| تعداد نشریات | 62 |
| تعداد شمارهها | 2,323 |
| تعداد مقالات | 19,157 |
| تعداد مشاهده مقاله | 61,575,714 |
| تعداد دریافت فایل اصل مقاله | 31,228,856 |
تحلیل نیمرخ عملکردی حافظه و توجه در کودکان دارای اختلال نارسایی توجه/بیشفعالی، کودکان با اختلال یادگیری و کودکان با شرایط همبود | ||
| روانشناسی افراد استثنایی | ||
| دوره 10، شماره 38، تیر 1399، صفحه 55-96 اصل مقاله (767.15 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22054/jpe.2020.44270.2022 | ||
| نویسندگان | ||
| علی شریفی* 1؛ حمید علیزاده2؛ باقر غباری بناب3؛ نور علی فرخی4 | ||
| 1دانشجوی دکتری روانشناسی و آموزش کودکان استثنایی/ گروه روانشناسی و آموزش کودکان استثنایی / دانشگاه علامه طباطبائی/ تهران/ایران | ||
| 2انشگاه علامه طباطبائی، گروه روانشناسی و آموزش کودکان استثنایی | ||
| 3دانشگاه تهران | ||
| 4دانشیار رشته روان سنجی دانشگاه علامه طباطبایی | ||
| چکیده | ||
| پژوهش حاضر باهدف بررسی نیمرخ عملکردی کودکان دارای اختلال نارسایی توجه/بیشفعالی، کودکان با اختلال یادگیری و کودکان با شرایط همبود اختلال نارسایی توجه/بیشفعالی و اختلال یادگیری در انواع حافظه و توجه انجام گرفت. روش پژوهش حاضر توصیفی و از نوع پس-رویدادی بود. با استفاده از روش نمونهگیری در دسترس 30 دانشآموز عادی، 30 دانشآموز دارای اختلال نارسایی توجه/بیشفعالی، 30 دانشآموز دارای اختلال یادگیری و 30 دانشآموز با شرایط همبود پس از شناسایی، ارزیابی و تشخیص؛ در انواع مولفه های حافظه و توجه مورد بررسی و ارزیابی قرار گرفتند. از روش تحلیل واریانس چند متغیره و آزمون تعقیبی شفه به همراه رسم نیمرخ عملکرد گروه ها به منظور تحلیل داده های گردآوری شده استفاده شد. نتایج حاکی از تفاوت معنادار بین عملکرد کودکان عادی با هر سه گروه کودکان دارای اختلال در همه زیر نوعهای حافظه و توجه بود (01/0 > p). همچنین ضعیفترین عملکرد در کارکرد حافظه متعلق به گروه همبود و ضعیفترین عملکرد در زیر مقیاسهای توجه نیز در گروه کودکان با اختلال نارسایی توجه/بیش فعالی مشاهده شد. همچنین مقایسه دو به دویی در همه مولفه ها حاکی از وجود تفاوت بین چهار گروه بود. با توجه به این یافتهها به نظر میرسد که همراه بودن دو اختلال نارسایی توجه/بیشفعالی و اختلال یادگیری میتواند ضعف بیشتر در عملکردهای مبتنی بر حافظه را برای فرد به همراه داشته باشد هرچند این همبودی درزمینهٔ توجه نقش تعدیلکننده داشته و میتواند منجر به بهبود عملکرد فرد با اختلال همبود در مقایسه با زمانی شود که فرد تنها اختلال نارسایی توجه/بیشفعالی را دارد. | ||
| کلیدواژهها | ||
| نارسایی توجه/بیش فعالی؛ اختلال یادگیری؛ شرایط همبود؛ حافظه؛ توجه | ||
| مراجع | ||
|
پوشنه، ک.، شریفی، ع.، معتمدیگانه، ن. (1394). اثربخشی مداخله بازتوانی شناختی رایانه محور بر کارکردهای اجرایی و عملکرد حافظه فعال دانشآموزان با اختلال یادگیری ریاضی. فصلنامه روانشناسی افراد استثنایی، 20(4)، 141-159 صدرالسادات، ج.، هوشیاری، ز.، زمانی، ر.، صدرالسادات، ل. (1386). تعیین مشخصات روانسنجی مقیاس درجهبندی SNAP-IV، اجرای والدین. توانبخشی، 8(3)، 65-59. مقصودلو، م.، نجانی، وحید.، فتح آبادی.، ج. (1398). اثربخشی بسته توانبخشی شناختی آرام بر بهبود کارکردهای اجرایی بر اساس ارزیابیهای رفتاری کودکان دارای نشانههای نارسایی توجه/بیش فعالی پیش از سن مدرسه. فصلنامه روانشناسی افراد استثنایی، 33(1). 23-43. Al-Yagon, M. (2016). Perceived close relationships with parents, teachers, and peers: Predictors of social, emotional, and behavioral features in adolescents with LD or comorbid LD and ADHD. Journal of learning disabilities, 49(6), 597-615.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin, 121(1), 65.
Biederman, J., Monuteaux, M. C., Doyle, A. E., Seidman, L. J., Wilens, T. E., Ferrero, F., ... & Faraone, S. V. (2004). Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children. Journal of consulting and clinical psychology, 72(5), 757.
Carroll, J. M., Maughan, B., Goodman, R., & Meltzer, H. (2005). Literacy difficulties and psychiatric disorders: Evidence for comorbidity. Journal of Child Psychology and Psychiatry, 46(5), 524-532.
Caterino, L. C., & Verdi, M. P. (2012). Is the Recall of Verbal–Spatial Information From Working Memory Affected by Symptoms of ADHD?. Journal of attention disorders, 16(7), 562-571.
Correia Filho, A. G., Bodanese, R., Silva, T. L., Alvares, J. P., Aman, M., & Rohde, L. A. (2005). Comparison of risperidone and methylphenidate for reducing ADHD symptoms in children and adolescents with moderate mental retardation. Journal of the American Academy of Child & Adolescent Psychiatry, 44(8), 748-755.
Cortese, S., & Tessari, L. (2017). Attention-deficit/hyperactivity disorder (ADHD) and obesity: update 2016. Current psychiatry reports, 19(1), 4.
Coutinho, G., Mattos, P., & Malloy-Diniz, L. F. (2009). Neuropsychological differences between attention deficit hyperactivity disorder and control children and adolescents referred for academic impairment. Brazilian Journal of Psychiatry, 31(2), 141-144.
DuPaul, G. J., & Volpe, R. J. (2009). ADHD and learning disabilities: Research findings and clinical implications. Current Attention Disorders Reports, 1(4), 152.
DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2013). Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. Journal of learning disabilities, 46(1), 43-51.
Faraone, S. V., Biederman, J., Lehman, B. K., Keenan, K., Norman, D., Seidman, L. J., ... & Chen, W. J. (1993). Evidence for the independent familial transmission of attention deficit hyperactivity disorder and learning disabilities: results from a family genetic study. American Journal of Psychiatry, 150, 891-891.
Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A. M. (2006). Working memory in children with reading disabilities. Journal of experimental child psychology, 93(3), 265-281.
Goldston, D. B., Walsh, A., Arnold, E. M., Reboussin, B., Daniel, S. S., Erkanli, A., ... & Wood, F. B. (2007). Reading problems, psychiatric disorders, and functional impairment from mid-to late adolescence. Journal of the American Academy of Child & Adolescent Psychiatry, 46(1), 25-32.
Graham, S. (2017). Attention-deficit/Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and executive functioning: Recommendations for future research. Contemporary Educational Psychology, 50, 97-101.
Gualtieri, C. T., & Johnson, L. G. (2006). Reliability and validity of a computerized neurocognitive test battery, CNS Vital Signs. Archives of Clinical Neuropsychology, 21(7), 623-643.
Halperin, J. M., Gittelman, R., Klein, D. F., & Rudel, R. G. (1984). Reading-disabled hyperactive children: A distinct subgroup of attention deficit disorder with hyperactivity?. Journal of Abnormal Child Psychology, 12(1), 1-14.
Holmes, J., Gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A., & Elliott, J. G. (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24(6), 827-836.
Jakobson, A., & Kikas, E. (2007). Cognitive functioning in children with and without attention-deficit/hyperactivity disorder with and without comorbid learning disabilities. Journal of Learning Disabilities, 40(3), 194-202.
Kamphaus, R. W., & Frick, P. J. (2005). Clinical assessment of child and adolescent personality and behavior. Springer Science & Business Media.
Katz, L. J., Brown, F. C., Roth, R. M., & Beers, S. R. (2011). Processing speed and working memory performance in those with both ADHD and a reading disorder compared with those with ADHD alone. Archives of Clinical Neuropsychology, 26(5), 425-433.
Kibby, M. Y. (2009). Memory functioning in developmental dyslexia: an analysis using two clinical memory measures. Archives of Clinical Neuropsychology, 24(3), 245-254.
KiliÇ, B. G., Şener, Ş., İden kockar & Karakaş, S. (2007). Multicomponent attention deficits in attention deficit hyperactivity disorder. Psychiatry and clinical neurosciences, 61(2), 142-148.
Langberg, J. M., Vaughn, A. J., Brinkman, W. B., Froehlich, T., & Epstein, J. N. (2010). Clinical utility of the Vanderbilt ADHD Rating Scale for ruling out comorbid learning disorders. Pediatrics, 126(5), e1033-e1038.
Little, C. W., Hart, S. A., Schatschneider, C., & Taylor, J. (2016). Examining associations among ADHD, homework behavior, and reading comprehension: A twin study. Journal of learning disabilities, 49(4), 410-423.
Maehler, C., & Schuchardt, K. (2016). Working memory in children with specific learning disorders and/or attention deficits. Learning and Individual Differences, 49, 341-347.
Mammarella, I. C., Caviola, S., Giofrè, D., & Szűcs, D. (2018). The underlying structure of visuospatial working memory in children with mathematical learning disability. British Journal of Developmental Psychology, 36(2), 220-235.
Martinussen, R., & Tannock, R. (2006). Working memory impairments in children with attention-deficit hyperactivity disorder with and without comorbid language learning disorders. Journal of clinical and experimental neuropsychology, 28(7), 1073-1094.
Martinussen, R., Hayden, J., Hogg-Johnson, S., & Tannock, R. (2005). A meta-analysis of working memory impairments in children with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 44(4), 377-384.
Maughan, B., & Carroll, J. (2006). Literacy and mental disorders. Current Opinion in Psychiatry, 19(4), 350-354.
McGrath, L. M., Pennington, B. F., Shanahan, M. A., Santerre‐Lemmon, L. E., Barnard, H. D., Willcutt, E. G., ... & Olson, R. K. (2011). A multiple deficit model of reading disability and attention‐deficit/hyperactivity disorder: Searching for shared cognitive deficits. Journal of Child Psychology and Psychiatry, 52(5), 547-557.
Moll, K., Göbel, S. M., Gooch, D., Landerl, K., & Snowling, M. J. (2016). Cognitive risk factors for specific learning disorder: processing speed, temporal processing, and working memory. Journal of learning disabilities, 49(3), 272-281.
Ohan, J. L., Visser, T. A., Moss, R. G., & Allen, N. B. (2013). Parents’ stigmatizing attitudes toward psychiatric labels for ADHD and depression. Psychiatric Services, 64(12), 1270-1273.
Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385–413.
Pennington, B. F., Groisser, D., & Welsh, M. C. (1993). Contrasting cognitive deficits in attention deficit hyperactivity disorder versus reading disability. Developmental Psychology, 29(3), 511.
Pisecco, S., Baker, D. B., Silva, P. A., & Brooke, M. (2001). Boys with reading disabilities and/or ADHD distinctions in early childhood. Journal of Learning Disabilities, 34(2), 98-106.
Rosenberg, J., Pennington, B. F., Willcutt, E. G., & Olson, R. K. (2012). Gene by environment interactions influencing reading disability and the inattentive symptom dimension of attention deficit/hyperactivity disorder. Journal of Child Psychology and Psychiatry, 53(3), 243-251.
Rousselle, L., & Noël, M. P. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361-395.
Rowland, A. S., Skipper, B. J., Rabiner, D. L., Qeadan, F., Campbell, R. A., Naftel, A. J., & Umbach, D. M. (2018). Attention‐deficit/hyperactivity Disorder (adhd): Interaction between socioeconomic status and parental history of Adhd determines prevalence. Journal of Child Psychology and Psychiatry, 59(3), 213-222.
Rucklidge, J. J. & Tannock, R. (2002). Neuropsychological profiles of adolescents with ADHD: effects of reading difficulties and gender. Journal of Child Psychology and Psychiatry, 43(8), 988-1003
Schuchardt, K., Maehler, C., & Hasselhorn, M. (2008). Working memory deficits in children with specific learning disorders. Journal of Learning Disabilities, 41(6), 514-523.
Seidman, L. J. (2006). Neuropsychological functioning in people with ADHD across the lifespan. Clinical psychology review, 26(4), 466-485.
Seidman, L. J., Biederman, J., Monuteaux, M. C., Doyle, A. E., & Faraone, S. V. (2001). Learning disabilities and executive dysfunction in boys with attention-deficit/hyperactivity disorder. Neuropsychology, 15(4), 544.
Sexton, C. C., Gelhorn, H. L., Bell, J. A., & Classi, P. M. (2012). The co-occurrence of reading disorder and ADHD: epidemiology, treatment, psychosocial impact, and economic burden. Journal of Learning Disabilities, 45(6), 538-564.
Shanahan, M. A., Pennington, B. F., Yerys, B. E., Scott, A., Boada, R., Willcutt, E. G., ... & DeFries, J. C. (2006). Processing speed deficits in attention deficit/hyperactivity disorder and reading disability. Journal of abnormal child psychology, 34(5), 584.
Soles, T., & Holly, S. (2007). Attention-deficit hyperactivity disorder in the LD field: A review. Thalamus, 25(1), 47-53.
Sowerby, P., Seal, S., & Tripp, G. (2011). Working memory deficits in ADHD: the contribution of age, learning/language difficulties, and task parameters. Journal of Attention Disorders, 15(6), 461-472.
Swanson, H. L., & Berninger, V. W. (2018). Role of Working Memory in the language learning mechanism by ear, mouth, eye and hand in individuals with and without Specific Learning Disabilities in written language. In Working Memory and Clinical Developmental Disorders (pp. 89-105).
Swanson, H. L., & Siegel, L. (2011). Learning disabilities as a working memory deficit. Experimental Psychology, 49(1), 5-28.
Tannock, R., Frijters, J. C., Martinussen, R., White, E. J., Ickowicz, A., Benson, N. J., & Lovett, M. W. (2018). Combined modality intervention for ADHD with comorbid reading disorders: a proof of concept study. Journal of learning disabilities, 51(1), 55-72.
Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: a systematic review and meta-analysis. Pediatrics, 135(4), e994-e1001.
Toffalini, E., Marsura, M., Garcia, R. B., & Cornoldi, C. (2019). A cross-modal working memory binding span deficit in reading disability. Journal of learning disabilities, 52(2), 99-108.
Valderas, J. M., Starfield, B., Sibbald, B., Salisbury, C., & Roland, M. (2009). Defining comorbidity: implications for understanding health and health services. The Annals of Family Medicine, 7(4), 357-363
Visser, S. N., Bitsko, R. H., Danielson, M. L., Ghandour, R. M., Blumberg, S. J., Schieve, L. A., ... & Cuffe, S. P. (2015). Treatment of attention deficit/hyperactivity disorder among children with special health care needs. The Journal of pediatrics, 166(6), 1423-1430.
Voeller, K. K. (2004). Attention-deficit hyperactivity disorder (ADHD). Journal of child Neurology, 19(10), 798-814.
Willcutt, E. G., DeFries, J. C., Pennington, B. F., Olson, R. K., Smith, S. D., & Cardon, L. R. (2003). Genetic etiology of comorbid reading difficulties and ADHD. In R. Plomin, J. C. DeFries, P. McGuffin, & I. Craig (Eds.), Behavioral genetics in a postgenomic era (pp. 227–246). Washington, DC: American Psychological Association.
Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: a meta-analytic review. Biological psychiatry, 57(11), 1336-1346.
Willcutt, E. G., McGrath, L. M., Pennington, B. F., Keenan, J. M., DeFries, J. C., Olson, R. K., & Wadsworth, S. J. (2019). Understanding Comorbidity Between Specific Learning Disabilities. New directions for child and adolescent development.
Willcutt, E. G., Nigg, J. T., Pennington, B. F., Solanto, M. V., Rohde, L. A., Tannock, R., ... & Lahey, B. B. (2012). Validity of DSM-IV attention deficit/hyperactivity disorder symptom dimensions and subtypes. Journal of abnormal psychology, 121(4), 991.
Willcutt, E. G., Pennington, B. F., Boada, R., Ogline, J. S., Tunick, R. A., Chhabildas, N. A., & Olson, R. K. (2001). A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder. Journal of abnormal psychology, 110(1), 157.
Willcutt, E. G., Pennington, B. F., Olson, R. K., Chhabildas, N., & Hulslander, J. (2005). Neuropsychological analyses of comorbidity between reading disability and attention deficit hyperactivity disorder: In search of the common deficit. Developmental neuropsychology, 27(1), 35-78.
Wu, K. K., Anderson, V., & Castiello, U. (2002). Neuropsychological evaluation of deficits in executive functioning for ADHD children with or without learning disabilities. Developmental Neuropsychology, 22(2), 501-531.
| ||
|
آمار تعداد مشاهده مقاله: 2,324 تعداد دریافت فایل اصل مقاله: 1,122 |
||