Özcan Celale Tangül, Oflaz Fahriye, Türkbay Tümer, Freeman Clevenger Sharon M
Gulhane Military Medical Academy, School of Nursing, Ankara, Turkey.
GGulhane Military Medical Academy, Department of Child and Adolescent Mental Health, Ankara, Turkey.
Noro Psikiyatr Ars. 2013 Sep;50(3):244-251. doi: 10.4274/npa.y6455. Epub 2013 Sep 1.
This study was designed to evaluate the effectiveness of the "I Can Problem Solve" (ICPS) program on behavioral and emotional problems in children with attention deficit hyperactivity disorder (ADHD).
The subjects were 33 children with ADHD aged between 6 to 11 years. The study used a pre- and post-test quasi-experimental design with one group. The researchers taught 33 children with ADHD how to apply ICPS over a period of 14 weeks. The Child Behavior Checklist for Ages 6-18 (Teacher Report Form) and the Diagnostic and Statistical Manual of Mental Disorders, 4th edition Text Revision (DSM-IV-TR) Based Disruptive Behavior Disorders Screening and Rating Scale (parents' and teacher's forms) were used to evaluate the efficacy of the program. The scales were applied to parents and teachers of the children before and after the ICPS program.
The findings indicated that the measured pre-training scores for behavioral and emotional problems (attention difficulties, problems, anxious/depressed, withdrawn/depressed, oppositional defiant problems, rule breaking behaviors, and aggressive behaviors) were significantly decreased in all children post-training. In addition, children's total competence scores increased (working, behaving, learning and happy) after the ICPS program.
According to the results, it is likely that, ICPS would be a useful program to decrease certain behavioral and emotional problems associated with ADHD and to increase the competence level in children with ADHD. An additional benefit of the program might be to empower children to deal with problems associated with ADHD such as attention difficulties, hyperactivity-impulsivity, and oppositional defiant problems.
本研究旨在评估“我能解决问题”（ICPS）项目对注意力缺陷多动障碍（ADHD）儿童行为和情绪问题的有效性。
研究对象为33名年龄在6至11岁的ADHD儿童。本研究采用一组前后测准实验设计。研究人员在14周的时间里教导33名ADHD儿童如何应用ICPS。使用《6 - 18岁儿童行为检查表》（教师报告表）以及基于《精神疾病诊断与统计手册》第4版文本修订版（DSM - IV - TR）的破坏性行为障碍筛查与评定量表（家长版和教师版）来评估该项目的效果。这些量表在ICPS项目实施前后应用于儿童的家长和教师。
研究结果表明，所有儿童在训练后，行为和情绪问题（注意力困难、问题行为、焦虑/抑郁行为、退缩/抑郁行为、对立违抗问题、违规行为和攻击性行为）的训练前测量得分显著降低。此外，在ICPS项目实施后，儿童的总体能力得分（学习、行为、学习和快乐方面）有所提高。
根据研究结果，ICPS可能是一个有用的项目，有助于减少与ADHD相关的某些行为和情绪问题，并提高ADHD儿童的能力水平。该项目的另一个好处可能是使儿童有能力应对与ADHD相关的问题，如注意力困难、多动冲动和对立违抗问题。
