Razi Journal of Medical Sciences
مجله علوم پزشکی رازی
RJMS
Medical Sciences
http://rjms.iums.ac.ir
39
journal39
2228-7043
2228-7051
en
jalali
1401
10
1
gregorian
2023
1
1
29
11
online
1
fulltext
fa
اثربخشی بسته آموزشی فرزندپروری مبتنی بر کارکردهای اجرایی بر تنیدگی والدینی والدین دارای کودکان با اختلال طیف اتیسم
The Effectiveness of Executive Function-Based Parenting Training Package on Parental Stress of Parents of Children with Autism Spectrum Disorder
روانشناسی بالینی
Clinical Psychiatry
پژوهشي
Research
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">زمینه و هدف: </span></span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">اطلاعات اندکی در زمینه اثربخشی آموزش فرزندپروری مبتنی بر کارکردهای اجرایی بر تنیدگی والدینی والدین دارای کودکان با اختلال طیف اتیسم و سایر کودکان با نیازهای ویژه و بهنجار وجود دارد؛ هدف پژوهش تعیین اثربخشی بسته آموزشی فرزندپروری مبتنی بر کارکردهای اجرایی و بررسی تاثیر آن بر تنیدگی والدینی والدین کودکان با اختلال طیف اتیسم است. </span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">روش کار:</span></span></span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">در این پژوهش از طرح شبهآزمایشی پیشآزمون- پسآزمون با گروه گواه استفاده شد. 30 نفر از والدین دانشآموزان با اختلال طیف اتیسم که از طریق نمونهگیری هدفمند انتخاب شده بودند، به صورت تصادفی به دو گروه گواه و آزمایش (هر گروه 15) نفر تقسیم شدند. گروه آزمایش طی 10 جلسه 60 دقیقهای به مدت 5 هفته در دوره آموزشی فرزندپروری شرکت کردند. به منظور ارزیابی میزان استرس والدین از شاخص تنیدگی والدین آبیدین (1990) استفاده شد. دادههای حاصل از پژوهش نیز با آزمون تحلیل کواریانس تک متغیره مورد تجزیه و تحلیل قرار گرفتند.</span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">یافتهها:</span></span></span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">تجزیه و تحلیل دادهها</span></span></span></span><b> </b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">نشان داد که گروه آزمایش در مقایسه با گروه گواه، پس از شرکت در دوره آموزشی، در نتایج آزمون از نظر آماری تفاوت معناداری داشتند.</span></span></span></span></span></span></span></span></span></span></span></span><br>
<b><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">نتیجهگیری:</span></span></span></span></b> <span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">نتایج نشان داد که دوره آموزشی فرزندپروری مبتنی بر کارکردهای اجرایی بر کاهش قلمرو کودکی و قلمرو والدین دارای کودکان با اختلال طیف اتیسم تاثیر مثبتی داشته است.</span></span></span></span>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Background & Aims:</span></span></span></span></b> <span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black">Neurodevelopmental disorders are disorders that begin during the developmental period, often before the child enters school, and are characterized by developmental deficits that impair personal, social, academic, or occupational functioning. Neurodevelopmental disorder is a term used to describe neurological and mental disorders starting in childhood. Neurodevelopmental disorder includes specific learning and language disorders, motor coordination disorders, intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, tic disorders and defiant-obstinacy disorder. Among the neuro-developmental disorders, autism spectrum disorder is considered a complex neuro-developmental disorder that usually has problems in communication and social interaction, limited interests and repetitive behaviors. Most of these children are also impaired in theory of mind, symbolic play, and imitation skills. According to the Center for Disease Control and Prevention, its prevalence has quadrupled in the last decade. Autism spectrum disorder is a lifelong condition that is generally stable and includes persistent impairments in language, deficits in social skills, and inability to perform daily activities. Social, behavioral, communication and language problems. Therefore, it is challenging for children with autism spectrum disorder to communicate socially with their parents and manage their behavior.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Methods:</span></span></span></span></b><span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black"> The present research method was a semi-experimental research with a pre-test and post-test design and a control group. The independent variable in this research was parenting education based on executive functions and the dependent variable was parenting stress and its subscales. The statistical population of the study included all parents (mothers) of children with neurodevelopmental disorders in Tehran, who were present in the medical clinics of Tehran and received specialized services. The sample of this research includes mothers of 15 children with autism spectrum disorder as the experimental group and mothers of 15 children with autism spectrum disorder as the control group were selected through purposive sampling and were randomly assigned to two experimental and control groups. The criteria for entering the study are: the presence of neuro-developmental disorders in children such as autism spectrum disorder, the age of children between 7 and 11 years, the absence of physical and mental illness of mothers, full consent of mothers to participate in the research and participation in all sessions by the researcher in considered The exclusion criteria were non-cooperation and non-participation of parents in more than two sessions.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Results</span></span></span></span></b><span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">:</span></span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black"> For another assumption of univariate covariance analysis, Levine's test of homogeneity of variances was used to check the assumption of homogeneity of variances. In this research, the use of this test showed that the assumption of homogeneity of variances has been fulfilled for all variables because the variables of childhood and parent's territory have F-statistics equal to 3.48 and 2.43, respectively, with degrees of freedom of 28 and 1 at the significance level. Equal to 0.07 and 0.13, they have homogeneity of variances in groups. Whenever the value obtained for this test is greater than 0.05, the assumption based on the homogeneity of Levin's variances is confirmed. After confirming the presuppositions of univariate covariance analysis, the research hypotheses were checked. The data were analyzed by independent t-test. Data analysis showed that the experimental group compared to the control group, after participating in the training course, there was a statistically significant difference in test results. The results showed that parenting training based on executive functions had a positive effect on reducing the realm of childhood and the realm of parents with children with autism spectrum disorder</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Conclusion:</span></span></span></span></b> <span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black">The purpose of this research was to evaluate the effect of parenting education based on executive functions on reducing parental stress of parents with children with autism spectrum disorder. The results of the research indicated that parenting training based on executive functions was effective in reducing parental stress. In this research, the effect of parenting training based on executive functions on two subscales of parental stress, such as the domain of childhood and parents, has been investigated. Research on the effect of parenting training based on executive functions on other psychological variables of parents with children with special needs and normal has not been done. For researchers interested in parenting training based on executive functions in students with autism spectrum disorder, it is suggested to implement this training on fathers of students with autism spectrum disorder and compare it with the results of this research on mothers. Also, implement the effect of parenting training based on executive functions on other groups of neurodevelopmental disorders. Also, the results of this research should be followed up in the long term. In addition to these suggestions, the effect of parenting training based on executive functions on the anxiety and stress of mothers with children with neurodevelopmental disorders should be investigated in future researches. Also, as practical suggestions, it can be acknowledged that brochures in the field of parenting skills based on executive functions are prepared and made available to parents, especially mothers, so that in the long term, the positive effect of this training on the psychological problems of parents, especially mothers, can be seen.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black"></span></span></span></span></span></span></span></span></span></span><br>
اختلال طیف اتیسم, تنیدگی والدینی, کارکردهای اجرایی, فرزندپروری
Neurodevelopmental Disorders, Parental Stress, Executive Functions, Parenting
112
123
http://rjms.iums.ac.ir/browse.php?a_code=A-10-7100-1&slc_lang=fa&sid=1
Sahar
Granmayeh
سحر
گرانمایه
3900319475328460070939
3900319475328460070939
No
PhD Student in Psychology, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
دانشجوی دکتری روانشناسی، گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
Aliakbar
Arjmandnia
علی اکبر
ارجمندنیا
arjmandnia@ut.ac.ir
3900319475328460070940
3900319475328460070940
Yes
Associate Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
دانشیار، گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
Maryam
Akbari
مریم
اکبری
3900319475328460070941
3900319475328460070941
No
Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
استادیار، گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
Keyvan
Kakabraei
کیوان
کاکابرایی
3900319475328460070942
3900319475328460070942
No
Associate Professor, Department of Psychology, Faculty of Psychology and Counseling, Faculty of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
دانشیار، دانشکده روانشناسی و مشاوره، دانشکده ادبیات و علوم انسانی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران
Omid
Moradi
امید
مرادی
3900319475328460070943
3900319475328460070943
No
Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Ira
استادیار، گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران