اثر بخشي درمان مبتني بر توجه آگاهي بر روي مشكلات دانش آموزان مبتلا به اختلال نارسايي توجه و بيش فعالي

The Effectiveness of Attention-Based Therapy on Problems of Students with Attention Deficit Hyperactivity Disorder

ﺗﺠﺮﺑﻪ ي روزاﻧﻪ، رواﺑﻂ ﻣﺎ ﺑﺎ ﺧﻮدﻣﺎن و دﯾﮕﺮان و ﮐﯿﻔﯿﺖ زﻧـﺪﮔﯽ ﻣـﺎ را ﺗﻌﯿـﯿﻦ ﻣـﯽ ﮐﻨـﺪ ﺗﻮاﻧﺎﯾﯽ ﺗﻨﻈﯿﻢ ﺗﻮﺟﻪ ﻫﺴﺘﻪ ي اﺻﻠﯽ و ﻣﻮﺿﻮع ﻣﺸﺘﺮك اﺧﺘﻼل ﻧﺎرﺳﺎﯾﯽ ﺗﻮﺟﻪ و ﺑـﯿﺶ ﻓﻌـﺎﻟﯽ و ﺗﻮﺟﻪ آﮔﺎﻫﯽ اﺳﺖ. اﺧﺘﻼل ﻧﺎرﺳﺎﯾﯽ ﺗﻮﺟﻪ و ﺑﯿﺶ ﻓﻌﺎﻟﯽ ﯾﮑﯽ از ﺷﺎﯾﻊ ﺗﺮﯾﻦ اﺧﺘﻼﻻت رواﻧﭙﺰﺷﮑﯽ در ﮐﻮدﮐﯽ اﺳﺖ ﮐﻪ اﻏﻠﺐ ﺗﺎ ﺑﺰرﮔﺴﺎﻟﯽ اداﻣﻪ ﭘﯿﺪا ﻣﯽ ﮐﻨﺪ ﻟﺬا ﭘﮋوﻫﺶ ﺣﺎﺿﺮ در ﻧﻈـﺮ دارد اﺛـﺮ ﺑﺨﺸﯽ درﻣﺎن ﻣﺒﺘﻨﯽ ﺑﺮ ﺗﻮﺟﻪ آﮔﺎﻫﯽ ﺑﺮ روي ﻣﺸﮑﻼت داﻧﺶ آﻣﻮزان ﻣﺒﺘﻼ ﺑﻪ اﺧﺘﻼل ﻧﺎرﺳـﺎﯾﯽ ﺗﻮﺟﻪ و ﺑﯿﺶ ﻓﻌﺎﻟﯽ ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار دﻫﺪ . روش اﯾﻦ ﺗﺤﻘﯿﻖ از ﻧﻈﺮ ﻫﺪف ﮐـﺎرﺑﺮدي و از ﻟﺤـﺎظ ﺷﯿﻮه ي ﺟﻤﻊ آوري ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶ آزﻣﻮن و ﭘﺲ آزﻣﻮن ﺑﻮده اﺳﺖ.ﺟﺎﻣﻌـﻪ ي اﯾـﻦ ﺗﺤﻘﯿﻖ ﮐﻠﯿﻪ ي داﻧﺶ آﻣﻮزان ﻣﺒﺘﻼ ﺑﻪ اﺧﺘﻼل ﻧﺎرﺳﺎﯾﯽ ﺗﻮﺟﻪ و ﺑﯿﺶ ﻓﻌﺎﻟﯽ ﺑﻮده اﺳـﺖ و ﻧﻤﻮﻧـﻪ ي ﻣﻮرد ﻧﻈﺮ 30ﻧﻔﺮ از داﻧﺶ آﻣﻮزان ﻣﺒﺘﻼ ﺑﻪ اﺧﺘﻼل ﻧﺎرﺳﺎﯾﯽ ﺗﻮﺟﻪ و ﺑﯿﺶ ﻓﻌﺎﻟﯽ ﺑﻮدﻧﺪ ﮐـﻪ از روش ﻧﻤﻮﻧﻪ ي در دﺳـﺘﺮس اﻧﺘﺨـﺎب ﺷـﺪﻧﺪ . اﺑـﺰار ﭘـﮋوﻫﺶ ﭘﺮﺳﺸـﻨﺎﻣﻪ درﺟـﻪ ﺑﻨـﺪي رﻓﺘـﺎري ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ، ﺗﻮﺳﻂ ﺟﺮارد و ﻫﻤﮑﺎران ﻣﯿﺒﺎﺷﺪ. ﺑـﺮاي ﻣﻘﺎﯾﺴـﻪ ي ﭘـﯿﺶ آزﻣـﻮن و ﭘـﺲ آزﻣﻮن از آزﻣﻮن ﺗﯽ زوﺟﯽ و ﯾﺎ واﺑﺴﺘﻪ اﺳﺘﻔﺎده ﺷﺪ ﮐﻪ ﻧﺘﺎﯾﺞ ﯾﺎﻓﺘﻪ ﻫﺎ ﻧﺸﺎن دادﻧﺪ ﻣﯽ ﮔﺮدد ﻧﻤـﺮه ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ داﻧﺶ آﻣﻮزان در ﭘﯿﺶ آزﻣﻮن 15/60 ﺑـﻮد ﮐـﻪ در ﭘـﺲ آزﻣـﻮن ﺑـﻪ 18/90 اﻓﺰاﯾﺶ ﯾﺎﻓﺘﻪ اﺳﺖ و اﯾﻦ اﻓﺰاﯾﺶ از ﻧﻈﺮ آﻣﺎري )p=0/.004(.ﻧﯿﺰ ﻣﻌﻨﺎدار ﻣﯽ ﺑﺎﺷﺪ.

Our daily experience, our relationship with ourselves and others, and the quality of our life determines the ability to adjust the core attention and the common subject of attention deficit hyperactivity disorder and attention-aware. Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood, which continues until adulthood, therefore, this study intends to investigate the effectiveness of mindfulness-based therapy on problems in students with attention deficit hyperactivity disorder. The research method was applied in terms of purpose and the method of collecting semi-experimental with pretest and posttest design. The population of this study was all the students with attention deficit hyperactivity disorder and the sample consisted of 30 students with attention deficit hyperactivity disorder who were selected by available sampling method. The research instrument is behavioral grading questionnaire of executive functions, by Gerard et al. For comparison of pre-test and post-test, paired T-Test and/or dependent were used, the results of the findings showed that the students ' executive function score in pre-Test was 15.60, which increased in posttest to 18.90, and this increase was statistically significant (P = 0.004).