اثربخشی بازی توانبخشی شناختی آرام بر بهبود کارکردهای اجرایی و مهارت‌های خواندن دانش‌آموزان نارساخوان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران

2 استاد گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

3 دانشیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

چکیده

هدف: نارساخوانی، نوعی اختلال خاص یادگیری است که با مشکلات جدی و مداوم در فراگیری مهارت‌های خواندن مشخص می‌شود و علت آن وجود مشکلات مربوط به آسیب مغزی، مشکلات بینایی و آموزش ناکافی یا نادرست نمی‌باشد. هدف از این مطالعه، تأثیر بازی توانبخشی شناختی آرام بر بهبود کارکردهای اجرایی (توجه‌پایدار، بازداری پاسخ) و مهارت‌های خواندن (سرعت، صحت و درک متن) در دانش­آموزان ابتدایی دارای نارساخوانی بود.
روش: طرح پژوهش حاضر نیمه آزمایشی از نوع پیش‌آزمون- پس‌آزمون با گروه کنترل بود. برای مقایسه دو گروه آزمایش و کنترل پس از اتمام مداخله از آزمون تحلیل کوواریانس استفاده شد. جامعه آماری این پژوهش شامل دانش‌آموزان ابتدایی نارساخوان، پایه‌های دوم تا پنجم شهرستان اندیمشک در سال تحصیلی 1401-1400 بود که تعداد 40 دانش‌آموز به روش نمونه‌گیری در دسترس انتخاب و به‌صورت تصادفی در دو گروه 20 نفری (یک گروه آزمایشی و یک گروه گواه) جای‌دهی شدند. بازی توانبخشی شناختی آرام به مدت 11 جلسه 45 دقیقه‌ای و به‌صورت فردی برای گروه آزمایش اجرا شد. برای جمع‌آوری داده‌ها از آزمون‌های عملکرد پیوسته، برو- نرو، و برای مهارت‌های خواندن از متن‌های آزمون خواندن و نارساخوانی (نما)، استفاده شد.
یافته‌ها: برای تحلیل داده‌ها از نرم‌افزار SPSS نسخه 24 و آزمون تحلیل کوواریانس چندمتغیره استفاده شد. نتایج نشان داد که بازی توانبخشی آرام بر بهبود کارکردهای اجرایی (توجه‌پایدار و بازداری‌پاسخ) و مهارت‌های خواندن (سرعت، صحت و درک متن) در گروه آزمایش در سطح (0.001<p) مؤثر بوده است.
نتیجه‌گیری: با توجه به نتایج به دست‌آمده از پژوهش حاضر می‌توان نتیجه‌گیری کرد که بازی توانبخشی آرام با افزایش مهارت‌های کارکردهای اجرایی (توجه‌پایدار و بازداری‌پاسخ) باعث بهبود مهارت‌های خواندن در افراد نارساخوان می‌شود و می‌تواند به‌عنوان یک روش در درمان اختلالات یادگیری توسط مشاوران و متخصصان به کار گرفته شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectivenes of Cognitive Rehabilitation Game of Executive Function and Reading Skills in Students with Dyslexia

نویسندگان [English]

  • Mohammad Derikvand 1
  • Manijeh Shehni Yailagh 2
  • Alireza Hajiyakhchali 3
1 Ph.D. Student of Educational Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University of Ahvaz, Iran
2 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Iran
3 Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz
چکیده [English]

Objective: Developmental dyslexia is a specific impairment characterized by severe and persistent problems in the acquisition of reading skills; these problems are not caused by mental age, visual acuity problems, or inadequate schooling.The aim of this study effectivenes of aram cognitive rehabilitation game of executive function (sustained attention, response inhibition) and reading skills (speed, accuracy and reading comprehension) in students with dyslexia.
Method: The design of the present study was a pretest-posttest experiment with a control group.
Analysis of covariance was used to compare the experimental and control groups after the intervention. The statistical population included second to fifth-grade elementary students of Andimeshk, Iran in 2021-2022. In total, 40 subjects were selected by convenience sampling and were randomly divided into two groups of 20 (one test groups and one active control group). Cognitive rehabilitation game was performed for 11 minutes in an individual case for the experiment group. The Continuous Performance Test, Go/No-go test, and the Reading and Dyslexia Test (Nema) were used to collect data.
Results: For data analysis, Spss software version 24 and themultivariate statistical analysis test were used. The results showed that cognitive rehabilitation game was effective in improving executive function (sustained attention, response inhibition) and reading skills(speed, accuracy and reading comprehension) in the experimental group at the level (p<0.001).
Conclusion: According to the results of the present study, it can be concluded that cognitive rehabilitation Game (ARAM) by increasing the executive function improving the reading skills in Students with dyslexia in students with dyslexia and can be used as a method in treating learning disorders by consultants and experts.

کلیدواژه‌ها [English]

  • Response Inhibition
  • Sustained Attention
  • Executive Function
  • Students
  • Dyslexia
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