اثربخشي آموزش كنش‌هاي اجرايي گرم و سرد در دو سطح والد و كودك بر كنش‌هاي اجرايي كودكان داراي اختلال كمبود توجه / فزون‌كنشي

The effectiveness of training of hot and cool executive functions at both parent and child levels on executive functions in children with attention deficit hyperactivity disorder (ADHD)

بيشتركودكان داراي اختلال كمبودتوجه / فزون‌كنشي در هر دو جنبۀ سرد (شناختي) و گرم (عاطفي، انگيزشي) كنش‌هاي اجرايي دچار نارسايي‌اند، با اين‌حال، مداخلات، بيشتر بر جنبۀ سرد اين كنش‌ها تمركز كردند. هدف: پژوهش حاضر به‌منظور بررسي اثربخشي آموزش كنش‌هاي اجرايي گرم و سرد در دو سطح والد و كودك بر كنش‌هاي اجرايي كودكان داراي اختلال كمبود توجه / فزون‌كنشي انجام شد. روش: طرح پژوهش حاضر شبه‌آزمايشي از نوع پيش‌آزمون، پس‌آزمون با گروه گواه بود. جامعۀ آماري پژوهش شامل تمامي كودكان 9 تا 12 ساله داراي اختلال كمبود توجه / فزون‌كنشي شهر رشت بودند كه در سال تحصيلي 1400 به مراكز درماني، آموزشي مراجعه كردند. نمونۀ پژوهش شامل 26 كودك داراي اختلال كمبود توجه / فزون‌كنشي از جامعۀ آماري ذكر شده بود كه برحسب شرايط ورود و خروج پژوهش به روش در دسترس انتخاب و با گمارش تصادفي در گروه‌هاي آزمايش و گواه تقسيم شدند. كودكان گروه آزمايش و مادران آن‌ها هركدام برنامۀ مداخله‌اي كنش‌هاي اجرايي گرم و سرد را طي 10 جلسه دريافت كردند. ابزار مورد استفاده شامل پرسشنامۀ جمعيت ‌شناختي، مقياس درجه‌بندي كانرز (1999) و پرسشنامۀ كنش‌هاي اجرايي (جوجيا، 2000) بود. داده‌ها با استفاده از آزمون تحليل كواريانس تحليل شدند. يافته ­ها: نتايج نشان داد آموزش كنش‌هاي اجرايي گرم و سرد در دو سطح والد و كودك بر تمامي مؤلفه‌هاي كنش‌هاي اجرايي كودكان داراي اختلال كمبود توجه / فزون كنشي اثر معناداري داشت (0/01 >P). نتيجه‌گيري: براساس يافته‌هاي اين پژوهش مي‌توان نتيجه گرفت كه مداخلات چندوجهي در سطوح مختلف كودك و والدين به طور همزمان و همچنين تمركز بر همۀ انواع كنش‌هاي اجرايي در درمان اختلال كمبود / توجه فزون‌كنشي مي‌تواند بسيار تأثيرگذار باشد.

Most children with ADHD have impairments in both the cool (cognitive) and hot (emotional, motivational) aspects of executive functions; however, the interventions focused more on the cool aspect of these actions. Aims: The present study aimed to investigate the efficacy of training of hot and cool executive functions at both parent and child levels on executive functions children with attention deficit hyperactivity disorder. Methods: This research was a quasi-experimental study with pretest-posttest control groupBackground: Most children with ADHD have impairments in both the cool (cognitive) and hot (emotional, motivational) aspects of executive functions; however, the interventions focused more on the cool aspect of these actions. Aims: The present study aimed to investigate the effectiveness of training of hot and cool executive functions at both parent and child levels on executive functions in children with attention deficit hyperactivity disorder. Methods: This research was a quasi-experimental study with pretest-posttest control group design. The statistical population of the present study consisted of all 9 to 12-year-old children with attention deficit hyperactivity disorder in Rasht who referred to medical-educational-research centers in 2021. The sample consisted of 26 children with attention deficit / hyperactivity disorder from the statistical population who were selected through convenience sampling, based on the inclusion criteria. They were then equally assigned to two (control and experiment) groups. The children in the experimental group and their mothers each received the hot and cool executive functions intervention program in 10 sessions. The instruments used included Cognitive demographic questionnaire, Canners Parent Rate Scale (1999), executive functions questionnaire (Gioia et al., 2000). data were analyzed using analysis of covariance. Results: The findings showed that training of hot and cool Executive functions at both parent and child levels improved all components of executive functions in children with attention deficit hyperactivity disorder (P<0/01). Conclusion: Based on the findings of this study, it can be concluded that multidimensional interventions are effective at different levels of the child and parents simultaneously and also focusing on all types of executive actions in the treatment of ADHD can be very effective. design. The statistical population of the present study consisted of all 9 to 12-year-old children with attention deficit hyperactivity disorder in Rasht who referred to medical-educational-research centers in 2021. The sample consisted of 26 children with attention deficit / hyperactivity disorder from the statistical population who were selected through convenience sampling, based on the inclusion criteria. They were then equally assigned to two (control and experiment) groups. The children in the experimental group and their mothers each received the hot and cool executive functions intervention program in 10 sessions. The instruments used included Cognitive demographic questionnaire, Canners Parent Rate Scale (1999), executive functions questionnaire (Gioia et al., 2000). data were analyzed using analysis of covariance. Results: The findings showed that training of hot and cool Executive functions at both parent and child levels improved all components of executive functions in children with attention deficit hyperactivity disorder (P<0/01). Conclusion: Based on the findings of this study, it can be concluded that multidimensional interventions are effective at different levels of the child and parents simultaneously and also focusing on all types of executive actions in the treatment of ADHD can be very effective