تأثیر آموزش کارکردهای اجرایی بر مشکلات عاطفی-رفتاری کودکان پیش دبستانی در شهر اصفهان
محورهای موضوعی : تربیتی
1 - کارشناس ارشد روانشناسی بالینی، واحد خمینی شهر، دانشگاه آزاد اسلامی اصفهان واحد خمینی شهر، اصفهان، ایران.
2 - استاد گروه روانشناسی، دانشگاه اصفهان، اصفهان، ایران.
کلید واژه: مشکلات عاطفی- رفتاری, کارکردهای اجرایی, کودکان پیش دبستانی.,
چکیده مقاله :
هدف از این پژوهش بررسی اثربخشی آموزش کارکردهای اجرایی (بازداری پاسخ، حافظه فعال، انعطاف‌پذیری و حفظ توجه) بر مشکلات عاطفی – رفتاری کودکان پیش دبستانی بوده است. طرح پژوهش نیمه آزمایشی از نوع پیش آزمون-پس آزمون با گروه کنترل بوده است. جامعه آماري شامل کليه کودکان پيش دبستاني 5- 6 ساله داراي مشکلات عاطفی-رفتاری در شهر اصفهان در سال تحصیلی 96-1395 بود. برای انجام پژوهش نمونه‌ای شامل30 نفر از این کودکان بصورت تصادفی خوشه‌ای انتخاب و در دو گروه آزمایش و کنترل (هر گروه 15 نفر) بصورت تصادفی گمارده شدند و گروه آزمایش تحت مداخله قرار گرفت. در پیش‌آزمون و پس‌آزمون، مشکلات عاطفی- رفتاری توسط مقیاس سیاهه رفتاری کودک (CBCL) آخنباخ (Achenbach, 1991) سنجیده شد. داده‌ها با استفاده از تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفتند. نتایج نشان داد که مداخله برای گروه آزمایش معنی دار است و آموزش کارکردهای اجرایی بر مشکلات عاطفی-رفتاری (اضطراب، افسردگی، شکایات جسمانی، مشکلات اجتماعی، اختلالات تفکر، مشکلات توجه، رفتار قانون‌شکنی و رفتار پرخاشگری) موثر هستند (001/0>P).
The purpose of this study was investigating the effect of Executive Function Training (response inhibition, active memory, flexibility, and attention) on emotional behavioral problems in pre-school children with executive functions. The research design was quasi-experimental research with pre-test and post-test and control group. Statistical population also included all of pre-school children in 5-6 years old in Isfahan in 2016-2017. For doing research, 30 pre-school Childs with executive functions were selected by cluster random sampling and were assigned randomly in experimental and control group (15 people in each group), and experimental group trained by EFT program. In pre-test and post-test stage, emotional behavioral problems was measured by the Child Behavioral Scale (CBCL) of Ahnenbach (Achenbach, 1991). The data was analyzed by Covarianc analysis. Results showed that Executive Function Training (EFT) had a significant effects on emotional-behavioral problems on pre-school children (anxiety, depression, phisical complaint, social problems, thinking disorders, attention problems, aggressive behavior and law breaking behavior) (p<0.01).
Achenbach, T. M. (1991). Manual for the Teacher's Report Form and 1991 profile. Univ Vermont/ Department Psychiatry.
Achenbach, T. M. & Rescorla, L.A. (2007). Aachenbach Experience-Based System Age Forms Handbook (ASEBA), translated by A. Minaei, Tehran: Research Institute for Exceptional Children. (Date of publication of the original work 2001).
Achenbach, T.M. & Rescorla, L.A. (2001).ASEBA school age forms profiles. Burlington: University of Vermont, research center for children, youth & families.
Alizadeh, H. (2006). Relationship between neurocognitive executive functions and developmental disorders, Cognitive Science News, 4, 70- 57. [Persian]
Ardilla, A. (2008). On the evolutionary origins of executive functions. Brain and Cognition, 68, 92–99.
Blakey, E., Matthews, D., Cragg, L., Buck, J., Cameron, D., Higgins, B., ... & Carroll, D. J. (2020). The role of executive functions in socioeconomic attainment gaps: Results from a randomized controlled trial. Child Development.
Blair, C., Zelazo, D., & Greenberg, M. (2005). The measurement of executive function in early childhood. Journal of Developmental Neuropsychology, 28(2), 561 – 571.
Denckla, M. B. (1996). A theory and model of executive function: A neuropsychological perspective. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory and executive. Baltimore: Brookes.
Delavar, Ali (2006). Research and Evaluation Guide, Tehran: Arasbaran Publications. [Persian]
Ebrahimi, A.A., Abedi, A. (2015). Strengthen executive skills in preschool and elementary school children. Isfahan: Written publication, first edition. [Persian]
Fletcher, J.M., Lyone, G.R., Funchs, L.S., & Barnes, MA. (2007). Learning disabilities (from identification to intervention). New yourk: Guilford pres.
Kana RK, Keller TA, Cherkassky VL, Minshew NJ, Just MA. (2007). Sentence comprehension in autism: Thinking in pictures with decreased functional connectivity. Brain 129 (Pt 9). 2484 –93.
Kirk, S. A., Gallagher, J. J., Anastasiow, N. J, & Coleman, M. R. (2006). Educating Exceptional Children. Boston: Houghton Mifflin.
Lantrip, C., Isquith, P. K., Koven, N. S., Welsh, K., & Roth, R. M. (2016). Executive function and emotion regulation strategy use in adolescents. Applied Neuropsychology: Child, 5(1), 50-55.
Liddon, C. J., Zarcone, J. R., Pisman, M., & Rooker, G. W. (2016). Examination of behavioral flexibility and function of severe challenging behavior in individuals with autism and intellectual disability. International Journal of Developmental Disabilities, 62(3), 167-173
Malekpour M, Kavianpour F, and Abedi A. (2013). Efficacy of executive functions training (response inhibition) on the attention of preschool children with developmental coordination disorder: A single-subject research. J Res Behav Sci, 11(2): 108-20. [Persian]
Michel E, Roethlisberger M, Neuenschwander R, Roebers CM. (2011). Development of cognitive skills in children with motor coordination impairments at 12-month follow-up. Child Neuropsychol; 17(2): 151-72.
Minaei, Asghar (2005). Handbook of Achenbach Experience-Based School Age Forms: Adaptation and Standardization, Tehran: Exceptional Children Research Institute. [Persian]
Roman, G. D., Ensor, R., & Hughes, C. (2016). Does executive function mediate the path from mothers’ depressive symptoms to young children’s problem behaviors?. Journal of experimental child psychology, 142, 158-170.
Saif Naraghi, M. and Naderi, A. (2010). Behavioral disorders in children and methods of its correction and repair. Tehran: Badr. [Persian]
Sulik MJ, Blair C, Mills-Koonce R, Berry D, Greenberg M. (2015). Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children's Executive Function. Child Dev; 86(5):1588-603.
Vaziri, A., Ahadi, H., Makvandi, B., Asgari, P., Bakhtiyari, S. (2016), Comparison of the effectiveness of executive function training and parental management in reducing the symptoms of anxiety disorders. Psychological Methods and Models, 7 (23): 115-99. [Persian]
Valinejad, Y. (2014). The effectiveness of pattern-based guidance training on improving working memory and math performance and reducing the symptoms of students' emotional-behavioral problems. PhD Thesis in Educational Psychology, University of Tabriz. [Persian]
Verma N.(2014). Psychological intervention for specific learning disability: A case report. Psychological intervention for specific learning disability;1(4): 86-90.
Wissink IB, Dekovic M, Yagmur S, Stams GJ, de Haan M.(2008). Ethnic identity, externalizing problem behavior and the mediating role of self-esteem among Dutch, Turkish-Dutch and Moroccan-Dutch adolescents. J Adolesc; 31(2): 223-40.
Wood JJ, Cowan PA, Baker BL.(2002). Behavior problems and peer rejection in preschool boys and girls. Journal of Experimental Psychology: General; 163(1): 72-88.