اثر بازی‌های منتخب بومی ـ محلی بر کاهش نشانه‌های کمبود توجه/ بیش‌فعالی دانش‌آموزان مقطع ابتدایی
محورهای موضوعی : تربیتیبنت الهدی زال بیکی 1 , مجید پاکدامن 2 , حسن کردی 3 , محسن قطبی 4
1 - دانشجوی کارشناسی ارشد مشاوره و راهنمایی دانشگاه آزاد اسلامی واحد قاینات، ایران
2 - عضو هیات علمی دانشگاه آزاد اسلامی واحد قاینات، ایران
3 - دکترای تخصصی رفتار حرکتی، دانشگاه فردوسی مشهد، ایران
4 - دانشجوی دکترای تخصصی رفتار حرکتی، دانشگاه فردوسی مشهد، ایران
کلید واژه: بازی‌های بومی ـ محلی, مقطع ابتدایی, بیش‌فعالی, تکانشگری, نقص توجه,
چکیده مقاله :
هدف این پژوهش بررسی اثر بازی‌های بومی محلی بر کاهش نشانگان کمبود توجه/ تکانشگری در دانش آموزان مقطع ابتدایی بود. پژوهش از نوع نیمه تجربی با استفاده از طرح پیش‌آزمون پس‌آزمون با گروه کنترل بود. جامعه موردمطالعه دانش آموزان مقطع ابتدایی (7 تا 12 ساله) شهر مشهد که در نیمسال اول 1395-1394 مشغول به تحصیل بودند. نمونه آماری شامل 40 دانش‌آموز در 4 مدرسه دخترانه و پسرانه که دارای نشانگان اختلال کمبود توجه/ تکانشگری بر اساس طبقه‌بندی DSM-V بودند که به شکل غیر تصادفی انتخاب و به شکل تصادفی به دو گروه آزمایش و کنترل در زیرگروه‌های نقص توجه و تکانشگری تقسیم شدند. آزمودنی‌ها در دو مرحله قبل و بعد از مداخله بازی‌های بومی و محلی، به کمک نسخه معلمان سیاهه علائم مرضی کودکان-4 مورد ارزیابی قرار گرفتند. داده ها از طریق آزمون تحلیل کوواریانس و همبستگی پیرسون تجزیه شدند. نتایج نشان داد اثر بازی‌های بومی محلی منتخب بر کاهش نشانگان نقص توجه کودکان دارای اختلال نقص توجه و تکانشگری معنی‌دار است (001/0> P ). لذا بازی‌های بومی محلی می‌تواند به‌عنوان یکی از روش های مؤثر در کاهش نشانگان کودکان دچار اختلال کمبود توجه/ بیش‌فعالی مورد توجه قرار گیرد.
The purpose of this study was to elicit the effect of selected traditional games on reducing symptoms of attention deficit/hyperactivity disorder of primary school students. This was a quasi-experimental research using a pre-test and post-test with control group design. The population was primary school students (7 to 12 years old) in Mashhad who was enrolled in the first semester 2015-2016. Then, 40 students with symptoms of attention deficit/impulsivity disorder according to DSM-V from 4 male and female schools were selected and randomly divided into two groups. Subjects were evaluated before and after local games intervention with teacher’s edition children symptom inventory-4. The data were analyzed with Pearson coefficient correlation and ANCOVA. Results showed that the effect of selected traditional games on reducing attention deficit and hyperactivity symptoms in children was significant (p<0.001). Therefore, traditional games could be exploited as an effective method of reducing the symptoms of children with attention deficit/hyperactivity disorders.
Abikoff, H., Nissley-Tsiopinis, J., Gallagher, R., Zambenedetti, M., Sevffert, M., Boorady, R., & McCarthy, J. (2009). Effects of MPHOROS on the organizational, time management, and planning behaviors children with ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 48, 166-175.
Alizadeh, H. (2006). Attention deficit hyperactivity disorder (characteristics, assessment and treatment). Tehran: Roshd Press; 2006.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th Ed, Text revision) (DSM- IV-TR).Washington DC: American Psychiatric Association. .
Bakhshipour, E., Rahnama, N., Sourtiji, H., Eskandari, Z., Izadi Najafabadi, S. (2013). Comparing the effects of an aerobic exercise program and groupbased play therapy on the balance of children with Attention Deficit Hyperactive Disorder (ADHD). Journal of Reseaech in Rehabiliation Scince. 9(2), 161-170.
Barkley, R.A. (2006). Attentiondeficit/ hyperactivity disorder: A handbook for diagnosis and treatment (3rd Ed.). New York: Guilford Press.
Barrett, D. (2002). The effects of play therapy on social and psychological adjustment of five to nine years old children. Detraction abstract international. 36, 20-32.
Blinn, E.L. (2000). Efficacy of play therapy on problem behaviors of a child with attention deficit hyperactivity disorders. [Cited 2000 Sep 22]. Available from: http://www.Altavista.com.
Braun, J.M., Kahn, R.S., Froehlich, T., Auinger, P., & Lanphear, B.P. (2006). Exposures to environmental toxicants and attention deficit hyperactivity disorder in U.S. Childre: Environ Health Perspect. 114(12), 1904-1909.
Bussing, R., Mason, D. M., Bell, L., Porter, PH., & Garvan, C. (2010). Adolescent outcomes of childhood attention-deficit/hyperactivity disorder in a diverse community sample. Jornal of American Academy of Child and Adolscent Psychiatry, 49, 565-605.
Campbell, S.C. (2008). Plays and its role in development, retrieved, 10 June 2008, http://articledirectory.adsenspackage.com.
De Boo, G.M., & Prins, P.J. (2007). Social incompetence in children with ADHD: possible moderators and mediators in social-skills training. Clinical Psychology Review, 27(1), 78-97.
Dwyer, T., Sallis, J.F., Blizzard, L., Lazarus, R., & Dean, K. (2001). Relation of academic performance to physical activity and fitness in children. Pediatric Exercise Science, 13(3), 225-237.
Fabiano, G.A., Pelham, W.E., Gangy, E.M., Burrows-MacLean, L., Coles, E.K., Chaco, A., et al. (2009). The single and combined effects of multiple intensities of behavior modification and methyphenidate for children with attention deficit hyperactivity disorder in a classroom setting. School Psychology Review, 36, 195–216.
Gadow, K.D., & Sparfkin, J. (1994). Child Symptom Inventories Manual. Stony Brook. New York: Checkmate Plus.
Gallahoo, D. (2003). Development physical education for all children, fourth edition, champaign, IL: Human Kinetics, PP: 257-275.
Harvey, W.J., Reid, G., Grizenko, N., Mbekou, V., Ter-Stepanian, M., & Joober, R. (2007). Fundamental movement skills and children with attentiondeficit hyperactivity disorder: Peer comparisons and stimulant effects. Journal of abnormal child psychology, 35(5), 871-882.
Hoza, B., Mrug, S., Pelham, W., Greiner, A.R., & Gnagy, E.M. (2003). A friendship intervention for children with attention-deficit/hyperactivity disorder: Preliminary findings. Journal of Attention Disorders, 6(3), 87-98.
Kaplan, H. & Sadock, B. (2003). Comprehensive psychiatry. Improvement in patients previously submitted to callosotomy. Journal of British Epilepsy Association, 18, 588-592
Kaplan, H.I., Sadock, B.J., & Grebb, J.A. (2003). Kaplan Sadock Synopsis of psychiatry. Behavioral science clinical psychiatry 9th ed. Philadelphia L.W.W: 1223-1230, 1116-1121
Kieling, C., Goncalves, R.R.F., Tannock, R., & Castellanos, F.X. (2008). Neurobiology of attention deficit hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America, 17, 285–307.
Kiluk, B.D., Weden, S., & Culotta, V.P. (2009). Sport participation and anxiety in children with ADHD. Journal of Attention Disorders. 12(6), 499-506.
Landreth, G.L, Ray, D.C, & Bratton, S. (2009). Play therapy in elementary school. Phychology in the school, 46(3), 1-9.
Skounti, M., Philalithis, A., Galanakis E., (2007). Variations in prevalence of attention deficit hyperactivity disorder worldwide. European Journal of Pediatrics, 166(2), 117-123.
Mahon, A.D., Stephens, B.R., & Cole, A.S. (2008). Exercise responses in boys with attention deficit/hyperactivity disorder effects of stimulant medication. Journal of Attention Disorders, 12(2), 170-176.
Max, J.E., Schachar, R.J., Levin, H.S., Ewing Cobbs, L., Chapman, S.B. Dennis, M., et al. (2005). Predictors of attentiondeficit/hyperactivity disorder within 6 months after pediatrictraumatic brain injury. Journal of the American Academy of Child & Adolescent Psychiatry, 44, 1032-1040.
Montiel-Nava, C., Pena, J.A., Montiel-Barbero, B.I. (2003). Epidemiological date about ADHD in a sample of Marabino children. Reveiw Neurology, 37(9), 815- 819.
Moore, D.T. (2000). Eye exercises to increase attention and reduce impulsivity. Retrieved from the World Wide Web. 2000: http://www.Altavista.com.
Panksepp, J., Burgdorf, J., Turner, C., & Gordon, N. (2003). Modeling ADHD-type arousal with unilateral frontal cortex damage in rats and beneficial effects of play therapy. Brain and Cognition, 52(1), 97-105.
Pliszka, S.R., Greenhill, L.L., & Crismon, M.L. (2000). The Texas Children’s Medication Algorithm Project: Report of the Texas Consensus Conference Panel on Medication Treatment of childhood ADHD. Journal of American Academy of Child and Adolescant Psychiatry, 39, 908-19.
Ray, D., Bratton, S., Rhine, T., & Jones, L. (2001). The effectiveness of play therapy: Responding to the critics. International Journal of play therapy, 10(1), 85-108.
Seager, M.C., & O’brien, G. (2003). Attention deficit hyperactivity disorder: review of ADHD in learning disability: Criteria for psychiatric disorders for use with adults with learning disabilities/mental retardation [DC-LD] criteria for diagnosis. Journal of Abnormal Child Psychology, 31(5), 543-554.
Verret, C., Guay, M.C., Berthiaume, C., & Gardiner, P. (2012).Béliveau L. A physical activity program improves behavior and cognitive functions in children with ADHD: an exploratory study. Journal of Attention Disorders, 16(1), 71-80.
Waxmonsky, J. (2003). Assessment and treatment of ADHD in children with comorbid psychiatric illness. Current Opinon pediatric, 15(5), 476-482.
Went, M. (2000). The effect of an activity program designed with intensive physical exercise on the behavior of ADHD children. Buffalo: State University of New York.
Wigal, T., Greenhill, L., Chuang, S., Gough, M.C., Vitielb, B., Skrobala, A., et al. (2006). Safety and tolerability of methylphenidate in preschool children with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 45(11), 1294-1303.
