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داوران سال 1399

داوران سال 1400

داوران سال 1401

اثربخشی مدل آموزشی رفتاری والدین (بارکلی) بر تنظیم هیجانی کودکان مبتلا به اختلال نارسایی‌توجه/ بیش‌فعالی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد رشته مشاوره توان‌بخشی، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران.

2 استادیار گروه روان‌شناسی، دانشگاه آزاد اسلامی، واحد یزد، یزد، ایران.

چکیده

اختلال نارسایی‌توجه/ بیش‌فعالی منجر به آسیب‌های روانی، رفتاری و هیجانی در کودکان مبتلا می‌شود. بر این اساس این پژوهش با هدف بررسی اثربخشی مدل آموزشی رفتاری والدین (بارکلی) بر تنظیم هیجانی کودکان مبتلا به اختلال نارسایی‌توجه/ بیش‌فعالی انجام گرفت. پژوهش حاضر ‌آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه گواه بود. جامعه آماری پژوهش شامل کودکان پسر با اختلال نارسایی توجه/بیش‌فعالی شهر یزد در شش ماهه دوم سال 1398 بود. حجم نمونه مورد نیاز در این پژوهش 30 نفر (15 نفر در گروه آزمایش و 15 نفر در گروه کنترل) بود اما پس از شروع مداخلات 2 والد در گروه آزمایش و 2 والد در گروه کنترل، از ادامه دریافت مداخله انصراف دادند. والدین کودکان حاضر در گروه آزمایش مداخله مدل آموزشی رفتاری والدین (بارکلی) را طی یک ماه در 8 جلسه 75 دقیقه‌ای دریافت نمودند. پرسشنامه‌های مورد استفاده در این پژوهش شامل پرسشنامه اختلال نارسایی توجه/بیش‌فعالی (بروک و کلینتون، 2007) و پرسشنامه تنظیم هیجانی (شیلد و کیکتی، 1997) بود. در نهایت، داده‌های حاصل از 26 والدین کودکان به شیوه تحلیل کوواریانس با استفاده از نرم‌افزار آماری 23SPSS مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که مدل آموزشی رفتاری والدین (بارکلی) بر تنظیم هیجانی کودکان مبتلا به اختلال نارسایی‌توجه/ بیش‌فعالی تأثیر معنادار دارد (001/0p<). بر اساس یافته‌های پژوهش حاضر می‌توان چنین نتیجه گرفت که مدل آموزشی رفتاری والدین (بارکلی) با بهره‌گیری از آموزش روش‌های مناسب برای کاهش رفتار نابهنجار کودکان، مهارت ابراز توجه مثبت به کودک، شیوه­های برقراری تعامل مثبت و مدیریت رفتارهای نامطلوب و مهارت‌های توجه مثبت به عنوان یک روش کارآمد جهت افزایش تنظیم هیجانی کودکان مبتلا به اختلال نارسایی‌توجه/ بیش‌فعالی مورد استفاده گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

Efficiency of the Parents’ Behavioral Training Model (Barkley) on the Emotional Regulation of the Children with Attention Deficit Hyperactivity Disorder

نویسندگان [English]

  • nasim javidipour 1
  • mareih dehghan 2

1 Master of Rehabilitation counseling, Islamic Azad university, Yazd, Iran.

2 Assistant Professor, Counseling and Psychology department, Islamic Azad University, Yazd, Iran.

چکیده [English]

Attention Deficit Hyperactivity Disorder leads to mental, behavioral, and emotional damage to the infected children. Therefore, the present study was conducted with the aim of investigating the efficacy of parents’ behavioral training model (Barkley) on the emotional regulation of children with attention deficit hyperactivity disorder. The present study was experimental with pretest, posttest, and control group design. The statistical population of the study included male children with attention deficit hyperactivity disorder in the city of Yazd in the autumn and winter of 2018-19. In this study, the sample size was 30 people (15 people in the experimental group and 15 people in the control group) but after the intervention of 2 parents in the experimental group and 2 parents in the control group, they refused to continue the intervention. The parents of the children in the experimental group received eight seventy-five-minute intervention sessions of the parents’ behavioral training model (Barkley) for one month. The applied questionnaires in this study included the attention deficit hyperactivity disorder questionnaire (Brock, Clinton, 2007) and the emotional regulation questionnaire (Shields & Cicchetti, 1997). The data of 26 parents were analyzed by the ANCOVA method using SPSS-23 software. The results showed that the parents’ behavioral training model (Barkley) has a significant effect on the emotional regulation of the children with attention deficit hyperactivity disorder (p<0.001). According to the findings of the present study, it can be concluded that the parents’ behavioral training model (Barkley) can be sued as an efficient method to increase emotional regulation in the children with attention deficit hyperactivity disorder by employing training appropriate methods to decrease the children’s abnormal behavior, the skill of showing positive attention to the children, methods of making positive interaction and managing inappropriate behaviors and the skills of positive attention.

کلیدواژه‌ها [English]

  • Attention deficit hyperactivity disorder
  • parents’ behavioral training
  • emotional regulation
مراجع
منابع
احمدی، سیدجعفر؛ صفری، طیبه؛ همتیان، منصوره؛ خلیلی، زهرا (1390). بررسی شاخص­های روان‌سنجی آزمون تشخیصی اوتیسم. مجله پژوهش‌های علوم شناختی و رفتاری.1 (1). 104-87.
خانجانی، زینب؛ هاشمی، تورج؛ پیمان نیا، بهرام؛ آقاگل زاده، مریم (1395). رابطه کیفیت تعامل مادر – کودک در اضطراب جدایی و مدرسه هراسی در کودکان. مجله پزشکی ارومیه، 25 (3). 231-240.
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روانشناسی افراد استثنایی
دوره 12، شماره 45
فروردین 1401
صفحه 145-169
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هم رسانی
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