فصل‌نامه پژوهش‌های کاربردی روانشناختی

اثربخشی آموزش بازداری شناختی بر عملکرد توجه و کنترل پاسخ دانش‌آموزان مبتلا به اختلال نقص‌توجه/بیش‌فعالی

مقالات آماده انتشار

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه روان‌شناسی و آموزش کودکان استثنایی، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

2 گروه روان‌شناسی و آموزش کودکان با نیاز های خاص، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران.

چکیده

پژوهش حاضر با هدف به‌کارگیری آموزش بازداری شناختی برای ارتقای عملکرد دانش‌آموزان دچار اختلال نقص‌توجه/بیش‌فعالی انجام گرفت. طرح پژوهش نیمه‌آزمایشی بود و به شیوۀ پیش‌آزمون و پس‌آزمون با گروه کنترل انجام شد. جامعۀ پژوهش را تمامی دانش‌آموزان دچار اختلال نقص‌توجه/بیش‌فعالی شهر تهران در سال 1403-1402 تشکیل میداد که از این بین، 34 دانش‌آموز (29 پسر و 5 دختر) به روش نمونه‌گیری هدفمند از یک مرکز خدمات روان‌شناسی و مشاوره در منطقۀ 6 تهران انتخاب شدند. 34 شرکت‌کننده به‌طور تصادفی در گروه آزمایش (17 نفر) و گروه کنترل (17 نفر) قرار گرفتند. گروه آزمایش در ده جلسۀ 30 دقیقه‌ای آموزش بازداری شناختی را دریافت کرد؛ درحالی‌که گروه کنترل در حالت انتظار باقی ماند. ابزارهای ارزیابی شامل چک‌لیست رفتار کودک (CBCL)، آزمون هوش تهران-استنفورد-بینه (TSB) و آزمون عملکرد یکپارچۀ دیداری-شنیداری (IVA-2) بود. تحلیل داده‌ها به روش تحلیل کوواریانس چندمتغیره و با نرم‌افزار SPSS-23 انجام گرفت. یافته‌ها نشان داد آموزش بازداری شناختی به‌طور معنادار موجب بهبود عملکرد توجه کل، کنترل پاسخ و توجه مستمر دیداری شده است (001/0>P)، اما تأثیر معناداری بر توجه مستمر شنیداری ندارد. براساس یافته‌ها بازداری شناختی می‌تواند به بهبود نشانگان نقص‌توجه/بیش‌فعالی کمک کند. به‌طورکلی طراحی برنامه‌های مشابه می‌تواند از طریق مکانیسم حذف محرک‌های نامرتبط و افزایش تمرکز بر محرک‌های هدف، موجب بهبود عملکرد کلی افراد دچار نارسایی در بازداری شود.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Cognitive Inhibition Training on Attentional Performance and Response Control in Students with Attention Deficit/Hyperactivity Disorder

نویسندگان [English]

  • Mohsen Rafikhah 1
  • Ali Sharifi 2
  • Marziyeh Rahimi 2

1 Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

2 Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan. Iran.

چکیده [English]

The aim of the present study was to enhance the academic performance of students diagnosed with attention deficit/hyperactivity disorder through the implementation of cognitive inhibition training. The current investigation is a semi-experimental study that includes a a pretest-posttest design and a control group. The present research included all students in Tehran who were diagnosed with attention deficit/hyperactivity disorder during the academic years of 2023-2024. Through purposive sampling, 34 students (29 boys and 5 girls) were selected from a psychological and counseling services center in District 6 of Tehran. The 34 participants were randomly assigned to either the experimental group (17 individuals) or the control group (17 individuals). The control group was subjected to a waiting condition, while the experimental group underwent cognitive inhibition training for ten 30-minute sessions. The assessment tools included the Child Behavior Checklist (CBCL), the Stanford-Binet Intelligence Scale (TSB), and the Integrated Visual-Auditory Performance Test (IVA-2). SPSS-23 software was employed to conduct multivariate analysis of covariance. The results indicated that cognitive inhibition training substantially enhanced the performance of total attention, response control, and visual sustained attention (P<0.001). However, Auditory sustained attention did not exhibit any significant effect. Cognitive inhibition has the potential to alleviate symptoms of attention deficit/hyperactivity, as indicated by the reported findings. In general, the overall performance of individuals with inhibition deficits can be enhanced by the development of programs that are similar in nature. This is achieved by reducing the number of irrelevant stimuli and increasing the focus on target stimuli.

کلیدواژه‌ها [English]

  • Attention Deficit/Hyperactivity Disorder
  • Cognitive Inhibition
  • Inhibitory Control
  • Response Control
  • Sustained Attention
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فصل‌نامه پژوهش‌های کاربردی روانشناختی

مقالات آماده انتشار، پذیرفته شده
انتشار آنلاین از تاریخ 10 دی 1404
  • تاریخ دریافت: 20 آبان 1403
  • تاریخ بازنگری: 20 بهمن 1403
  • تاریخ پذیرش: 22 اسفند 1403
  • تاریخ اولین انتشار: 17 اردیبهشت 1404
  • تاریخ انتشار: 10 دی 1404