ABSTRACT

Children with Attentional Deficit Hyperactivity Disorder (ADHD) frequently have low self-awareness and attentional deficits on which therapeutic hypnosis can have a positive impact. Here we investigated the contribution of therapeutic hypnosis in the treatment of written language disorders in a child with ADHD. This study is a Single-Case Experimental Design (SCED) using repeated measures. The participant is 11 years old. We assessed reading performance and verbal fluency for four weeks before starting the intervention, as well as during the therapeutic window when four hypnosis sessions were administered over an 8-week timeframe. We assessed written language through a regular and irregular word reading test, a spelling choice test, a phonological analysis test, and a fast serial naming test pre- and post-intervention. We assessed attention and self-esteem pre- and post-intervention. The patient’s scores on text reading improved during the intervention compared to the baseline (p = .028). Reading fluency improved, but the pre-post comparison did not reach statistical significance. A progression in scores and response times in phonological tests was observed, with the participant moving from pathological scores in the pre-intervention to normative scores in the post-intervention. Attention and self-esteem significantly improved after the treatment (p = .031, and p = .002 respectively). These results indicate that hypnosis-based therapy might be beneficial to children with specific written language disorders. If these results are confirmed in future studies, therapeutic hypnosis may become part of the recommendations for treatment of ADHD.

摘要

患有注意缺陷多动障碍 (ADHD) 的儿童通常自我意识和注意力缺陷较低，而治疗性催眠可以对其产生积极影响。在这里，我们调查了治疗性催眠在治疗多动症儿童书面语言障碍方面的作用。本研究是使用重复测量的单一案例实验设计 (SCED)。参与者年满 11 岁。我们在开始干预之前评估了四个星期的阅读表现和语言流畅性，以及在治疗窗口期间，在 8 周的时间范围内进行了四次催眠。我们通过常规和不规则的单词阅读测试、拼写选择测试、语音分析测试以及干预前后的快速连续命名测试来评估书面语言。我们评估了干预前后的注意力和自尊。与基线相比，干预期间患者的文本阅读分数有所提高（p  = .028）。阅读流畅度有所提高，但前后比较未达到统计学意义。观察到语音测试中分数和响应时间的进展，参与者从干预前的病理分数转移到干预后的规范分数。注意力和自尊在治疗后显着改善（分别为p  = .031 和p = .002）。这些结果表明，基于催眠的治疗可能对患有特定书面语言障碍的儿童有益。如果这些结果在未来的研究中得到证实，治疗性催眠可能会成为治疗多动症的建议的一部分。