پديد آورندگان :
محرابي پري، سحر دانشگاه سمنان - دانشكدهٔ روان شناسي و علوم تربيتي , طالع پسند، سياوش دانشگاه سمنان - دانشكدهٔ روان شناسي و علوم تربيتي , رحيميان بوگر، اسحاق دانشگاه سمنان - دانشكدهٔ روان شناسي و علوم تربيتي , نظيفي، مرتضي دانشگاه بجنورد - گروه روانشناسي
چكيده فارسي :
هدف: بيش‌فعالي و نقص‌توجه از اختلال‌هاي رفتاري‌رواني مهم و پربسامد در كودكان است. هدف اين پژوهش اثربخشي آموزش جابه‌جايي تكليف بر كاهش نشانگان بيش‌فعالي و نقص‌توجه بود.
روش‌بررسي: روش اين پژوهش نيمه‌آزمايشي با گروه كنترل بود. جامعهٔ آماري اين پژوهش تمامي دانش‌آموزان ابتداييِ داراي اختلال ADHD شهرستان سمنان در سال 1395-96 بودند. نمونهٔ اين پژوهش تعداد 24 دانش‌آموز داراي اختلال ADHD بودند كه به تصادف در دو گروه كنترل و آزمايش جايگزين شدند. براي گروه آزمايش 10 جلسهٔ آموزش 45دقيقه‌ايِ جابه‌جايي تكليف اجرا شد. ابزار‌هاي پژوهش شامل؛ پرسشنامهٔ تجديدنظرشدهٔ مقياس درجه‌بندي كانرز والدين و آزمون ماتريس پيشروندهٔ رنگي ريون بود.
نتيجه‌گيري: آموزش مبتني بر جابه‌جايي تكليف براي كاهش شدت و نشانگان بيش‌فعالي و نقص‌توجه، كارآمد است و استفاده از آن توصيه مي‌شود. تلويحات كابردي در يافته‌ها بحث شد.
چكيده لاتين :
Background & Objective: Attention-deficit/hyperactivity disorder (ADHD) is one of the most important and frequent behavioral-psychological
disorders in children. A meta-analysis on 175 studies has reported that the prevalence rate of this disorder is 2.7%. The behavior of children with
ADHD has a bad effect on their performance in their family, community, and school, and causes the negative reaction of relatives, family
members, school staffs, and peers. Due to the same reason, treatment of this group of children is highly important. Recent studies indicate that
through intervention and training in their cognitive ability of the task, shifting (set-shifting) the degree of the disorder can be affected, and ADHD
symptoms can be reduced. Set-shifting is one of the brain’s executive functions indicating that in typical tasks, participants subjectively
(mentally) maintain two response sets simultaneously and move between these response's sets according to a predetermined criterion (or in any
other effort or activity), or monitor their performance and change their responses based on the feedback received from their performances.
Therefore, the purpose of this study was to investigate the effectiveness of the intervention in set-shifting in reducing ADHD symptoms.
Methods: The current research was performed by an experimental method with a control group. The statistical population of this research
included all the elementary students with ADHD in the city of Semnan during the academic year 2016-2017. The sample of this study consisted
of 24 students with ADHD who were randomly assigned to a control and an experimental group. The students within each group were controlled
to meet the following factors: they should have a normal intelligence. They should not take any medicines for reducing the symptoms. They
should not participate in any other therapeutic intervention, and they should have the symptoms of both hyperactivity and attention deficit. Ten
45-minute training sessions were held for the experimental group. The research instruments included the revised version of Caner’s Parents
Rating Scale for ADHD symptoms and Raven’s Colored Progressive Matrix Test to ensure the normal intelligence level of children.
Results: The findings showed that there was a significant difference between the experimental and control group in post-test results in all three
components of attention deficit, hyperactivity, and its combined mode (p<0.001) so that the experimental group showed a significant reduction
in ADHD symptoms after receiving the intervention and set-shifting training.
Conclusion: It can be argued that intervening in set-shifting can result in reduced ADHD symptoms, and the reason for this is that to perform
the tasks and their behaviors (where children with ADHD show some impairment) it is necessary that children pay attention to the stimuli, and
they must focus on them, while at the same time they must ignore the irreverent stimuli; the responsibility for this function is held by set-shifting.
The set-shifting involves the strategic ability of focus and attention as well as getting attention away while resisting against interference and
distraction, and these are among the main reasons for impairment in children with ADHD. Therefore, a training and intervention which reinforce
the set-shifting can reduce the degree of disorder in children. Thus, a set-shifting training and an intervention based on set-shifting can be used
to decrease the severity and symptoms of ADHD.
