fa مقایسهٔ اثربخشی آموزش‌ ورزش مغزی و فرزنددرمانی مبتنی‌بر رابطهٔ والد- کودک بر نشانگان نقص‌توجه/بیش‌فعالی توانبخشی Rehabilitation مقاله پژوهشی اصیل Original Research Article <p dir="RTL" style="font-style: normal; text-align: justify;"><strong>هدف</strong>: اختلال نقص‌توجه- بیش‌فعالی یکی از اختلالات بسیار شایع در دوران کودکی است که همواره مورد توجه متخصصان سلامت روان بوده است. این اختلال می‌تواند پیامدهای منفی در تمامی جوانب زندگی فرد داشته باشد. هدف پژوهش حاضر مقایسهٔ اثربخشی برنامهٔ ورزش مغزی و فرزنددرمانی مبتنی‌بر رابطهٔ والد-کودک بر نشانگان این اختلال بود.<br> <strong>روش‌بررسی</strong>: روش پژوهش نیمه‌تجربی از نوع پیش‌آزمون -پس‌آزمون با گروه گواه بود. جامعهٔ آماری شامل تمامی کودکان با اختلال نقص‌توجه/بیش‌فعالی بود که به مراکز مشاورهٔ شهرستان گرگان مراجعه کرده بودند. از بین کودکان واجد شرایط با روش نمونه‌گیری تصادفی ساده، ۳۰ نفر از دانش‌آموزان پسر ۷ تا ۱۱ ساله به همراه والدین‌شان انتخاب شدند. این افراد در دو گروه آزمایش (۱۰ نفر در گروه ورزش مغزی و ۱۰ نفر در گروه فرزنددرمانی) و یک گروه گواه (۱۰ نفر) به‌صورت تصادفی گمارده شدند. پیش از شروع مداخله با استفاده از پرسشنامهٔ کانرز از گروه‌ها پیش‌آزمون گرفته شد. سپس گروه‌های آزمایش تحت روش‌های درمانی قرار گرفتند. پس از آن از هر سه گروه پس‌آزمون و بعد از گذشت دو ماه، از گروه‌ها آزمون پیگیری به عمل آمد. به‌منظور تجزیه‌و‌تحلیل داده‌ها از روش تحلیل واریانس مکرر در سطح معناداری (۰٫۰۵=&alpha;) با بستهٔ نرم‌افزار SPSS نسخهٔ ۲۴ استفاده شد.&nbsp;<br> <strong>یافته‌ها</strong>: نتایج نشان داد که هر دو روش درمانی در کاهش نشانگان نقص‌توجه-بیش‌فعالی اثربخش بودند <span style="text-align: justify;">(۰٫۰۰۱&rlm;<em>p</em><&lrm;&rlm;)</span>، با این وجود اثربخشی روش ورزش مغزی از فرزنددرمانی بیشتر بود (۰٫۰۰۱&rlm;<em>p</em><&lrm;&rlm;). &rlm;<br> <strong>نتیجه‌گیری</strong>: با توجه به اثربخشی هر دو روش، پیشنهاد می‌شود از این روش‌های آموزشی به‌منظور بهبود وضعیت کودکان با اختلال نقص‌توجه/بیش‌فعالی در خانه و مدرسه استفاده شود.<br> <span dir="LTR"></span></p> <p style="margin: 0cm 0cm 0pt; text-align: justify;"><strong>Background & Objective</strong>: Attention-deficit hyperactivity disorder (ADHD) as one of the most &lrm;prevalent childhood disorders, which can have negative impacts on all aspects &lrm;of personal life, has always been a hotspot for mental health professionals. &lrm;Because of complications and negative consequences of this disorder, which &lrm;include aggression, object-manipulation, high-risk behaviors, poor school &lrm;performance, and academic failure, psychologists, psychotherapists, and &lrm;educational experts have tried to address and treat this disorder by various &lrm;methods. These children hardly can sit around; instead, they are fidgety and &lrm;continuously in motion, and especially in a classroom setting, which requires sitting &lrm;quietly for an extended period paying attention to classroom topics, they are in &lrm;serious trouble. In the long run, they are exposed to continuous misconception &lrm;and abuse, especially in their house by their parent. So, improvements in &lrm;the parent-child relationship can decrease interpersonal issues, which, in turn, &lrm;results into a correction in parents&rsquo; characters/behavior style regarding their &lrm;children, while improving problematic behaviors of these children too. Current &lrm;research, therefore, targeted the effectiveness of Brain Gym and Child-parent &lrm;Relationship therapy programs on the symptoms of this disorder.&lrm;<br> <strong>Methods</strong>: This research was a control group pretest-posttest &lrm;design, a type of quasi-experimental research design. The statistical population &lrm;included all the children who have ADHD who attended consultation &lrm;centers in the city of Gorgan. Of those qualified children aged 7-10, which had &lrm;no other physical or mental disorder, having at least one literate parent &lrm;voluntarily participating in the research, we selected 30 children, with their &lrm;parents, randomly clustered into 3 groups; 10 children in Brain Gym group, 10 &lrm;children in Child-parent Relationship therapy group, and 10 children in the &lrm;control group. Before the intervention, we pretested these groups using the &lrm;Conners&rsquo; Parent&rsquo;s Questionnaire. Then, the Brain Gym test group participated in &lrm;an educational program consisting of 8 sixty-minute sessions comprising 26 &lrm;Brain Gyms. In the Child-parent Relationship therapy &lrm;group, parents &lrm;participated in 10 ninety-minute sessions of Child-parent Relationship therapy &lrm;in which they took assignments, their performances evaluated, and proper &lrm;feedback and recovery training given to them; no training program &lrm;implemented in the control group. After finishing the therapy methods, the three &lrm;groups underwent the posttest, and after two months, all these groups were &lrm;followed up to evaluate the sustainability of the therapeutic effects. For the sake of &lrm;follow-up, and to deduce and understand the association of descriptive &lrm;statistics variables, including frequency, percentage frequency, mean, standard &lrm;deviation, standard error, we utilized repeated measures design &mdash; the analysis &lrm;performed by SPSS software (version 24).&lrm;<br> <strong>Results</strong>: The results suggest that both therapy methods were effective in &lrm;decreasing ADHD symptoms (<em>p</em><0.001), however, the significance of Brain Gym &lrm;results were higher than that of Child-parent Relationship therapy (<em>p</em><0.001). &lrm;These findings indicate that those methods meaningfully decreased the &lrm;symptoms of ADHD children comparing to the control group. Additionally, the &lrm;results suggest that the significant difference between the test group and the &lrm;control group, about ADHD symptoms of these students, were &lrm;sustainable after two months of follow-up.&lrm;<br> <strong>Conclusion</strong>: Based on the results of this research, Brain Gym and Child-parent &lrm;Relationship therapy training program can improve ADHD symptoms, so we &lrm;suggest that to enhance ADHD children&rsquo;s condition, such training methods to be &lrm;implemented in various educational/therapy centers as well as in the house by &lrm;their parents, as a complementary therapy for these children. We suggest that &lrm;tailored, coherent training programs be made for parents and teachers to handle these children strategically; we also recommend that, during training &lrm;sessions, the fathers&rsquo; potentials to be utilized more than before, while studying &lrm;more about the effectiveness of their role.&lrm;<br> <span dir="RTL"></span></p> ورزش مغزی, فرزنددرمانی, رابطهٔ والد- کودک, نقص‌توجه, بیش‌فعالی. Brain Gym, Child-Parent Relationship Therapy, Attention deficit, Hyperactivity. 95 95 http://jdisabilstud.org/browse.php?a_code=A-10-1091-1&slc_lang=fa&sid=1 Peyman Moradi پیمان مرادی parsapsyclinic@yahoo.com 100319475328460030445 100319475328460030445 No Islamic Azad University, Khomein Branch واحد خمین، دانشگاه آزاد اسلامی Hossein Davoodi حسین داوودی wdewfo@gmail.com 100319475328460030446 100319475328460030446 Yes Islamic Azad University, Khomein Branch واحد خمین، دانشگاه آزاد اسلامی Hasan Heidari حسن حیدری wouhasdbhs@gmail.com 100319475328460030447 100319475328460030447 No Islamic Azad University, Khomein Branch واحد خمین، دانشگاه آزاد اسلامی Seyed Ali Aaleyasin سیدعلی آل یاسین sdsffdl@gmail.com 100319475328460030448 100319475328460030448 No Islamic Azad University, Ashtian Branch واحد آشتیان، دانشگاه آزاد اسلامی