Journal of Ilam University of Medical Sciences
مجله دانشگاه علوم پزشکی ایلام
J. Ilam Uni. Med. Sci.
Medical Sciences
http://sjimu.medilam.ac.ir
96
journal96
1563-4728
2588-3135
doi
fa
jalali
1397
3
1
gregorian
2018
6
1
26
2
online
1
fulltext
fa
ویژگی های همه گیرشناسی و بالینی اختلال کمبود توجه همراه با بیش فعالی در دانش آموزان دوره ابتدایی شهر سرپل ذهاب
Epidemiologic and Clinical Qualities of Attention Deficit/Hyperactivity Disorder (ADHD) in Primary School Students in Sarpol-e Zahab town, Western Iran
پژوهشي
Research
<p dir="RTL"><strong><em><span style="font-family:b mitra;"><span style="font-size:10.0pt;">مقدمه:</span></span></em></strong> <span style="font-family:b mitra;"><span style="font-size:10.0pt;">اختلال کمبود/بیش </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">فعالی از شایع </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">ترین اختلالات روان پزشکی کودکان در سنین مدرسه می</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> باشد که در صورت عدم شناسایی و مداخله مناسب می </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">تواند منجر به عوارض و صدمات جبران ناپذیر شود. پژوهش حاضر به </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">منظور بررسی ویژگی</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> های همه گیرشناسی و بالینی اختلال کمبود توجه/بیش </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">فعالی در دانش</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">آموزان شهر سرپل ذهاب انجام شد. </span></span><br>
<strong><em><span style="font-family:b mitra;"><span style="font-size:10.0pt;">مواد و روش </span></span></em></strong><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;"></span></span></span><strong><em><span style="font-family:b mitra;"><span style="font-size:10.0pt;">ها:</span></span></em></strong> <span style="font-family:b mitra;"><span style="font-size:10.0pt;">پژوهش از نوع توصیفی-مقطعی(</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;">Cross-sectional</span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">) می </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">باشد. جامعه آماری شامل کلیه دانش</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> آموزان 12-7 ساله شهر سرپل </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">ذهاب در دوره ابتدایی بود. با استفاده از جدول </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;">Krejcie</span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> و </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;">Morgan</span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> و با روش نمونه</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> گیری خوشه</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> ای چند مرحله</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> ای، 740 نفر انتخاب (740</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;">n=</span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">)؛ و پرسش نامه</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> های متغیرهای جمعیت</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> شناختی و علایم مرضی کودکان(4</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;">CSI-</span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">) را تکمیل نمودند. داده </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">های به</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> دست آمده با نرم </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">افزار آماری </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;">SPSS vol.21</span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> و روش </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">های آمار توصیفی، مجذور خی </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">دو و رگرسیون لجستیک تحلیل شد. سطح معنی </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">داری(</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;">P≤0.05</span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">) در نظر گرفته شد.</span></span><br>
<strong><em><span style="font-family:b mitra;"><span style="font-size:10.0pt;">یافته های پژوهش:</span></span></em></strong> <span style="font-family:b mitra;"><span style="font-size:10.0pt;">نتایج نشان داد که میزان شیوع اختلال کمبود/بیش </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">فعالی در کل نمونه 22/11 درصد است. میزان شیوع در دانش </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">آموزان پسر دوره ابتدایی بیشتر از دختران می </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">باشد. شایع </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">ترین اختلال کمبود/بیش </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">فعالی به ترتیب عبارت بودند از مرکب، بیش </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">فــعالی-بی</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> فکـری غالب، و بی </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">توجهی غالب. بین همه عوامل جمعیت</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> شناختی، به جز شغل والدین رابطه معنی</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> داری با شیوع اختلال کمبود/بیش</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> فعالی وجود داشت(</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;">P≤0.05</span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">).</span></span><br>
<strong><em><span style="font-family:b mitra;"><span style="font-size:10.0pt;">بحث و نتیجه</span></span></em></strong><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;"></span></span></span><strong><em><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> گیری:</span></span></em></strong> <span style="font-family:b mitra;"><span style="font-size:10.0pt;">شیوع اختلال کمبود/بیش </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">فعالی در دانش </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">آموزان شهر سرپل</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> ذهاب در مقایسه با سایر پژوهش </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">های انجام گرفته در داخل و خارج از کشور قابل ملاحظه است(22/11 درصد). با این وجود، لزوم سیاست </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">گذاری</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;"> های سلامت روان در دانش </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:9.0pt;"></span></span></span><span style="font-family:b mitra;"><span style="font-size:10.0pt;">آموزان برای کاهش بار آسیب در آینده و ارائه راهکارهای برون رفت از این مسئله به قوت خود باقی است. </span></span><br>
</p>
<p><em>Introduction:</em> Attention Deficit Hyperactivity Disorder is the most common psychiatric disorder among the school age children, leaving a negative impact on the individual’s general functions. The purpose of our present study was to investigate the epidemiologic and clinical qualities of attention deficit/hyperactivity disorder (ADHD) amng the primary school students in Sarpol-e Zahab town, western Iran.<br>
<br>
<em>Materials & Methods:</em> This was a cross-sectional study. The statistical population covered all the primary school students of 7-12 years old in Sarpol-e Zahab town. Based on Krejcie and Morgan table and multi-stage cluster sampling, 740 people were selected; accordingly, demographic variables, Child Symptom Inventories-4 (CSI-4) were completed. The data was Analyzed using Descriptive Statistics, Cho-Square Test, Logistic Regression analysis by SPSS-21 software. The level of significance was considered (P≤0.05).<br>
<br>
<em>Findings:</em> The results showed that prevalence of attention deficit/hyperactivity disorder was 11/22% generally. Such a prevalence was higher in boys than that of the female students. The highest prevalence of ADHD included ADHA-Combined, ADHD-Hyperactivity and ADHD-Inattention, respectively. All the demographic factors, except for the parents’ jobs demonsterated a significant relationship with the prevalence of ADHD, (P≤0.05).<br>
<br>
<em>Discussion & Conclusion:</em> Our results indicated that Prevalence of ADHD among the students of Sarpol-e Zahab was of a significant difference compared to other researches conducted inside and outside Iran (11/22%). However, more attention should be paid to mental health policy-making in students to decrease the present behavioral problems and those of future.</p>
همه گیرشناسی, اختلال کمبود توجه/ بیش فعالی, دانش آموزان دوره ابتدایی
epidemiology, Attention Deficit/Hyperactivity Disorder, primary school students, Sarpol-e-zahab
87
98
http://sjimu.medilam.ac.ir/browse.php?a_code=A-10-505-3&slc_lang=fa&sid=1
Rahil
Haghgo
راهیل
حقجو
behrouz.psycho64@yahoo.com
9600319475328460039078
9600319475328460039078
Yes
Dept of Psychology, University of Research Sciences, Sanandaj, Iran
گروه روان شناسی، دانشگاه علوم تحقیقات، سنندج، ایران
Parasto
Naieb Zadeh
پرستو
نایب زاده
behruz90000@yahoo.com
9600319475328460039079
9600319475328460039079
No
Dept of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
گروه روان شناسی، دانشگاه آزاد اسلامی، تهران مرکزی، تهران، ایران
Shadi
AhadiFar
شادی
احدی فر
behruz90000@yahoo.com
9600319475328460039080
9600319475328460039080
No
Dept of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
گروه روان شناسی، دانشگاه آزاد اسلامی، تهران مرکزی، تهران، ایران
Shima
Anari
شیما
اناری
behruz90000@yahoo.com
9600319475328460039081
9600319475328460039081
No
Dept of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
گروه روان شناسی، دانشگاه آزاد اسلامی، تهران مرکزی، تهران، ایران
Behrouz
Behrouz
بهروز
بهروز
behrouz.psycho64@yahoo.com
9600319475328460039082
9600319475328460039082
No
Dept of Psychology, Payame Noor University, Tehran, Iran
گروه روان شناسی، دانشگاه پیام نور، تهران، ایران