مقایسه نیمرخ کارکردهای اجرایی کودکان با نارسایی‌توجه/ بیش‌فعالی و کودکان با اختلال یادگیری ویژه در مقایسه با کودکان عادی: با تأکید بر عدم همبودی بین دو اختلال

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای روان‌شناسی و آموزش کودکان استثنایی، دانشگاه علامه طباطبائی، تهران، ایران

2 استاد روان‌شناسی و آموزش کودکان استثنائی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

3 استاد روا‌‌ن‌شناسی و آموزش کودکان استثنائی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

4 دانشیار گروه سنجش و اندازه‌گیری، دانشگاه علامه طباطبائی، تهران، ایران

10.22034/ceciranj.2019.91928

چکیده

هدف: پژوهش حاضر با هدف بررسی عملکرد کارکردهای اجرایی در کودکان با اختلال نارسایی‌توجه/ بیش‌فعالی و کودکان با اختلال یادگیری ویژه در مقایسه با کودکان عادی و با تأکید بر عدم همبودی بین دو اختلال انجام شد. روش: روش پژوهش حاضر توصیفی و از نوع پس‌رویدادی بود. جامعه آماری پژوهش حاضر را کلیه کودکان عادی، کودکان با اختلال نارسایی‌توجه/ بیش‌فعالی و کودکان با اختلال یادگیری ویژه شاغل به تحصیل در دوره ابتدایی شهر تهران تشکیل

کلیدواژه‌ها


عنوان مقاله [English]

Comparison of executive functions of children with attention deficit/ hyperactivity disorder and children with specific learning disability with normal children; with emphasis on non-comorbid conditions of these two disorders

نویسندگان [English]

  • Ali Sharifi 1
  • Hamid Alizadeh 2
  • Bagher Ghobari Bonab 3
  • Noor Ali Farokhi 4
چکیده [English]

Aim: The present study investigates the comparison of executive functions of children with attention deficit/hyperactivity disorder and children with specific learning disorder with normal children, and with emphasis on non-comorbid conditions of these two disorders. Method:  The methodology of the study was descriptive of causal-comparative type. 24 children with attention-deficit/hyperactivity disorder and 27 children with a specific learning disorder were selected by convenience sampling method. After diagnosis and evaluation, executive functions in these groups were assessed by controlling central nervous system. Students with diagnosis of comorbidity were excluded from the study. Also, in order to compare the performance of children with attention deficit/hyperactivity disorder and specific learning disorder with normal children, 28 normal students were selected as the control group and entered the study. Collected data was analyzed using MANOVA and post hoc Scheffé's test. Also, the profile of executive functions of the three groups was presented in a graph. Results: the results of the study indicate significant differences between executive function skills in normal children and children with attention deficit/hyperactivity disorder and children with specific learning disorder. Also, significant differences between children with attention deficit/hyperactivity disorder and children with specific learning disorder in visual-spatial memory, composite memory, executive function, cognitive flexibility and response inhibition were observed. However, no significant differences were observed in working memory and verbal memory between children with attention deficit/hyperactivity disorder and children with specific learning disorder (p>0/01). Conclusion: Based on the results, children with attention deficit/hyperactivity and children with specific learning disorder have a deficit in executive functions. Moreover, children with attention deficit/hyperactivity disorder are weaker than children with a specific learning disorder in executive function skills.

کلیدواژه‌ها [English]

  • Attention Deficit/Hyperactivity Disorder
  • specific learning disorder
  • Executive Functions
  • comorbid condition