برازش مدل علی مبتنی بر اختلالات رفتاری برونی‌سازی شده براساس کارکردهای اجرایی مغز با نقش میانجی مهارت‌های اجتماعی در دانش‌آموزان با اختلال نارسایی توجه/ بیش‌فعالی

ناسازگاری‍ها و اختلالات رفتاری در بزرگ‌سالی و نوجوانی اغلب از بی‍توجهی به مسائل و مشکلات عاطفی- رفتار‍ی کودک ناشی می‍شود. از این‍رو، هدف پژوهش حاضر برازش مدل علی مبتنی بر اختلالات رفتاری برونی‍سازی شده بر اساس کارکردهای اجرایی مغز با نقش میانجی مهارت‍های اجتماعی در دانش‍آموزان با اختلال نارسایی توجه/ بیش‍فعالی انجام شد. این مطالعه ازنظر هدف، کاربردی و از پژوهش‍های توصیفی-همبستگی محسوب می‍شود. جامعه آماری پژوهش حاضر شامل تمام دانش‍آموزان دوره ابتدایی شهر مشهد در سال تحصیلی 1401- 1400 بودند که با استفاده از روش نمونه‍گیری هدفمند 209، دانش‍آموز به‌عنوان گروه نمونه انتخاب شدند. برای جمع‏آوری داده‏ها از پرسشنامه سنجش اختلال نارسایی توجه/ بیش‍فعالی کانرز- فرم معلم، سیاهه‍ی رفتاری کودک آخنباخ - نسخه والدین، پرسشنامه رتبه‍بندی رفتاری کارکردهای اجرائی و پرسشنامه مهارت‍های اجتماعی (نسخه والدین) استفاده شد. نتایج نشان داد که مدل علّی رابطه بین کارکردهای اجرایی، مهارت‍های اجتماعی و اختلالات رفتاری برونی‍سازی شده در دانش‍آموزان با اختلال نارسایی توجه/ بیش‍فعالی بر اساس شاخص‌های مختلف برازش تایید شد، کارکردهای اجرایی مغز و مهارت‍های اجتماعی بر اختلالات رفتاری برونی‍سازی شده اثر مستقیم دارند؛ علاوه بر این کارکردهای اجرایی از طریق مهارت‍های اجتماعی بر اختلالات رفتاری برونی‍سازی شده تاثیر غیرمستقیم دارد؛ بنابراین کارکردهای اجرایی و مهارت‍های اجتماعی نقش مهمی در اختلالات رفتاری برونی‍سازی شده در دانش‍آموزان با اختلال نارسایی توجه/ بیش‍فعالی دارند و هدف قراردادن این دو مولفه در درمان‌های روان‌شناختی، می‌تواند در کاهش اختلالات رفتاری موثر باشد.‌

fitting the causal model based on the externalized behavioral disorders according to executive functions of the brain: the mediating role of social skills in students with attention deficit / hyperactivity disorder

abstractbehavioral inconsistencies and disorders in adulthood and youth are often caused by neglecting children’s emotional-behavioral issues. therefore, the present study was performed to fit the causal model based on externalized behavioral disorders according to executive functions of the brain: the mediating role of social skills in students with attention-deficit/hyperactivity disorder. this study in terms of purpose is the applied one and is considered descriptive-correlational research. the statistical population of the present study included all the elementary school students of mashhad in the academic year of 2021-2022, and 209 students were selected as the sample group using the purposeful sampling method. to collect data, the connors attention deficit/hyperactivity disorder assessment questionnaire, teacher’s form (1969), achenbach’s child behavior checklist (cbcl) - parent version, behavior rating inventory of executive function, and social skills questionnaire (parent version) were used. the results showed that the causal model of the relationship between executive functions, social skills, and externalized behavioral disorders in students with attention-deficit/hyperactivity disorder was confirmed based on different fit indices. executive functions of the brain and social skills have a direct effect on behavioral disorders. in addition, executive functions have an indirect effect on externalized behavioral disorders through social skills. therefore executive functions and social skills play an important role in externalized behavioral disorders in students with attention deficit/hyperactivity disorder, and targeting these two components in psychological treatments can be effective in reducing behavioral disorders.keywords: externalized behavioral disorders, executive functions, social skills, attention deficit / hyperactivity disorder.   extended abstractintroductionone of the most complex childhood disorders that are often not diagnosed, is the neurodevelopmental disorder attention deficit/hyperactivity disorder (adhd), which appears with inattention and hyperactivity in the age range of six months to seven years. it may continue in adulthood as well (shahwan, suliman, jairoun, alkhoujah, mohammed, abdullah, 2020). adhd children have problems with communication and social behaviors; it is one of the most common behavioral and social disorders in childhood and adolescence, which affects about 5-7% of people (american psychiatric association, 2013). the problems caused by this disorder include wide areas of a person’s life, including health, communication problems, academic progress, employment, financial management (barkley, murphy, fischer, 2015), and family problems (almadani, askary, bavi 2022). externalized behavior disorders that include a range of aggression, bullying, delinquent behaviors, theft, lying, disobedience, and fighting (cramer, 2015) are observed in these people. studies have shown that executive function deficits include a set of cognitive and metacognitive processes that help us create goals, monitor thoughts, control emotions and actions, and choose appropriate behaviors to curb undesirable behaviors (lassander, hintsanen, suominen, mullola, fagerlund, vahlberg, et al., 2020), it is common in these individuals (wang and liu, 2020). another factor that can affect the amount of externalized behavioral disorders in children is social skills. compared to normal children, children with adhd have weaker social interaction and have difficulty communicating with others (parke, becker, graves, baily, paul, freeman et al., 2018). in other words; attention-deficit/hyperactivity disorder not only causes a decrease in concentration and attention, but it is also problematic in social relationships, the type of interaction and the way to react to others (arumugam parasher, 2018). therefore, the current research will be conducted with the aim of fitting the causal model based on externalized behavioral disorders based on the executive functions of the brain: the mediating role of social skills in students with attention deficit/hyperactivity disorder. research questionis the fit of the causal model based on externalized behavioral disorders based on the executive functions of the brain with the mediation of social skills in students with attention deficit/hyperactivity disorder confirmed?literature reviewstudies show that externalizing problems in childhood are predictors of delinquent behaviors in adolescence and crime and violence in adulthood (zhu, olsen, liew, niclasen, obel, 2014). executive functions include sets of cognitive and metacognitive processes that help us set goals, monitor thoughts, control emotions and actions, and choose appropriate behaviors for undesirable behaviors (lassander et al., 2020). executive functions are much related to social and educational functions and daily activities of people. these functions become the individual’s self-regulation and also enable him to behave with different responses, self-direction (lima, rzezak, guimarães, montenegro, guerreiro, valente, 2017). the review goes under these subheadings. the findings indicate that poor skill in executive functions causes antisocial behavior, inability to solve problems, distraction and aggression in children (romero-lópez, quesada-conde, bernardo, justicia-arráez, 2017). the results of al-khatib’s research (2021) indicated a positive and significant correlation between social problems and behavioral problems. in a research, ajarlou, moghadsin, and hosni (2021) showed that maladaptive emotion regulation and cognitive deficits of attention also play a mediating role in the relationship between depression and anxiety variables with symptoms of attention deficit hyperactivity disorder.methodologythe method of this study was descriptive-correlation. the statistical population of the current research was all the students and their parents in the school year 2021-2022 in the elementary school of mashhad. 209 students were selected using the purposeful sampling method. thus, in order to collect the sample, the education departments were referred to mashhad city. then 15 elementary schools were selected from different areas of mashhad city and then they were referred to the schools and after screening the students for attention deficit hyperactivity disorder through a