اثربخشي درمان فراتشخيصي يكپارچه بارلو بر هيجانات تحصيلي و علائم اضطرابي كودكان مبتلا به اختلال نقص‌توجه-بيش‌فعالي همبود با اختلالات يادگيري خاص

The Effectiveness of Barlow’s Transdiagnostic Unified Protocol on Academic Emotions an‎d Anxiety Symptoms in children with ADHD Comorbid with Specific Learning Disorders

روان شناسي

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders in childhood an‎d frequently co-occurs with specific learning disorders (SLD). In addition to difficulties related to learning an‎d academic performance, children with these disorders may experience emotional difficulties, including anxiety symptoms an‎d negative academic emotions. Given the multidimensional nature of these difficulties, transdiagnostic interventions targeting common underlying emotional processes may be effective in reducing emotional difficulties in these children. Accordingly, the present study aimed to examine the effectiveness of Barlow’s Unified Transdiagnostic Protocol on negative academic emotions an‎d anxiety symptoms in children with ADHD comorbid with SLD. The study employed an experimental single-case design with a baseline phase. The statistical population consisted of third- an‎d fourth-grade female elementary school students with ADHD comorbid with SLD in elementary schools in Isfahan during the 2025–2026 academic year, from whom five students were purposively selec‎ted. The participants received Barlow’s Unified Transdiagnostic Protocol. The research instruments included the Achievement Emotions Questionnaire, the Spence Children’s Anxiety Scale, the Specific Learning Disorder Diagnostic Questionnaire, an‎d the Attention-Deficit/Hyperactivity Disorder Questionnaire. Data were analyzed using visual analysis, percentage of improvement, percentage of non-overlapping data, percentage of overlapping data, the Reliable Change Index (RCI), an‎d Tau-U. The findings indicated that the response pattern to the intervention was not the same across the two outcome variables. Regarding anxiety symptoms, changes in most participants were in the direction of symptom reduction; four out of five participants showed a significant reduction in anxiety symptoms, an‎d the change an‎d effect-size indices also indicated improvement in most participants. In contrast, changes in negative academic emotions showed a heterogeneous pattern: two participants demonstrated a significant reduction, whereas three participants showed a significant increase in these emotions, an‎d the effectiveness indices did not show a consistent pattern. Thus, unlike anxiety symptoms, for which participants showed a relatively more consistent response to the intervention, negative academic emotions did not show a uniform response an‎d even increased in some participants. Overall, the findings provided support for the effectiveness of Barlow’s Unified Transdiagnostic Protocol in reducing anxiety symptoms in most participants; however, similar evidence was not observed for negative academic emotions. This difference in response patterns suggests that although targeting common emotional processes may be beneficial for reducing anxiety symptoms in this group of children, negative academic emotions may be more strongly influenced by factors specific to learning experiences, academic performance, an‎d the school environment, an‎d their modification may require simultaneous attention to these factors.

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