مقایسه اثربخشی درمان تحلیل رفتار متقابل و درمان تحریک الکتریکی مستقیم فراجمجمه‌ای بر اضطراب و کیفیت زندگی دانش¬آموزان مقطع اول متوسطه مبتلا به اختلال بیش فعالی و نقص توجه
محورهای موضوعی : روانشناسی
سونیا جاهدی دلیوند
1
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مرتضی ترخان
2
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مروارید احدی
3
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پروانه قدسی
4
1 - دانشجوی دکتری، گروه روانشناسی، واحد بین‌المللی کیش، دانشگاه آزاد اسلامی، جزیره کیش، ایران، Soniya.jahedi04@gmail.com
2 - (نویسنده مسئول)، دانشیار، گروه روان‌شناسى، دانشگاه پیام نور، تهران، ایران mttmaster20@yahoo.com tell: 09113920297
3 - دانشیار، گروه روان‌پزشکی، دانشگاه علوم توانبخشی و سلامت اجتماعی، تهران، ایران morvaridahadi1360@gmail.com
4 - استادیار، گروه روانشناسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران elham_ghodsi@yahoo.com
کلید واژه: اختلال بیش فعالی ونقص توجه, اضطراب, درمان تحلیل رفتار متقابل, درمان تحریک الکتریکی مستقیم فراجمجمه‌ای, کیفیت زندگی ,
چکیده مقاله :
چکیده مقدمه: پژوهش حاضر با هدف مقایسه اثربخشی درمان تحلیل رفتار متقابل و درمان تحریک الکتریکی مستقیم فراجمجمه‌ای بر اضطراب و کیفیت زندگی دانش¬آموزان مقطع اول متوسطه مبتلا به اختلال بیش فعالی و نقص توجه توجه انجام شد. روش پژوهش: پژوهش حاضر از نوع کاربردی و یک طرح نیمه¬آزمایشی از نوع پیش¬آزمون، پس¬آزمون و پیگیری با گروه کنترل بود. جامعه¬ی آماری پژوهش دانش¬آموزان (دختر و پسر) دارای اختلال بیش فعالی و نقص توجه در مدارس استثنایی شهر رشت در سال تحصیلی 1403-1402 تشکیل دادند. تعداد افراد نمونه پژوهش حاضر 45 نفر که سهم هر گروه 15 نفر که به روش نمونه گيري هدفمند انتخاب شدند. ابزار پژوهش پرسشنامه کیفیت زندگی ویر وهمکاران، (1988)، پرسشنامه اضطراب بک (1990)، پرسشنامه استاندارد اختلال نقص توجه - بیش فعالی، سوانسون، نولان و پلهام (1981) بود. روش تجزیه و تحلیل داده ها کواریانس چند متغیره و تحلیل کواریانس چند متغیره و تحلیل کوواریانس تک متغیره و آزمون تعقیبی توکی بود. یافته ها: نتایج پژوهش نشان داد که بین میزان اثر بخشی آموزش گروهی درمان تحلیل رفتار متقابل و درمان تحریک الکتریکی مستقیم فراجمجمه‌ای بر اضطراب و کیفیت زندگی کودکان مبتلا به اختلال بیش فعالی و نقص توجه تفاوت در سطح 01/0 وجود دارد. نتیجه گیری: با توجه به یافته ها می توان نتیجه گرفت درمان تحلیل رفتار متقابل و درمان تحریک الکتریکی مستقیم فراجمجمه‌ای بر کیفیت زندگی و اضطراب در دانش آموزان مقطع اول متوسطه مبتلا به اختلال بیش فعالی و نقص توجه موثر است.
Abstract Introduction: The present study was conducted with the aim of comparing the effectiveness of interactional behavior analysis therapy and transcranial direct electrical stimulation therapy on anxiety and quality of life of first-grade high school students with attention deficit hyperactivity disorder. Research methods: The current research was of applied type and a semi-experimental design of pre-test, post-test, and follow-up with a control group. The statistical population of the research consisted of students (boys and girls) with hyperactivity disorder and attention deficit disorder in special schools of Rasht city in the academic year of 2023-2024. The number of people in the current research sample is 45 people, and the share of each group is 15 people who were selected by purposeful sampling. The research tools were Weir et al.'s quality of life questionnaire (1988), Beck's anxiety questionnaire (1990), the standard attention deficit hyperactivity disorder questionnaire, and Swanson, Nolan, and Pelham (1981). The methods of data analysis were multivariate covariance, multivariate covariance analysis, univariate covariance analysis, and Tukey's post hoc test. Findings: The results of the research showed that there is a difference of 0.01 between the effectiveness of group training, interaction behavior analysis therapy, and transcranial direct electrical stimulation therapy on anxiety and quality of life of children with attention deficit hyperactivity disorder. Conclusion: From the findings it can be concluded that interactional behavior analysis treatment and transcranial direct electrical stimulation treatment are effective in quality of life and anxiety in first-grade high school students with attention deficit hyperactivity disorder.
© 2020 The Author(s). This work is published by family and health as an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc/4.0/). Non-commercial uses of the work are permitted, provided the original work is properly cited.
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