Poremećaj pažnje i hiperaktivnost kod dece sa lakom intelektualnom ometenošću

Abstract

Poremećaj pažnje i hiperaktivnost predstavlja neurobihevioralni razvojni poremećaj obeležen izražajnom i dugotrajnom nepažnjom i /ili hiperaktivnošću i/ili impulsivnošću. Cilj rada je utvrđivanje učestalosti poremećaja pažnje bez i sa hiperaktivnošću kod dece s lakom intelektualnom ometenošću kao i utvrđivanje odnosa između deficita pažnje sa i bez hiperaktivnosti sa polom i uzrastom ispitanika. Uzorak čine 200 učenika s lakšim oblicima intelektualne ometenosti, hronološkog uzrasta od 8 do 16 godina, bez neuroloških i kombinovanih smetnji. U uzorku ima ukupno 103 dečaka i 97 devojčica. Za procenu poremećaja pažnje i hiperaktivnosti primenjena je podskala Poremećaji pažnje, Ahenbahovog sistema empirijski bazirane procene (The Achenbach System of Empirically Based Assessment – ASEBA) (Achenbach & Rescorla, 2001). Primenjena je nastavnička forma Ahenbahovog upitnika, budući da su informanti bili defektolozi, učitelji ili razredne starešine. Rezultati izvedenog istraživanja ukazuju na to da 36,5% ispitanika pokazuje znake hiperaktivnosti, dok 45,5% ispitanika ima teškoće s održavanjem pažnje. Analizom odnosa, između hronološkog uzrasta i deficita pažnje sa ili bez znaka hiperaktivnosti, nije utvrđena statistički značajna relacija. Dečaci pokazuju iznaženije znake hiperaktivnosti (t=4,336, p=0,000) i nepažnje (t=3,410, p=0,001) u odnosu na devojčice. Utvrđena je statistički značajna korelacija između deficita pažnje sa znacima hiperaktivnosti i deficita pažnje bez hiperaktivnosti kod učenika s lakom intelektualnom ometenošću.

Attention Deficit Hyperactivity Disorder is a neurobehavioral developmental disorder marked by expressive and long-term attention deficit and/or hyperactivity and/or impulsivity. The aim of the study was to determine the incidence of attention deficit disorder with and without hyperactivity in children with mild intellectual disability, as well as the relationship between attention deficit with and without hyperactivity and the sex and age of the respondents. The sample consisted of 200 students with mild forms of intellectual disability, ranging in age from 8 to 16 years, with no neurological and combined disorders. The sample had a total of 103 boys and 97 girls. For the assessment of attention deficit disorder and hyperactivity, the Attention-Deficit/Hyperactivity Problems subscale of the Achenbach System of Empirically Based Assessment - ASEBA (Achenbach & Rescorla, 2001) scale was applied. The Teacher’s report form frоm Achenbach’ questionnaires was used, since the informants were special educators, teachers or class teachers. The obtained research results indicate that 36.5% of the respondents showed signs of hyperactivity, while 45.5% of the respondents had difficulty maintaining attention. The analysis of the relationship between the age and the attention deficit with or without hyperactivity signs, showed no statistically significant correlation. Boys showed more pronounced signs of hyperactivity (t=4.336, p=0.000) and attention deficit (t=3.410, p=0.001) compared to girls. The statistically significant correlation was found between attention deficit with hyperactivity and attention deficit without hyperactivity in students with mild intellectual disability.