تشخیص افتراقی کارکردهای اجرایی در کودکان پسر 8 تا 11 ساله مبتلا به اختلال نارسایی توجه/ بیش¬فعالی و اختلال ضرب¬آهنگ شناختی کند
محورهای موضوعی : بالینی
خوشدوی ابراهیم زاده
1
(
دکتری روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.
)
فرهاد غدیری
2
(
دکتری روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.
)
رویا زارع
3
(
دکتری روانشناسی، گروه روانشناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران.
)
مهرنوش جوائزی شیشوان
4
(
کارشناس ارشد روانشناسی عمومی، واحد ارومیه، دانشگاه آزاد اسلامي، ارومیه، ايران.
)
کلید واژه: اختلال نارسایی¬توجه/ بیش¬فعالی, ضرب¬آهنگ شناختی کند, کارکردهای اجرایی, کودکان پسر 8 تا 11 ساله.,
چکیده مقاله :
کارکردهای اجرایی یکی از عوامل مهم در تمایز اختلال نارسایی توجه/ بیشفعالی و اختلال ضربآهنگ شناختی کند است. از این رو هدف از این پژوهش تشخیص افتراقی در کودکان پسر 8 تا 11 ساله مبتلا به اختلال نارسایی توجه/ بیشفعالی و اختلال ضربآهنگ شناختی کند با تمرکز بر کارکردهای اجرایی بود. روش پژوهش توصیفی از نوع علّی مقایسهای و جامعه آماری شامل کلیه دانشآموزان پسر 8 تا 11 ساله مبتلا به ضربآهنگ شناختی کند و نارسایی توجه/ فزونکنشی شهر ارومیه در سال 1400بود. حجم نمونه آماری، 100 نفر (50 نفر مبتلا به ضرباهنگ شناختی کند و 50 نفر مبتلا به اختلال نارسایی توجه/ بیشفعالی) از جامعه آماری مذکور بود که به شیوه نمونهگیری در دسترس انتخاب شدند. در این پژوهش، برای جمعآوری دادهها از پرسشنامههای درجهبندی رفتار کودکان (Swanson et al., 1980)، ضربآهنگ شناختی کند (Penny et al., 2009) و کنشهای اجرایی کودکان و نوجوانان (Barclay, 2012) استفاده شد. جهت تحلیل دادهها از آزمون تحلیل واریانس چند متغیری از طريق نرمافزارSPSS نسخه26 استفاده شد. نتايج پژوهش نشان داد كه از نظر بازداری پاسخ، خودانگیختگی و خودتنظیمی هیجان بین کودکان مبتلا به اختلال نارسایی توجه/ بیشفعالی و کودکان مبتلا به اختلال ضربآهنگ شناختی کند تفاوت معناداری وجود دارد (01/0P<)، اما در کارکرد حل مسئله و مدیریت زمان بین دو گروه تفاوت معناداری مشاهده نشد (01/0P>). با توجه به مشکلات کارکردهای اجرایی در کودکان دارای اختلال ضربآهنگ شناختی کند و اختلال نارسایی توجه/ بیش فعالی پیشنهاد میشود درمانگران مداخلاتی را برای تقویت کارکردهای اجرایی در این دو گروه از کودکان در نظر بگیرند تا در عملکرد اجتماعی و تحصیلی آنها بهبود حاصل شود.
Executive functions are one of the important factors in distinguishing attention deficit/hyperactivity disorder and sluggish cognitive tempo disorder. The aim of this study was to explain the differential diagnosis of executive functions in 8- to 11-year-old boys with attention deficit / hyperactivity disorder and sluggish cognitive tempo disorder. The method of the present study was descriptive in the frame of Casual Comparative design and the statistical population included all 8-11 year-old male students with sluggish cognitive tempo and attention deficit /hyperactivity disorder in Urmia in 2021. The statistical sample size was 100 subjects (50 subjects with sluggish cognitive tempo and 50 subjects with attention deficit / hyperactivity disorder) from the statistical population who were selected by convenience sampling. In this study, to collect data from the Child Behavior Rating Scale (Swanson et al., 1980), the Sluggish Cognitive Tempo Questioner (Penny et al., 2009) and the Children and Adolescent Functional Performance Scale (Barclay, 2012) was used. To analyze the data, multivariate analysis of variance was used using SPSS version 26 software. The results of the research showed that in terms of response inhibition, spontaneity and emotion self-regulation, there is a significant difference between children with attention deficit/hyperactivity disorder and children with sluggish cognitive tempo disorder (P<0.01), however, there was no significant difference between the two groups in problem solving and time management (P>0.01). Considering the problems of executive functions in children with sluggish cognitive tempo disorder and attention deficit/hyperactivity disorder, it is suggested that therapists consider interventions to strengthen executive functions in these two groups of children to improve their social and academic performance.
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