مقايسه اثربخشي آموزش خودتعليمي كلامي و نوروفيدبك بر كاهش نشانه‌هاي اختلال نقص‌توجه / بيش‌فعالي

Comparative theefficacyofneurofeedbacktrainingandverbalself instruction onreduce of attention deficit/hyperactivity disordersymptoms

هدف: هدف مطالعه حاضر مقايسه اثربخشي آموزش خودتعليمي كلامي و نوروفيدبك بر كاهش نشانه‌هاي اختلال نقص توجه/بيش فعالي بود. روش: بدين منظور 60 دانش آموز مبتلا به اختلال نقص توجه/ بيش فعالي از بين مراجعين مراكز درماني و مشاوره شهر سنندج انتخاب شده و به صورت تصادفي در سه گروه 20 نفري جايگزين شدند. گروه اول و دوم به عنوان گروه آزمايش، به ترتيب 12جلسه درمان (يك جلسه در هفته) خودتعليمي كلامي و 24 جلسه آموزش نوروفيدبك (دوجلسه در هفته) دريافت كردند، ولي گروه كنترل هيچ مداخله اي دريافت نكرد. ابزارهاي پژوهش شامل پرسشنامه علايم مرضي كودك (CSI-4)، پرسشنامه مشكلات و توانايي‌ها و آزمون هوشي ريون بود. نتايج: يافته هاي حاصل از تحليل كواريانس نشان دادند كه با كنترل اثر پيش آزمون تفاوت معناداري (در سطح 0/001

Introduction: The purpose of this study was to Compare the efficacy of neurofeedback training and verbal self instruction on reduce of attention deficit / hyperactivity disorder symptoms. Method: For this aim, 60 students with attention deficit / hyperactivity symptoms among clients of counseling centers in Sanandaj selected and randomly divided and replaced into three groups of 20 people. The first and second groups, as experimental groups were received 12 sessions (one session per week) verbal self instruction and 24 sessions of neurofeedback training intervention (2 session per week), but the control group received no intervention. Research too ls include CSI (CSI-4), ability and difficulties questionnaire and Raven's IQ test. Findings: Findings from analysis of covariance showed that control of effect of pre-test, a significant difference (at P>0/001) are given in the posttest, post hoc test, showed that both treatment groups had a significant effect (at P>0/001) in reducing symptoms. But the effectiveness of neurofeedback group was significantly higher than verbal self instruction. Conclusions: Both methods have efficiency in reduce of attention deficit / hyperactivity disorder symptoms, but the effectiveness of neurofeedback is higher than verbal self instruction. Mechanism of this effect is probably due to altered cognitive functions such as Inhibition.