اثر‌بخشی برنامه تمرینی اسپارک و نوروفیدبک بر سطح کورتیزول کودکان مبتلا به اوتیسم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه رفتار حرکتی دانشگاه سمنان، سمنان، ایران

2 کارشناس ارشد گروه رفتار حرکتی دانشگاه سمنان، سمنان، ایران

چکیده

مقدمه: اوتیسم نوعی اختلال نافذ رشدی است که کودکان مبتلا به آن از اضطراب در زندگی شخصی و اجتماعی خود رنج می‌برند. این مطالعه به منظور تعیین اثر‌بخشی هشت هفته برنامه تمرینی  اسپارک به همراه نوروفیدبک بر سطح کورتیزول کودکان اوتیستیک انجام شد.




روش: در این مطالعه نیمه تجربی 24 کودک مبتلا به اوتیسم با رده سنی 8 تا 12 سال به‌‌صورت تصادفی در چهار گروه شش‌نفری (گروه تمرین اسپارک، گروه نوروفیدبک، گروه برنامه تمرین اسپارک+ نوروفیدبک، گروه کنترل) قرار گرفتند. آزمودنی­ها مداخلات را به مدت  هشت هفته به ­صورت دو جلسه ی 45 دقیقه­ای در هفته دریافت کردند، اما گروه کنترل هیچ گونه فعالیتی دریافت نکرد. اندازه‌گیری کورتیزول در دو نوبت پیش‌آزمون و پس‌آزمون در شرایط یکسان از هر چهار گروه گرفته شد.




یافته‌ها: تجزیه‌ و تحلیل داده­ها با تحلیل کواریانس نشان داد که میانگین میزان کورتیزول در گروه تمرین اسپارک، گروه نوروفیدبک و گروه تمرین اسپارک + نوروفیدبک، نسبت به‌ پیش آزمون کاهش معنی‌داری داشته است و بیشترین اثربخشی مربوط به گروه ترکیبی تمرین اسپارک و نوروفیدبک بود، اما در گروه کنترل تغییر مهمی مشاهده نشد.




نتیجه‌گیری: نتیجه اینکه دریافت تمرینات اسپارک و نوروفیدبک به تنهایی و بصورت موازی در کاهش سطح کورتیزول بیماران اوتیستیک مؤثر است. درمان موازی ایندو به هر حال تأثیر بارزتری دارد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The effectiveness of spark and neurofeedback training programs on the cortisol levels of autistic children

نویسندگان [English]

  • B Golmohammadi, 1
  • V.O Kashani, 1
  • S.S. Sadroalsadati, 2
2 Semnan University
چکیده [English]

Introduction: Autism is a kind of progressive disorder that children suffer from anxiety in their personal and social life. The aim of the current study was to determine the effectiveness of 8 weeks of Spark Traning Program along with Neurofeedback on the cortisol levels of autistic children.




Method: In a semi-experimental design, 24 autistic children aged 8 to 12 years were selected and randomly divided into 4 groups (1-Spark training 2- Neurofeedback 3-Spark training + Neurofeedback and 4- control group). Three groups undergon 45 minutes 2 days per weeks therapeutic sessions in 8 weeks interval, whereas no intervention received by control subjects and just engaged in their routine activities. Cortisol measurements were administered in pre-test and post-test under the same conditions from all four groups. 




Results: Applying  Analysis of Covariance  on the resulting data showed that mean scores of the cortisol levels significantly  decreased in the spark training group, neurofeedback group, and spark + neurofeedback training group, and the most effectiveness was the combination of Spark and neurofeedback training, whereas no important changes detected for control group.




Conclusion: It could be concluded that receiving isolated  and adjunct Spark and Neurofeedback training effectively reduce cortisol level in autistic children. Adjunct training however had robust effects.

کلیدواژه‌ها [English]

  • Autism
  • Cortisol
  • Spark
  • neurofeedback
1- Center for Disease Control and Prevention. Facts about ASDs, http://www.CDC.gov/ncbddd/autism/facts.html. 2012.
2- Association AP. Diagnostic and statistical manual of mental disorders (DSM-5®): American Psychiatric Pub. 2013.
3- Rafei T. Autism: Assesment and Treatment. Publishing S, editor: Dandge. 2006.
4- Jarusiewicz B. Efficacy of neurofeedback for children in the autistic spectrum: A pilot study. Journal of Neurotherapy. 2002; 6(4): 39-49.
5- Selles RR, Storch EA. Translation of anxiety treatment to youth with autism spectrum disorders. Journal of Child and Family Studies. 2013; 22(3): 405-13.
6- Chalfant AM, Rapee R, Carroll L. Treating anxiety disorders in children with high functioning autism spectrum disorders: A controlled trial. Journal of autism and developmental disorders. 2007; 37(10): 1842-57.
7- Carraro A, Gobbi E. Effects of an exercise programme on anxiety in adults with intellectual disabilities. Research in developmental disabilities. 2012; 33(4): 1221-6.
8- Ströhle A. Physical activity, exercise, depression and anxiety disorders. Journal of neural transmission. 2009; 116(6): 777.
9- Rezvankhah Golsefidi N, Emami Hashemi SA. Effect of selected spark motor program on anxiety of children with Asperger. Physical Treatments-Specific Physical Therapy Journal. 2015; 5(2): 83-8.
10- Petruzzello SJ, Landers DM, Hatfield BD, Kubitz KA, Salazar W. A meta-analysis on the anxiety-reducing effects of acute and chronic exercise. Sports medicine. 1991; 11(3): 143-82.
11- Carmeli E, Zinger-Vaknin T, Morad M, Merrick J. Can physical training have an effect on well-being in adults with mild intellectual disability? Mechanisms of ageing and development. 2005; 126(2): 299-304.
12- Hillier A, Murphy D, Ferrara C. A pilot study: short‐term reduction in salivary cortisol following low level physical exercise and relaxation among adolescents and young adults on the Autism spectrum. Stress and Health. 2011; 27(5): 395-402.
13- Farokhi A, Hashemian, P., Mirifar, A., Keyhani, M., & Keykhavani, S. . The effect of neurofidback training on athlets with trait competition anxiety. Eilam University Medical Science. 2012; 21(2): 21-7.
14- Steinberg M, Othmer S. The 20 hour solution: Training minds to concentrate and self-regulate naturally without medication. USA: Robert Reed. 2004; 13: 48-92.
15- AR. B. Biofeedback (General Concepts, Principles, Methods and Application(Yazd: Yazd University. 2010; 15-70.
16- Kropotov JD, Grin-Yatsenko VA, Ponomarev VA, Chutko LS, Yakovenko EA, Nikishena IS. ERPs correlates of EEG relative beta training in ADHD children. International journal of psychophysiology. 2005; 55(1): 23-34.
17- Thornton K. Improvement/rehabilitation of memory functioning with neurotherapy/QEEG biofeedback. The Journal of head trauma rehabilitation. 2000; 15(6): 1285-96.
18- Sterman MB. Basic concepts and clinical findings in the treatment of seizure disorders with EEG operant conditioning. Clinical electroencephalography. 2000; 31(1): 45-55.
19- Hammond DC. QEEG-guided neurofeedback in the treatment of obsessive compulsive disorder. Journal of Neurotherapy. 2003; 7(2): 25-52.
20- Kropp P, Siniatchkin M, Gerber W-D. On the pathophysiology of migraine—links for “empirically based treatment” with neurofeedback. Applied psychophysiology and biofeedback. 2002; 27(3): 203-13.
21- Trudeau DL. Applicability of brain wave biofeedback to substance use disorder in adolescents. Child and Adolescent Psychiatric Clinics. 2005; 14(1): 125-36.
22- Moore NC. A review of EEG biofeedback treatment of anxiety disorders. Clinical electroencephalography. 2000 ;31(1) :1-6.
23- Vernon D, Egner T, Cooper N, Compton T, Neilands C, Sheri A, et al. The effect of training distinct neurofeedback protocols on aspects of cognitive performance. International journal of psychophysiology. 2003; 47(1): 75-85.
24- Garrett B, Silver M. The use of EMG and alpha biofeedback to relieve test anxiety in college students. Biofeedback, behavior therapy, and hypnosis Chicago7 Nelson-Hall. 1976.
25- Scolnick B. Effects of electroencephalogram biofeedback with Asperger's syndrome. International Journal of Rehabilitation Research. 2005; 28(2): 159-63.
26- Thompson L, Thompson M, Reid A. Neurofeedback outcomes in clients with Asperger’s syndrome. Applied psychophysiology and biofeedback. 2010; 35(1): 63.
27- Narimani M, Rajabi, S., Abolghasemi, A., Alinazari, M., & Zahed, A. . Evaluation of the effect of neurofeedback on the correction of cerebral wave amplitude and attention of students with dyslexia. Clinical Psychology Researchs. 2012; 1(2): 4-20.
28- Kaiser DA, Othmer S. Effect of neurofeedback on variables of attention in a large multi-center trial. Journal of Neurotherapy. 2000; 4(1): 5-15.
29- Gunkelman JD, Johnstone J. Neurofeedback and the brain. Journal of Adult Development. 2005; 12(2-3): 93-8.
30- Norris SL, Currieri M. Performance enhancement training through neurofeedback.  Introduction to quantitative EEG and neurofeedback: Elsevier; 1999; 223-40.
31- Schwartz MS, Andrasik F. Biofeedback: A practitioner's guide: Guilford Publications. 2017.
32- Masterpasqua F, Healey KN. Neurofeedback in Psychological Practice. Professional Psychology: Research and Practice. 2003; 34(6): 652.
33- Pour Ranjbar M, & Nematollahzadeh, K. The Effect of Aerobic Exercise and Anaerobic Exercise on Anxiety. Journal of Kerman University of Medical Sciense. 2005; 13(1) :51-6.
34- Lovaas OI. Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of consulting and clinical psychology. 1987; 55(1): 3.
35- Smith T, Eikeseth S, Sallows GO, Graupner TD. Efficacy of applied behavior analysis in autism. The Journal of pediatrics. 2009; 155(1): 151-2.
36- Gomot M, Wicker B. A challenging, unpredictable world for people with autism spectrum disorder. International Journal of Psychophysiology. 2012; 83(2): 240-7.
37- Kawakubo Y, Kasai K, Okazaki S, Hosokawa-Kakurai M, Watanabe K-i, Kuwabara H, et al.