آموزش خود نظم بخشی رفتاری-هیجانی: روشی برای بهبود فعالیت عملکرد اجرایی و علائم بیش کنشی در نوجوانان مبتلا به ADHD

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه روان شناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

2 گروه روان شناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

چکیده

هدف پژوهش، تعیین میزان اثربخشی آموزش خود نظم بخشی نوجوانان مبتلا به ADHD در بهبود عملکرد اجرایی و علائم بیش فعالی بود. پژوهش حاضر، از نوع کارآزمایی بالینی بود. جامعه آماری شامل تمامی نوجوانان پسر مبتلا بهADHD  در یکی از مدارس منطقه 5 شهر تهران و در سال تحصیلی 98-1397 بود. بدین منظور 32 نفر از دانش آموزان پسر مقطع متوسطه مبتلا به ADHD  به طور تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. به کمک پرسشنامه اختلال عملکرد اجرایی بارکلی (BDEFS-CA)  و رفتار بیش فعالی و نقص توجه کانرز معلمان (CTRS)  متغیرهای پژوهش، اندازه‌گیری شد. پس از اجرای پیش آزمون، شرکت کنندگان گروه آزمایش آموزش خود نظم بخشی دریافت نمودند. سپس، پس آزمون و پس از دو ماه نیز آزمون پیگیری اجرا گردید. در نهایت، داده ها از طریق تحلیل کوواریانس و با ترم افزار SPSS24 تحلیل شد. نتایج نشان داد در پس آزمون همه متغیرها شامل سازماندهی ذهنی، توانایی در هدفگذاری، حل مساله، خود انگیختگی بهبود پیدا کردند و نشانه های ADHD کاهش یافته بود. در پیگیری دو ماهه، توانایی حل مساله به لحاظ آماری معنادار نبود و توانایی در هدف گذاری چه در پس آزمون و چه در دوره پیگیری علارغم معناداری، به دلیل پایین بودن اثر اندازه، نتوانست با مداخله بهبود پیدا کند. نتایج بیانگر این امر است که درمان خود نظم بخشی رفتاری-هیجانی توانسته اثرات مثبتی بر عملکرد اجرایی و کاهش نشانه های ADHD داشته باشد، اما برای اثر بخشی بیشتر به زمان طولانی تر مداخله و تمرین بیشتر مهارتها نیاز است.

کلیدواژه‌ها

عنوان مقاله [English]

Behavioral-Emotional Self-Regulation Training: A Way to Improve Executive Function and Hyperactivity Symptoms in Adolescents with ADHD

نویسندگان [English]

  • Manijeh Firoozi 1
  • Sahar Ehsani 2
1 Department of Psychology, University of Tehran, Tehran, Iran
2 Department of Psychology, University of Tehran, Tehran, Iran.
چکیده [English]

The purpose of this research was to examine the effectiveness of self-Regulation training in adolescents with ADHD for improvement of their executive function and ADHD symptoms. The statistical population was all male adolescents with ADHD in a school in Tehran (2019). The present study was a clinical experiment. For this purpose, 32 high school students in one of the Tehran schools were selected using the random sampling method. For measurement, the Barkley Deficits in Executive Functioning Scale—Children and Adolescents (BDEFS-CA), and the Conners' Teacher Rating Scale (CTRS) were used. Following the pre-test, the participants in the experimental group received self-regulation training. Two months later, the follow-up test was performed. Finally, data were analyzed using covariance analyses. The results of statistical analyses indicated that in the post-test all variables including mind organization, ability to targeting, problem-solving, and self-motivation improved; also, ADHD symptoms decreased. In the two-month follow-up, the ability of problem-solving did not significantly increase. The targeting ability, both in the post-test and in the follow-up, despite of increase, was not meaningful due to the low size effect of. The results indicated that intervention can have positive effects on executive function and reduce ADHD symptoms, but to be more effective, the training needed to be longer and accompanied by practice.

کلیدواژه‌ها [English]

  • Emotional-Behavioral Self-Regulation
  • Attention Deficit/Hyperactivity Disorder (ADHD)
  • Adolescent
  • Executive Function

مراجع

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.
Anastopoulos, A. D., & King, K. A. (2015). A cognitive-behavior therapy and mentoring program for college students with ADHD. Cognitive and Behavioral Practice. 22(2), 141-151.
Barkley, R. A. (2010). Differential diagnosis of adults with ADHD: the role of executive function and self-regulation. Journal of Clinical Psychiatry. 71(7), 17-22.
Barkley, R. A. (2012). Barkley deficits in executive functioning scale--children and adolescents (BDEFS-CA). Guilford Press.
Barkley, R. A. (2014). Executive functioning theory and ADHD. In Handbook of executive functioning (pp. 107-120). Springer, New York, NY.
Baumeister, S., Hohmann, S., Holz, N., Boecker-Schlier, R., & Banaschewski, T. (2019). The impact of successful learning of self-regulation on reward processing in children with ADHD using fMRI. ADHD Attention Deficit and Hyperactivity Disorders. 11(1), 31-45.
Bishry, Z., Ramy, H. A., El-Shahawi, H. H., El-Sheikh, M. M., El-Missiry, A. A., & El-Missiry, M. A. (2018). Screening for ADHD in a sample of Egyptian adolescent school students. Journal of Attention Disorders. 22(1), 58-65.
Brown, T. E. (2006). Executive functions and attention deficit hyperactivity disorder: Implications of two conflicting views. International Journal of Disability, Development and Education. 53(1), 35-46.
Burnette, J. L., Babij, A. D., Oddo, L. E., & Knouse, L. E. (2020). Self-Regulation Mindsets: Relationship to Coping, Executive Functioning, and ADHD. Journal of Social and Clinical Psychology. 39(2), 101-116.
Charach, A. (2010). Children with Attention Deficit Hiperactivity Disorders: Epidemiology, Comorbidity and assessment. Encyclopedia on Early Childhood Development. 20(2), 1-11.
Conners, C. K., Erhardt, D., Epstein, J. N., Parker, J. D. A., Sitarenios, G., & Sparrow, E. (1999). Self-ratings of ADHD symptoms in adults I: Factor structure and normative data. Journal of Attention Disorders. 3(3), 141-151.
Garland, T. (2014). Self-Regulation Interventions and Strategies: Keeping the Mind, Body, and emotions on Task in Children wth Autism, ADHD or Sensory Disorders. Clinical Psychological Science. 2(5), 397-412.
Gawrilow, C., Gollwitzer, P. M., & Oettingen, G. (2011). If-then plans benefit executive functions in children with ADHD. Journal of Social and Clinical Psychology. 30(6), 616-646.
Gawrilow, C., Morgenroth, K., Schultz, R., Oettingen, G., & Gollwitzer, P. M. (2013). Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD. Motivation and Emotion. 37(1), 134-145.
Guderjahn, L., Gold, A., Stadler, G., & Gawrilow, C. (2013). Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom. ADHD Attention Deficit and Hyperactivity Disorders. 5(4), 397-407.
He, J. A., & Antshel, K. M. (2017). Cognitive behavioral therapy for attention-deficit/hyperactivity disorder in college students: a review of the literature. Cognitive and Behavioral Practice. 24(2), 152-173.
Hebrani, P., Abd, E. E., Behdani, F., Vosoug, I., & Javanbakht A. (2007) The prevalence of attention deficit hyperactivity disorder in preschool-age children in Mashhad, north-East of Iran. Archives of Iranian Medicine. 10(2), 147-151.
Knouse, L. E., & Fleming, A. P. (2016). Applying cognitive-behavioral therapy for ADHD to emerging adults. Cognitive and Behavioral Practice. 23(3), 300-315.
Modi, M., Alizadeh, H., Ghobaribonab, B., Soleimani, M. (2014). The Effect of Cognitive-Behavioral Therapy on Reducing Anger in Children with Attention Deficit/Hyperactivity Disorder. Psychological Research. 2(2), 112-127.
Moura, H. F., Faller, S., Benzano, D., Szobot, C., Von Diemen, L., Stolf, A. R., ... & Kessler, F. H. P. (2013). The effects of ADHD in adult substance abusers. Journal of Addictive Diseases. 32(3), 252-262.
Noorani Jurjadeh, S. R., Mashhadi, A., Tabibi, Z., & Kheirkhah, F. (2016). Effectiveness of executive functions training based on daily life on executive functioning in children with attention deficit/hyperactivity disorder. Advances in Cognitive Science. 18(1), 68-78.
Ragnarsdottir, B., Hannesdottir, D. K., Halldorsson, F., & Njardvik, U. (2018). Gender and Age Differences in Social Skills Among Children with ADHD: Peer Problems and Prosocial Behavior. Child & Family Behavior Therapy. 40(4), 263-278.
Ramsay, J. R. (2012). “Without a Net” CBT Without Medications for an Adult with ADHD. Clinical Case Studies. 11(1), 48-65.
Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children. 71(4), 361-372
Ruane, M. (2016). Action learning in postgraduate executive management education: an account of practice. Action Learning: Research and Practice. 13(3), 272-80.
Skogan, A. H., Zeiner, P., Egeland, J., Urnes, A. G., Reichborn-Kjennerud, T., & Aase, H. (2015). Parent ratings of executive function in young preschool children with symptoms of attention-deficit/-hyperactivity disorder. Behavioral and Brain Functions. 11(1), 16.
Solanto, M. V., Marks, D. J., Wasserstein, J., Mitchell, K., Abikoff, H., Alvir, J. M. J., & Kofman, M. D. (2010). Efficacy of meta-cognitive therapy for adult ADHD. American Journal of Psychiatry, 167(8), 958-968.
Vivas, A. J. B., López, M. V. E., Briceño, E. D., & Chan, J. C. A. (2018). Original Paper Academic Self-Regulation in Three Children with ADHD. World. 5(4),153-163
Ziereis, S., & Jansen, P. (2015). Effects of physical activity on executive function and motor performance in children with ADHD. Research in Developmental Disabilities. 38, 181-191.
 
 
فصل‌نامه پژوهش‌های کاربردی روانشناختی
دوره 11، شماره 3
آذر 1399
صفحه 153-167

فایل ها

هم رسانی

ارجاع به این مقاله

آمار