پژوهش در علوم توانبخشی

اثر تمرینات ادراکی- حرکتی والد و کودک بر کارکردهای اجرایی دختران دارای اختلال نقص توجه- بیش‌فعالی: کارآزمایی بالینی تصادفی

نوع مقاله : مقاله پژوهشی اصیل

نویسندگان

1 دانشجوی دکتری تخصصی رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

2 دانشیار، دانشکده تربیت بدنی و علوم ورزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

10.22122/jrrs.v17i0.3707

چکیده

مقدمه: اختلال نقص توجه- بیش‌فعالی (Attention deficit hyperactivity disorder یا ADHD)، یکی از مباحث مهم پژوهشی و از جمله اختلالات شایع کودکان در مدارس می‌باشد که با نشانه‌های پرخاشگری، بیش‌فعالی، اضطراب و کمبود توجه همراه است. با توجه به اثرات جانبی داروهایی که برای درمان این اختلال استفاده می‌شود، مطالعه حاضر با هدف تعیین اثر تمرینات ادراکی- حرکتی والد و کودک بر کارکردهای اجرایی کودکان مبتلا به ADHD انجام شد.
مواد و روش‌ها: شرکت‌کنندگان این تحقیق را 36 کودک مبتلا به ADHD با دامنه سنی  تا 10 سال به همراه مادرانشان تشکیل داد که به صورت تصادفی در دو گروه 18 نفره تمرین مادر و کودک با یکدیگر و گروه تمرین مادر و کودک جدا از یکدیگر قرار گرفتند. شرکت‌کنندگان بر اساس گروه‌بندی ذکر شده، به مدت ۸ هفته و هر هفته سه جلسه 45 دقیقه‌ای، به تمرینات ادراکی- حرکتی پرداختند. قبل و بعد از مداخله، داده‌ها با استفاده از آزمون واژگان Stroop (نوع رایانه‌ای) جمع‌آوری گردید و سپس با استفاده از آزمون کوواریانس در سطح معنی‌داری 0.05 مورد تجزیه و تحلیل قرار گرفت.
یافته‌ها: افزایش میانگین نمرات پس‌آزمون هر دو گروه نشان داد که تمرینات ادراکی- حرکتی بر کارکردهای اجرایی تأثیرگذار بود. همچنین، تفاوت معنی‌داری در مقایسه بین‌گروهی تعداد خطای همخوان (006/0 = P)، تعداد خطای ناهمخوان، تعداد پاسخ صحیح همخوان، تعداد پاسخ صحیح ناهمخوان (001/0 = P)، زمان واکنش همخوان (028/0 = P)، زمان واکنش ناهمخوان (007/0 = P) و نمره تداخل (041/0 = P) مشاهده گردید و در گروه تمرینات ادراکی- حرکتی مادر و کودک با یکدیگر بهتر از گروه تمرینات مادر و کودک جدا از یکدیگر بود.
نتیجه ‎گیری: می‌توان نتیجه گرفت که تمرینات ادراکی- حرکتی، باعث افزایش کارکردهای اجرایی کودکان مبتلا به ADHD می‌شود و تمرینات مادر و کودک با یکدیگر، می‌تواند روش مناسبی برای بهبود کارکردهای اجرایی کودکان دارای این اختلال باشد.

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پژوهش در علوم توانبخشی
دوره 17، شماره 1 - شماره پیاپی 1
فروردین 1400
صفحه 116-125