سامانه مدیریت نشریات علمی دانشگاه علوم پزشکی مشهد

Shareh, Hossein, Hashemi, Tayebeh. (1398). مقایسه ابعاد نظریه ذهن و بازشناسی هیجان در کودکان و نوجوانان مبتلا به اختلال طیف اتیسم و اختلال نقص توجه- بیش‌فعالی. , 22(2), 129-138. doi: 10.22038/jfmh.2020.16159
Hossein Shareh; Tayebeh Hashemi. "مقایسه ابعاد نظریه ذهن و بازشناسی هیجان در کودکان و نوجوانان مبتلا به اختلال طیف اتیسم و اختلال نقص توجه- بیش‌فعالی". , 22, 2, 1398, 129-138. doi: 10.22038/jfmh.2020.16159
Shareh, Hossein, Hashemi, Tayebeh. (1398). 'مقایسه ابعاد نظریه ذهن و بازشناسی هیجان در کودکان و نوجوانان مبتلا به اختلال طیف اتیسم و اختلال نقص توجه- بیش‌فعالی', , 22(2), pp. 129-138. doi: 10.22038/jfmh.2020.16159
Shareh, Hossein, Hashemi, Tayebeh. مقایسه ابعاد نظریه ذهن و بازشناسی هیجان در کودکان و نوجوانان مبتلا به اختلال طیف اتیسم و اختلال نقص توجه- بیش‌فعالی. , 1398; 22(2): 129-138. doi: 10.22038/jfmh.2020.16159

مقایسه ابعاد نظریه ذهن و بازشناسی هیجان در کودکان و نوجوانان مبتلا به اختلال طیف اتیسم و اختلال نقص توجه- بیش‌فعالی

مجله اصول بهداشت روانی
دوره 22، شماره 2، بهمن و اسفند 1398، صفحه 129-138    اصل مقاله (328.76 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22038/jfmh.2020.16159
نویسندگان
Hossein Shareh* 1؛ Tayebeh Hashemi2
1Associate professor of clinical psychology, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
2MA. in clinical psychology, Islamic Azad University, Neyshabur branch, Neyshabur, Iran
چکیده
مقدمه: اختلال طیف اتیسم و اختلال نقص توجه- بیش­فعالی (ADHD) با نقایص شناختی و اجتماعی همراه می­باشند. هدف عمده مطالعه حاضر مقایسه توانایی نظریه ذهن و بازشناسی هیجان در کودکان و نوجوانان مبتلا به اختلال طیف اتیسم و ADHD بود.
روش کار: روش پژوهش از نوع علی- مقایسه­ای بود. جامعه آماری شامل کلیه کودکان و نوجوانان مبتلا به ADHD و اختلال­ طیف اوتیسم با عملکرد بالا در مدارس و کلینیک­های خدمات روا­ن­شناختی و مشاوره مناطق هفت گانه آموزش و پرورش مشهد طی 4 ماه نخست سال 1396 بود. نمونه شامل 85 کودک و نوجوان (42 نفر مبتلا به اختلال­های طیف اتیسم و 43 نفر مبتلا به ADHD) بود که به روش نمونه­گیری هدفمند انتخاب شدند. شرکت­کنندگان آزمون ذهن­خوانی از طریق تصویر چشم، آزمون باور کاذب سالی- ان و آزمون بازشناسی هیجان چهره را تکمیل نمودند. داده­ها با استفاده از آزمون t مستقل و تحلیل واریانس چندمتغیره تحلیل شدند.
یافته­ها: یافته­ها نشان داد که گروه مبتلا به ADHD نسبت به گروه مبتلا به اختلال طیف اتیسم در جنبه شناختی و عاطفی نظریه ذهن  (001/0=P) و خرده­مقیاس­های حالات مثبت (001/0=P)، حالات منفی (04/0=P) و حالات خنثی (03/0=P) نمرات بالاتری به دست آوردند. گروه مبتلا به اختلال طیف اتیسم نمرات بالاتری در هیجان ترس کسب نمودند (007/0P=).
نتیجه­گیری: یافته­های این پژوهش نشان­دهنده نقصان بالای شناخت اجتماعی در کودکان و نوجوانان مبتلا به اختلال طیف اتیسم و لزوم آموزش مهارت­های بازشناسی حالات ذهنی جهت ارتقای توانمندی­های اجتماعی و بهبود تعاملات اجتماعی به این دسته از کودکان و نوجوانان است.
کلیدواژه‌ها
اختلال نقص توجه بیش‌فعالی؛ اوتیسم؛ نظریه ذهن؛ هیجان
مراجع
  1. Herrmann E, Call J, Hernández-Lloreda MV, Hare B, Tomasello M. Humans have evolved specialized skills of social cognition: The cultural intelligence hypothesis. Science 2007; 317(5843): 1360-6.
  2. Moore CH, Frye D. Children's theories of mind: Mental states and social understanding. 3rd ed. New York: Psychology Press; 2014: 1-224.
  3. Baron-Cohen S, Tager-Flusberg H, Lombardo M. Understanding other minds: Perspectives from developmental social neuroscience. 3rd ed. Oxford: Oxford University; 2013.
  4. Schneider W, Schumann-Hengsteler R, Sodian B. Young children's cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind.      New York: Psychology Press; 2014: 1-328.
  5. Bauminger N. The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. J Autism Dev Disord 2002; 32(4): 283-98.
  6. Brüne M. Emotion recognition,‘theory of mind,’and social behavior in schizophrenia. Psychiatry Res 2005; 133(2): 135-47.
  7. Baron-Cohen S, Wheelwright S, Spong A, Scahill V, Lawson J. Are intuitive physics and intuitive psychology independent? A test with children with Asperger Syndrome. J Dev Learn Disord 2001; 5(1): 47-78.
  8. Haviland JM, Lelwica M. The induced affect response: 10-week-old infants' responses to three emotion expressions. Dev Psychol 1987; 23(1): 97-104.
  9. Woodhead JD, Volker F, McCulloch MT. Routine lead isotope determinations using a lead-207-lead-204 double spike: a long-term assessment of analytical precision and accuracy. Analyst 1995; 120(1): 35-9.
  10. Kujawa A, Dougherty LE, Durbin CE, Laptook R, Torpey D, Klein DN. Emotion recognition in preschool children: Associations with maternal depression and early parenting. Dev Psychopathol 2014; 26(1): 159-70.
  11. Baron-Cohen S, Wheelwright S, Joliffe T. Is there a “language of the eyes”? Evidence from normal adults and adults with autism or Asperger syndrome. Vis cogn 1997; 4(3): 311-31.
  12. American Psychiatric Association. Diagnostic and statistical manual of mental disorders (DSM-5®).5th ed. London: American Psychiatric Publication; 2013: 1-992.
  13. Eigsti IM, Shapiro T. A systems neuroscience approach to autism: biological, cognitive, and clinical perspectives. Dev Disabil Res Rev 2003; 9(3): 206-16.
  14. Schopler E, Mesibov GB. High-functioning individuals with autism.  1st ed. New York: Springer; 2013: 1-316.
  15. Barkley RA. Taking charge of ADHD: the complete, authoritative guide for parents. 3rd ed. London: Guilford; 2013: 1-294.
  16. Lord C, Cook EH, Leventhal BL, Amaral DG. Some characteristics of autism spectrum disorders  Neuron 2000; 28(2): 355-63.
  17. Guastella AJ, Einfeld SL, Gray KM, Rinehart NJ, Tonge BJ, Lambert TJ, et al. Intranasal oxytocin improves emotion recognition for youth with autism spectrum disorders. Biol Psychiatry 2010; 67(7): 692-4.
  18. Baron-Cohen S, Wheelwright S, Hill J, Raste Y, Plumb I. The “Reading the Mind in the Eyes” Test revised version: a study with normal adults, and adults with Asperger syndrome or high-functioning autism. J Child Psychol Psychiatry 2001; 42(2): 241-51.
  19. Klin A, Jones W, Schultz R, Volkmar F, Cohen D. Visual fixation patterns during viewing of naturalistic social situations as predictors of social competence in individuals with autism. Arch Gen Psychiatry 2002; 59(9): 809-16.
  20. Montgomery CB, Allison C, Lai MC, Cassidy S, Langdon PE, Baron-Cohen S. Do adults with high functioning autism or Asperger Syndrome differ in empathy and emotion recognition? J Autism Dev Disord 2016; 46(6): 1931-40.
  21. Golan O, Sinai-Gavrilov Y, Baron-Cohen S. The Cambridge mindreading face-voice battery for children (CAM-C): complex emotion recognition in children with and without autism spectrum conditions. Mol Autism 2015; 6(1): 22.
  22. Nijmeijer JS, Minderaa RB, Buitelaar JK, Mulligan A, Hartman CA, Hoekstra PJ. Attention-deficit/hyperactivity disorder and social dysfunctioning. Clin Psychol Rev 2008; 28(4): 692-708.
  23. Uekermann J, Kraemer M, Abdel-Hamid M, Schimmelmann BG, Hebebrand J, Daum I, et al. Social cognition in attention-deficit hyperactivity disorder (ADHD). Neurosci Biobehav Rev 2010; 34(5): 734-43.
  24. Wang YG, Wang YQ, Chen SL, Zhu CY, Wang K. Theory of mind disability in major depression with or without psychotic symptoms: a componential view.Psychiatry Res 2008; 161(2): 153-61.
  25. Beevers CG, Wells TT, Ellis AJ, Fischer K. Identification of emotionally ambiguous interpersonal stimuli among dysphoric and nondysphoric individuals. Cognit Ther Res 2009; 33(3): 283.
  26. Ehlers S, Gillberg C, Wing L. A screening questionnaire for Asperger syndrome and other high-functioning autism spectrum disorders in school age children. J Autism Dev Disord 1999; 29(2): 129-41.
  27. Ii T, Hayashi E, Hirose Y, Tojo Y. [The high-functioning autism spectrum screening questionnaire 2003 39-44. Grant-in-Aid for Scientific Research (KAKENHI) report No.13410042)]. National Institute of Special Needs Education, Kanagawa, 2002. (Japanese)
  28. Kasechi M, Behnia F, Mirzaei H, Rezafiani M, Farzi M. [Validity and reliability of Persian version of high-functioning autism spectrum screening questionnaire age 7-12 years]. Pajouhan 2013; 12(1): 45-54. (Persian)
  29. Conners CK, Sitarenios G, Parker JD, Epstein JN. Revision and restandardization of the Conners Teacher Rating Scale (CTRS-R): factor structure, reliability, and criterion validity. J Abnorm Child Psychol 1998; 26(4): 279-91.
  30. Khushabi K, Pour-Etemad H, Mohammadi M, Mohammadkhani P. [The prevalence of ADHD in primary school students in Tehran]. Medical journal of Islamic Republic of Iran 2006; 20(3): 147-50. (Persian)
  31. Benton AL. Contributions to neuropsychological assessment: A clinical manual. 2nd ed. Oxford: Oxford University Press; 1994: 1-59.
  32. Buhlmann U, McNally RJ, Etcoff NL, Tuschen-Caffier B, Wilhelm S. Emotion recognition deficits in body dysmorphic disorder. J Psychiatr Res 2004; 38(2): 201-6.
  33. Bahrami H, Nejati V. [Comparing diagnostic ability of basic emotional states in children with high performance autism disorder with normal peers]. Journal of research in medical sciences 2012; 14(2): 39-44. (Persian)
  34. Nejati V, Izadi Najafabai S. [Comparing executive functions in children with high function autism and healthy control]. Research in rehabilitation science 2012; 8(1): 1-12.  (Persian)
  35. Harkness K, Sabbagh M, Jacobson J, Chowdrey N, Chen T. Enhanced accuracy of mental state decoding in dysphoric college students. Cogn Emot 2005; 19(7): 999-1025.
  36. Richman MJ, Unoka Z. Mental state decoding impairment in major depression and borderline personality disorder: meta-analysis. Br J Psychiatry 2015; 207(6): 483-9.
  37. Grant CM, Grayson A, Boucher J. Using tests of false belief with children with autism: how valid and reliable are they?. Autism 2001; 5(2): 135-45.
  38. Crivello C, Poulin-Dubois D. Infants’ false belief understanding: A non-replication of the helping task. Dev Cogn 2018; 46: 51-7.
  39. Cheng W, Rolls ET, Gu H, Zhang J, Feng J. Autism: reduced connectivity between cortical areas involved in face expression, theory of mind, and the sense of self. Brain 2015; 138(5): 1382-93.
  40. Anderson KA, Shattuck PT, Cooper BP, Roux AM, Wagner M. Prevalence and correlates of postsecondary residential status among young adults with an autism spectrum disorder. Autism 2014; 18(5): 562-70.
  41. Peris TS, Hinshaw SP. Family dynamics and preadolescent girls with ADHD: the relationship between expressed emotion, ADHD symptomatology, and comorbid disruptive behavior. J Child Psychol Psychiatry 2003; 44(8): 1177-90.
  42. Jokiranta-Olkoniemi E, Cheslack-Postava K, Joelsson P, Suominen A, Brown AS, Sourander A. Attention-deficit/hyperactivity disorder and risk for psychiatric and neurodevelopmental disorders in siblings. Psychol Med 2019; 49(1): 84-91.
  43. Bergey MR, Filipe AM, Conrad P, Singh I, editors. Global perspectives on ADHD: social dimensions of diagnosis and treatment in sixteen countries. London: John Hopkins University Press; 2018.
  44. Hoza B, Mrug S, Gerdes AC, Hinshaw SP, Bukowski WM, Gold JA, et al. What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder?. J Consult Clin Psychol 2005; 73(3): 411.
  45. Canzi E, Rosnati R, Palacios J, Román M. Internationally adopted children’s cognitive and social-emotional development during the first post-adoption year: A longitudinal study. Eur J Dev Psychol 2018; 15(5): 517-30.
  46. Castelli F. Understanding emotions from standardized facial expressions in autism and normal development. Autism 2005; 9(4): 428-49.
  47. Sabbagh MA. Understanding orbitofrontal contributions to theory-of-mind reasoning: implications for autism. Brain Cogn 2004; 55(1): 209-19.
  48. Ashwin C, Baron-Cohen S, Wheelwright S, O’Riordan M, Bullmore ET. Differential activation of the amygdala and the ‘social brain’ during fearful face-processing in Asperger syndrome. Neuropsychologia 2007; 45(1): 2-14.
  49. Pelphrey K, Adolphs R, Morris JP. Neuroanatomical substrates of social cognition dysfunction in autism. Dev Disabil Res Rev 2004; 10(4): 259-71.
  50. Urcelay GP, Dalley JW. Linking ADHD, impulsivity, and drug abuse: a neuropsychological perspective. Curr Top Behav Neurosci 2011; 9: 173-97.
  51. Drechsler R, Rizzo P, Steinhausen HC. Decision-making on an explicit risk-taking task in preadolescents with attention-deficit/hyperactivity disorder. J Neural Transm (Vienna) 2008; 115(2): 201-9.

 

آمار
تعداد مشاهده مقاله: 1,309
تعداد دریافت فایل اصل مقاله: 1,020