اثربخشی آموزش نوروفیدبک بر پردازش شناختی کودکان مبتلا به اختلال نقص توجه/ بیش فعالی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان شناسی تربیتی، دانشگاه ارومیه

2 دانشیار گروه علوم تربیتی، دانشگاه ارومیه

3 دانشیار گروه روان شناسی، دانشگاه تهران

10.22098/jsp.2015.359

چکیده

 
هدف از پژوهش حاضر بررسی اثربخشی آموزش نوروفیدبک بر پردازش شناختی در کودکان مبتلا به اختلال نقص توجه/ بیش فعالی بود.این مطالعه به صورت شبه آزمایشی انجام شد. جامعه آماری این پژوهش شامل کلیه کودکان 7 تا 14 سال مبتلا به اختلال نقص توجه/ بیش فعالی مراجعه کننده به مرکز اعصاب و روان آتیه بود. از این میان 12 نفر از مراجعان که شرایط لازم را دارا بوده، به صورت نمونه‌گیری در دسترس انتخاب شدند که 6 نفر دارای اختلال نقص توجه/ بیش فعالی از نوع بی توجهی و 6 نفر دارای اختلال نقص توجه/ بیش فعالی از نوع ترکیبی بودند. در این مطالعه کودکان 40 جلسه نوروفیدبک به صورت سه بار در هفته دریافت کردند و در دو مرحله پیش و پس از آموزش نوروفیدبک با آزمون ارزیابی سیستم شناختی مورد ارزیابی و مقایسه قرار گرفتند. داده‌ها با استفاده از آزمون تی وابسته و تحلیل کوواریانس تجزیه و تحلیل شد. نتایج نشان داد که آموزش نوروفیدبک بر کاهش نشانگان نقص توجه و تمرکز و نشانگان ترکیبی موثربوده است. اما نتایج تحلیل کوواریانس نشان داد که اندازه اثر در گروه نقص توجه بیش از گروه ترکیبی نبوده است.
 

کلیدواژه‌ها


عنوان مقاله [English]

The effectiveness of neurofeedback training on cognitive processing in children with attention deficit hyperactivity disorder

نویسندگان [English]

  • N Nourizade 1
  • F Mikeeli manee 2
  • R Rostami 3
1 MA. Educational Psychology, University of Urmia
2 Associate Professor of psychology, University of Urmia
3 Associate Professor of psychology, University of Tehran
چکیده [English]

The present study examined the effectiveness of neurofeedback training on cognitive processing in children with Attention Deficit Hyperactivity Disorder (ADHD). The study enjoyed a quasi-experimental design. The population consisted of all children with ADHD who were between the ages of 7 and 14 attending Atieh center for psychic and neurotic disorders. A sample of 12 children with ADHD were selected through convenience sampling. Six of them were children with ADHD and the other six with combined ADHD. The children received 40 sessions of neurofeedback training three times a week and were assessed by CAS instruments in two stages (pre-test and post-test). The data were analyzed through paired-samples t-test and Multivariate Analysis of Covariance (MANCOVA). The results showed that neurofeedback training had a significant decrease in symptoms of inattention and combined ADHD. The results of MANCOVA showed that the effect size in inattentive group was not more than that of the combined group.

کلیدواژه‌ها [English]

  • Attention Deficit Hyperactivity Disorder (ADHD)
  • cognitive processing
  • neurofeedback
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