مقایسه نظریه ذهن در کودکان با نارسایی توجه/ فزون‌کنشی و کودکان مبتلا به کندگامی شناختی
الموضوعات :
محمد شادبافی
1
,
الناز محمدی
2
,
رقیه عبدالرحیم‌پور
3
1 - دانشجوی دکتری روان‌شناسی
دانشگاه تبریز
2 - کارشناس ارشد روان‌شناسی بالینی کودک و نوجوان
دانشگاه تبریز
3 - کارشناس ارشد روان‌شناسی بالینی کودک و نوجوان
دانشگاه تبریز
الکلمات المفتاحية: نظریه ذهن, نارسایی توجه/ فزون‌کنشی, کندگامی شناختی,
ملخص المقالة :
هدف این پژوهش مقایسه نظریه ذهن و سطوح آن در کودکان مبتلا به نارسایی توجه/ فزون‌کنشی و کندگامی شناختی بود. طرح پژوهش توصیفی از نوع علّی-مقایسه‌ای و نمونه آن، 100نفر (50نفر مبتلا به نارسایی توجه/فزون‌کنشی و 50نفر مبتلا به کندگامی شناختی) از کودکان پسر مقطع ابتدایی شهرستان تبریز در سال تحصیلی 99-1398 بود که با شیوه غربالگری و با استفاده از مقیاس درجه‌بندی رفتار کودکان (سوانسون، نولان و پلهام، 1980) و مقیاس کندگامی شناختی (پنی، واشبوش، کلین، کورکوم و اسکیس، 2009) انتخاب شد. سپس از آزمون نظریه ذهن (موریس و دیگران، 1999) برای ارزیابی نظریه ذهن استفاده شد. داده‌ها با روش تحلیل واریانس چندمتغیری تحلیل شد. نتایج نشان داد بین کودکان مبتلا به نارسایی توجه/ فزون‌کنشی و کندگامی شناختی از نظر نظریه ذهن و سطوح آن تفاوت معنادار وجود دارد، به‌طوری‌که کودکان مبتلا به کندگامی شناختی در نظریه ذهن کلی و هر سه سطح آن در مقایسه با کودکان مبتلا به نارسایی توجه/ فزون‌کنشی، عملکرد ضعیف‌تری دارند. با توجه به یافته‌های این پژوهش به نظر می‌رسد کودکان مبتلا به کندگامی شناختی به دلیل علاقه اندک به تعامل‌های اجتماعی و برخورداری از مشکلات توجه، در آزمون نظریه ذهن عملکرد ضعیف‌تری در مقایسه با کودکان مبتلا به نارسایی توجه/ فزون‌کنشی دارند.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). Washington, DC: American Psychiatric Publishing.
Barkley, R. A. (2014). Sluggish cognitive tempo (concentration deficit disorder?): Current status, future directions, and a plea to change the name. Journal of Abnormal Child Psychology, 42(1), 117-125.
Barkley, R. A. (2016). Sluggish cognitive tempo: A (misnamed) second attention disorder? Journal of the American Academy of Child & Adolescent Psychiatry, 55(3), 157-158
Bauermeister, J. J., Barkley, R. A., Bauermeister, J. A., Martínez, J. V., & McBurnett, K. (2012). Validity of the sluggish cognitive tempo, inattention, and hyperactivity symptom dimensions: Neuropsychological and psychosocial correlates. Journal of Abnormal Child Psychology, 40(5), 683-697.
Becker, S. P. (2013). Topical review: Sluggish cognitive tempo: Research findings and relevance for pediatric psychology. Journal of Pediatric Psychology, 38(10), 1051-1057.
Becker, S. P. (2014). Sluggish cognitive tempo and peer functioning in school-aged children: A six-month longitudinal study. Psychiatry Resarch, 217(1-2), 72-78.
Becker, S. P., & Barkley, R. A. (2018). Sluggish cognitive tempo. In Oxford textbook of attention deficit hyperactivity disorder, (pp.147-153(. New York: Oxford University Press.
Becker, S. P., & Langberg, J. M. (2014). Attention-deficit/hyperactivity disorder and sluggish cognitive tempo dimensions in relation to executive functioning in adolescents with ADHD. Child Psychiatry & Human Development, 45(1), 1-11.
Becker, S. P., & Willcutt, E. G. (2019). Advancing the study of sluggish cognitive tempo via DSM, RDoC, and hierarchical models of psychopathology. European Child & Adolescent Psychiatry, 28(5), 603-613.
Becker, S. P., Garner, A. A., Tamm, L., Antonini, T. N., & Epstein, J. N. (2019). Honing in on the social difficulties associated with sluggish cognitive tempo in children: Withdrawal, peer ignoring, and low engagement. Journal of Clinical Child & Adolescent Psychology, 48(2), 228-237.
Becker, S. P., Leopold, D. R., Burns, G. L., Jarrett, M. A., Langberg, J. M., Marshall, S. A., ... & Willcutt, E. G. (2016). The internal, external, and diagnostic validity of sluggish cognitive tempo: A meta-analysis and critical review. Journal of the American Academy of Child & Adolescent Psychiatry, 55(3), 163-178.
Becker, S. P., Luebbe, A. M., & Joyce, A. M. (2015). The Child Concentration Inventory (CCI): Initial validation of a child self-report measure of sluggish cognitive tempo. Psychological Assessment, 27(3), 1037.
Becker, S. P., Luebbe, A. M., Fite, P. J., Stoppelbein, L., & Greening, L. (2014). Sluggish cognitive tempo in psychiatrically hospitalized children: Factor structure and relations to internalizing symptoms, social problems, and observed behavioral dysregulation. Journal of Abnormal Child Psychology, 42(1), 49-62.
Berenguer Forner, C., Roselló, B., Baixauli Fortea, I., García Castellar, R., Colomer Diago, C., & Miranda, A. (2017). ADHD Symptoms and peer problems: Mediation of executive function and theory of mind. Psicothema, 29(4), 514-519.
Bora, E., & Pantelis, C. (2016). Meta-analysis of social cognition in attention-deficit/hyperactivity disorder (ADHD): comparison with healthy controls and autistic spectrum disorder. Psychological Medicine, 46(4), 699-716.
Bussing, R., Fernandez, M., Harwood, M., Hou, W., Garvan, C. W., Eyberg, S. M., & Swanson, J. M. (2008). Parent and teacher SNAP-IV ratings of attention deficit hyperactivity disorder symptoms: psychometric properties and normative ratings from a school district sample. Assessment, 15(3), 317-328.
Caputi, M., & Schoenborn, H. (2018). Theory of mind and internalizing symptoms during middle childhood and early adolescence: The mediating role of coping strategies. Cogent Psychology, 5(1), Article 1487270.
Dan, O., & Raz, S. (2018). Response patterns to emotional faces among adolescents diagnosed with ADHD. Journal of Attention Disorders, 22(12), 1123-1130.
Deschamps, P., Munsters, N., Kenemans, L., Schutter, D., & Matthys, W. (2014). Facial mimicry in 6–7 year old children with disruptive behavior disorder and ADHD. PLoS One, 9(1), 1-7.
Farzaneh, A., Alizadeh, H., & Kazemi, F. (2019). The effectiveness of facial expressions of the basic emotions training on early conduct disorder. Journal of Developmental Psychology: Iranian Psychologists, 16(62), 163-174. [In Persian].
Ferguson, F. J., & Austin, E. J. (2010). Associations of trait and ability emotional intelligence with performance on Theory of Mind tasks in an adult sample. Personality and Individual Differences, 49(5), 414-418.
Ferretti, N. M., King, S. L., Hilton, D. C., Rondon, A. T., & Jarrett, M. A. (2019). Social functioning in youth with attention-deficit/hyperactivity disorder and sluggish cognitive tempo. The Yale Journal of Biology and Medicine, 92(1), 29-35.
Flannery, A. J., Becker, S. P., & Luebbe, A. M. (2016). Does emotion dysregulation mediate the association between sluggish cognitive tempo and college students’ social impairment? Journal of Attention Disorders, 20(9), 802-812.
Garner, A. A., Marceaux, J. C., Mrug, S., Patterson, C., & Hodgens, B. (2010). Dimensions and correlates of attention deficit/hyperactivity disorder and sluggish cognitive tempo. Journal of Abnormal Child Psychology, 38(8), 1097-1107.
Ghamarani, A., & Alborzi, S., & Khayer, M. (2006). Evaluation of validity and validity of mind theory test in a group of mentally retarded and normal students in Shiraz. Journal of Psychology, 10(2), 181-199. [In Persian].
Goth-Owens, T. L., Martinez-Torteya, C., Martel, M. M., & Nigg, J. T. (2010). Processing speed weakness in children and adolescents with non-hyperactive but inattentive ADHD (ADD). Child Neuropsychology, 16(6), 577-591.
Khanjani, Z., Mohammadi, E., & Shadbafi, M. (2020). The prediction of children's accident proneness based on attention deficit hyperactivity disorder and sluggish cognitive tempo symptoms: the mediating role of sensitivity to reward and punishment. Quarterly Journal of Child Mental Health, 7(1), 44-56. [In Persian].
Larsson, H., Dilshad, R., Lichtenstein, P., & Barker, E. D. (2011). Developmental trajectories of DSM‐IV symptoms of attention‐deficit/hyperactivity disorder: Genetic effects, family risk and associated psychopathology. Journal of Child Psychology and Psychiatry, 52(9), 954-963.
Lee, S., Burns, G. L., & Becker, S. P. (2017). Can sluggish cognitive tempo be distinguished from ADHD inattention in very young children? Evidence from a sample of Korean preschool children. Journal of Attention Disorders, 21(8), 623-631.
Lee, S., Burns, G. L., & Becker, S. P. (2018). Toward establishing the transcultural validity of sluggish cognitive tempo: Evidence from a sample of South Korean children. Journal of Clinical Child & Adolescent Psychology, 47(1), 61-68.
Maoz, H., Gvirts, H. Z., Sheffer, M., & Bloch, Y. (2019). Theory of Mind and empathy in children with ADHD. Journal of Attention Disorders, 23(11), 1331-1338.
Marshall, S. A., Evans, S. W., Eiraldi, R. B., Becker, S. P., & Power, T. J. (2014). Social and academic impairment in youth with ADHD, predominately inattentive type and sluggish cognitive tempo. Journal of Abnormal Child Psychology, 42(1), 77-90.
Mary, A., Slama, H., Mousty, P., Massat, I., Capiau, T., Drabs, V., & Peigneux, P. (2016). Executive and attentional contributions to Theory of Mind deficit in attention deficit/hyperactivity disorder (ADHD). Child Neuropsychology, 22(3), 345-365.
Mashhadi, A., Hashemi Juzdani, M., & Hashemi Borzabadi, H. (2011). Theory of Mind Development and its Relation to Social Skills in Children and Adolescence with Visual Impairment. Journal of Developmental Psychology: Iranian Psychologists, 7(27), 219-230. [In Persian].
McBurnett, K., Villodas, M., Burns, G. L., Hinshaw, S. P., Beaulieu, A., & Pfiffner, L. J. (2014). Structure and validity of sluggish cognitive tempo using an expanded item pool in children with attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 42(1), 37-48.
Mikami, A. Y., Huang-Pollock, C. L., Pfiffner, L. J., McBurnett, K., & Hangai, D. (2007). Social skills differences among attention-deficit/hyperactivity disorder types in a chat room assessment task. Journal of Abnormal Child Psychology, 35(4), 509-521.
Miranda, A., Berenguer, C., Roselló, B., Baixauli, I., & Colomer, C. (2017). Social cognition in children with high-functioning autism spectrum disorder and attention-deficit/hyperactivity disorder. Associations with executive functions. Frontiers in Psychology, 8, 1035, 1-13.
Mrug, S., Molina, B. S., Hoza, B., Gerdes, A. C., Hinshaw, S. P., Hechtman, L., & Arnold, L. E. (2012). Peer rejection and friendships in children with attention-deficit/hyperactivity disorder: Contributions to long-term outcomes. Journal of Abnormal Child Psychology, 40(6), 1013-1026.
Mueller, A. K., Tucha, L., Koerts, J., Groen, Y., Lange, K. W., & Tucha, O. (2014). Sluggish cognitive tempo and its neurocognitive, social and emotive correlates: a systematic review of the current literature. Journal of Molecular Psychiatry, 2(1), 1-13.
Muris, P., Steerneman, P., Meesters, C., Merckelbach, H., Horselenberg, R., van den Hogen, T., & van Dongen, L. (1999). The TOM test: A new instrument for assessing theory of mind in normal children and children with pervasive developmental disorders. Journal of Autism and Developmental Disorders, 29(1), 67-80.
Özbaran, B., Kalyoncu, T., & Köse, S. (2018). Theory of mind and emotion regulation difficulties in children with ADHD. Psychiatry Research, 270, 117-122.
Penny, A. M., Waschbusch, D. A., Klein, R. M., Corkum, P., & Eskes, G. (2009). Developing a measure of sluggish cognitive tempo for children: content validity, factor structure, and reliability. Psychological Assessment, 21(3), 380-389.
Peterson, C., Slaughter, V., Moore, C., & Wellman, H. M. (2016). Peer social skills and theory of mind in children with autism, deafness, or typical development. Developmental Psychology, 52(1), 46-57.
Sadrosadat, S. J., Houshyari, Z., Zamani, R., & Sadrosadat, L. (2008). Determinatio of psychometrics index of SNAP-IV Rating Scale in parents execution. Archives of Rehabilitation, 8(4), 59-65. [In Persian].
Saeedi, M. T. S., Noorazar, G., Bafandeh, H., Taheri, M., & Farhang, S. (2014). Theory of mind in children with attention deficit hyperactivity disorder compared to controls. Journal of Research in Clinical Medicine, 2(3), 99-104.
Şahin, B., Bozkurt, A., Usta, M. B., Aydın, M., Çobanoğlu, C., & Karabekiroğlu, K. (2019). Theory of mind: Development, neurobiology, related areas and neurodevelopmental disorders. Psikiyatride Güncel Yaklaşımlar, 11(1), 24-41.
Şencan, B. (2019). Theory of mind in major depressive disorder. Psikiyatride Güncel Yaklaşımlar, 11(1), 42-54.
Serrano, V. J., Owens, J. S., & Hallowell, B. (2018). Where children with ADHD direct visual attention during emotion knowledge tasks: relationships to accuracy, response time, and ADHD symptoms. Journal of Attention Disorders, 22(8), 752-763.
Stenseng, F., Belsky, J., Skalicka, V., & Wichstrøm, L. (2016). Peer rejection and attention deficit hyperactivity disorder symptoms: Reciprocal relations through ages 4, 6, and 8. Child Development, 87(2), 365-373.
Swanson, J. M., Nolan, W. J., & Pelham, W. E. (1981). A parent-teacher rating scale for operationalizing DSM III symptoms of attention deficit disorder. Unpublished manuscript, University of California, Irvine.
Uekermann, J., Kraemer, M., Abdel-Hamid, M., Schimmelmann, B. G., Hebebrand, J., Daum, I., ... & Kis, B. (2010). Social cognition in attention-deficit hyperactivity disorder (ADHD). Neuroscience & Biobehavioral Reviews, 34(5), 734-743.
Washburn, D., Wilson, G., Roes, M., Rnic, K., & Harkness, K. L. (2016). Theory of mind in social anxiety disorder, depression, and comorbid conditions. Journal of Anxiety Disorders, 37, 71-77.
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: the truth about false belief. Child development, 72(3), 655-684.
Willcutt, E. G., Chhabildas, N., Kinnear, M., DeFries, J. C., Olson, R. K., Leopold, D. R., ... & Pennington, B. F. (2014). The internal and external validity of sluggish cognitive tempo and its relation with DSM–IV ADHD. Journal of Abnormal Child Psychology, 42(1), 21-35.
Zablotsky, B., Black, L. I., Maenner, M. J., Schieve, L. A., Danielson, M. L., Bitsko, R. H., ... & Boyle, C. A. (2019). Prevalence and Trends of Developmental Disabilities among Children in the United States: 2009–2017. Pediatrics, 144(4), e20190811.
_||_