اثربخشي آموزش خود تعليمي كلامي بر بهبود كاركردهاي شناختي كودكان مبتلا به نقص توجه - بيش فعالي

The Effect of Verbal Self-Instruction on Improvement of Cognitive Functioning of ADHD Children

مقدمه: هدف مطالعه حاضر بررسي تأثير آموزش خود تعليمي كلامي بر كاركردهاي شناختي كودكان مبتلا به نقص توجه ـ بيش‌فعالي بود. روش: بدين منظور 40 كودك مبتلا به اين اختلال، از بين مراجعين مراكز روان‌شناختي شهر سنندج به‌صورت هدفمند انتخاب شده و به‌ صورت تصادفي در دو گروه آزمايش و گروه كنترل جايگزين شدند. گروه آزمايش 12 جلسه آموزش خود تعليمي دريافت كرد، درحالي‌كه گروه كنترل در ليست انتظار قرار گرفت. قبل و بعد از مداخله، پرسشنامه علائم مرضي كودك (CSI-4)، آزمون دسته‌بندي كارت‌هاي ويسكانسين (WCST)، آزمون رنگ ـ واژۀ استروپ نسخه ويكتوريا، آزمون فراخناي حرف – رقم روي هر دو گروه اجرا شد. يافته­ ها: نتايج تحليل كوواريانس نشان داد كه خود تعليمي كلامي بر بهبود بازداري (زمان واكنش و خطا)، حافظه فعال كودكان مبتلا به نقص توجه ـ بيش‌فعالي تأثير معناداري (0/001

Introduction: The purpose of this study was to examine the effectiveness of verbal self-instruction on cognitive functioning (inhibition, working memory, and set shifting) of ADHD children. Method: To this end, 40 children with ADHD were selected purposefully from among the clients of Sanandaj Psychological Clinics and were randomly categorized in experiment and control groups. The experimental group received 12 sessions of training in selfinstruction, but the control group was kept in waiting-list. Child Symptom Inventory (CSI-4), Wisconsin Card Sorting Test (WCST), Victoria Stroop Color-Word test, and Letter-Number Span test were administered before and after the intervention in both control and experimental groups. Findings: Analysis of Covariance showed that self-instruction had significant effect on inhibition (reaction time and error interference of Stroop test) and working memory (Letter-Number Span test) of Children with ADHD (p<0.001). With regard to set shifting, findings showed that intervention had only affected perseveration (p<0.001), but had no significant influence on category number of WCST. Conclusion: The findings suggest that self-instruction training can promote cognitive functioning of ADHD children. Besides, as a therapeutic approach, it improves the function of attention, memory, and inhibition in children with attention deficit hyperactivity.