable. Data analysis was performed with SPSS 20 software at 95% confidence level.
Results: There was a significant difference between cognitive/inattention (p=0.017) and hyperactive (p=0.047) and inattention/hyperactive
(p=0.021) variables between the two groups. However, no significant difference was found in the opposition variable (p=0.063). In the
hyperactivity and inattention/hyperactivity, the difference between the two groups of education Barkley parenting education (p=0.040) and PBS
education (p=0.008)) was significant with the control group. This means that both methods have been able to reduce and improve the ADHD
symptoms. Also, in the variable of cognitive/inattention (p=0.006) and opposition (p=0.024), only PBS program was able to make a significant
difference with the control group. There was no significant difference in education in all subscales.
Conclusion: the results showed that training with both programs could improve the symptoms of ADHD. Therefore, it is suggested that parent
education be widely used in both methods to treat the problems of children with this disorder and their families. In addition, these patterns can
use in a group method in schools and childcare centers as well as in child–rearing workshops. Coaches and therapists can also use the contents
of these patterns for parenting counseling and ADHD treatment for children.
