پديد آورندگان :
زرندي، امينه دانشگاه آزاد اسلامي واحد تهران غرب - گروه روانشناسي , قدرتي، سيما دانشگاه آزاد اسلامي واحد تهران غرب - گروه روانشناسي , وطن خواه، حميدرضا دانشگاه آزاد اسلامي واحد تهران غرب - گروه روانشناسي
كليدواژه :
بازي درماني شناختي , اختلال نقص تمركز , بيش فعالي , تكانشگري
چكيده فارسي :
زمينه و هدف: بيش‌فعالي، يك اختلال عصبي‌رشدي است كه با الگوهاي رفتاري مداومي چون بي‌توجهي يا بيش‌فعالي‌تكانشگري شناسايي مي‌شود. هدف پژوهش تعيين اثربخشي آموزش بازي مبتني بر روش شناختي‌رفتاري بر تكانشگري كودكان مبتلا به نقص تمركز/بيش‌فعالي بود.
روش‌بررسي: روش پژوهش، نيمه‌آزمايشي با طرح پيش‌آزمون‌پس‌آزمون با گروه گواه و گمارش تصادفي بود. جامعۀ پژوهش شامل تمام دانش‌آموزان پسر 7 تا 10سالۀ مقطع ابتدايي داراي اختلال نقص تمركز و بيش‌فعالي منطقۀ سه كرج بودند. از اين ميان، 24 نفر به‌روش خوشه‌اي چندمرحله‌اي انتخاب شدند و به‌صورت تصادفي در دو گروه آزمايش (12 نفر) و گواه (12 نفر) قرار گرفتند. گروه آزمايش به‌مدت 8 جلسۀ 30دقيقه‌اي، بازي مبتني بر روش شناختي‌رفتاري را دريافت كرد. هر دو گروه در دو مرحلۀ پيش‌آزمون و پس‌آزمون به پرسش‌نامۀ والدين كانرز پاسخ دادند. داده‌هاي جمع‌آوري‌شده به‌وسيلۀ تحليل كوواريانس و با استفاده از نرم‌افزار SPSS نسخۀ 20 در سطح خطاي (0٫01) تجزيه‌وتحليل شد.
يافته‌ها: يافته‌هاي پژوهش نشان داد بين ميانگين مشكلات سلوك، مشكلات يادگيري، مشكلات روان‌تني، تكانشگري و اضطراب‌انفعال گروه آزمايش و گواه در مرحلۀ پس‌آزمون تفاوت معناداري وجود دارد (0٫001>p).
نتيجه‌گيري: با توجه به يافته‌هاي پژوهش مي‌توان نتيجه گرفت كه آموزش بازي مبتني بر روش شناختي‌رفتاري، تكانشگري و عدم توجه كودكان مبتلا به نقص تمركز/بيش‌فعالي را بهبود بخشيد.
چكيده لاتين :
Background & Objective: Hyperactivity disorder is a nervous–developmental disorder that is characterized by continuous behavioral patterns
such as attention–deficit or hyperactivity–impulsivity. One of the most prominent symptoms of this disorder is the problem of attention span,
impulsivity, and excessive mobility that affects the functions of a person's life negatively. The absence of treatment raises the risk of academic
failure, drug consumption abuse, and psychiatric disorders. One of the ways to help these children is the game. Cognitive–behavioral therapies
include strategies that have been designed for changing the thinking, attitude, perception, and behavior of problematic individuals. In this
approach, which cognitive–behavioral methods are used together, it is emphasized on the identification of false, negative, and irrational beliefs
affecting the emotions and behaviors of patients and the correction of these underlying beliefs. Impulsivity is to act without sufficient thought
and not to restrain the quick actions of mind and movement that occur in the absence of a conscious judgment. The primary goal of cognitive–
behavioral therapy games is to identify and modify conflicting thoughts related to the child's emotional behaviors and problems. One way of
helping these children are playing; through the use of play and the use of toys, children can convey thoughts, feelings, and concerns that they
cannot express otherwise. This study aimed to determine the effectiveness of cognitive–behavioral game teaching on the impulsivity of children
with attention–deficit.
Methods: The research method was a semi–experimental design with pretest–posttest design with randomized control group. The research
population consisted of all 7 to 10 year–old school–age children with primary that had attention deficit and hyperactivity disorders in 3 district
of Karaj. A total of 24 people were selected by multi–stage cluster sampling and randomly divided into two groups of experimental (12 people)
and control (12 people). The experimental group received a cognitive–behavioral therapy game for 8 sessions of 30 minutes. Both groups
responded to the Conners parent questionnaire in two stages of pre–test and post–test. Data were analyzed by covariance analysis using SPSS–
20 software. All has been significant at level (p>0.001).
Results: The research results showed that there was a significant difference between the mean of behavioral problems, learning difficulties,
psychological problems, impulsivity and anxiety–passivity in the experimental and control groups in the post–test stage.
Conclusion: According to the findings of the research, it can be concluded that behavioral–cognitive game teaching has been improved
impulsivity and lack of attention of children with attention deficits/ hyperactivity.
