اثربخشی توان‌بخشی شناختی رایانه‌محور بر کارکردهای اجرایی مغز (توجه، حافظه‌کاری، بازداری از پاسخ) در دانش‌آموزان دارای اختلال خواندن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روانشناسی تربیتی، دانشگاه پیام‌نور، تهران، ایران

2 استاد گروه روانشناسی، دانشگاه پیام‌نور، تهران، ایران

چکیده

هدف: پژوهش حاضر با هدف تعیین اثربخشی توان‌بخشی شناختی رایانه‌محور بر کارکردهای اجرایی مغز (توجه، حافظه کاری، بازداری از پاسخ) در کودکان دارای اختلال خواندن شهرستان اسکو انجام شد.
روش: این پژوهش نیمه‌آزمایشی از نوع طرح گروه کنترل نابرابر بود. جامعه آماری پژوهش را کلیه دانش‌آموزان دختر و پسر پایه‌های اول تا ششم ابتدایی مشغول به تحصیل در سال تحصیلی 1400-1399 مرکز مشکلات ویژه یادگیری رشد شهرستان اسکو با تشخیص اختلال خواندن تشکیل دادند. از بین این دانش‌آموزان، 20 دانش‌آموز با توجه به ملاک‌های ورود و خروج و به روش نمونه‌گیری در دسترس از جامعه موردنظر گزینش شدند و در دو گروه آزمایش (10 نفر) و کنترل (10 نفر) شامل 5 دختر و 5 پسر در هر گروه قرار گرفتند و پیش‌آزمون برای هر دو گروه اجرا شد، سپس دوازده جلسه و هر جلسه به‌مدت 45 تا 60 دقیقه مداخله توان‌بخشی شناختی رایانه‌ای (مجموعه بازی‌های شناختی مغز من) برای گروه آزمایش انجام گرفت. ابزارهای مورداستفاده شامل آزمون عملکرد پیوسته (CPT)، آزمون حافظه فعال وکسلر، آزمون برو/ نرو (بازداری از پاسخ) بود. به‌منظور بررسی فرضیه‌ها از تحلیل کوواریانس چند متغیره استفاده شد.
یافته‌ها: نتایج نشان داد که بسته توان‌بخشی شناختی رایانه‌محور بر کارکردهای اجرایی توجه، حافظه فعال، بازداری از پاسخ در گروه آزمایش مؤثر بوده است.
نتیجه‌گیری: مبتنی بر این یافته‌ها، بسته توانبخشی شناختی رایانه‌محور می‌تواند به تقویت کارکردهای اجرایی در کودکان دارای اختلال خواندن منجر گردد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Computer-based Cognitive Rehabilitation on Brain Executive Functions (Attention, Working memory, Response inhibition) among Children with Reading Disorders

نویسندگان [English]

  • Samira Soleimani Oskuei 1
  • Akbar Rezaei 2
  • Ali Mohammadzadeh 2
1 Master's degree in Educational Psychology, Payam Noor University, Tehran, Iran
2 Professor of Psychology Department, Payam Noor University, Tehran, Iran
چکیده [English]

Objective:The aim of this study was to determine the effectiveness of computer-centered cognitive rehabilitation on brain executive functions (attention, working memory, response inhibition) among children with dyslexic disorder in Osku.
Method:This semi-experimental study was an unequal control group design. The statistical population of the study consisted of all male and female students in the first to sixth grades of primary school studying in the academic year of 2010-2020 at the Center for Developmental Learning Problems in Osku city with the diagnosis of disorder. Among these students, 20 students were selected from the target population according to inclusion and exclusion criteria and were selected by available sampling method and were selected in two experimental (10) and control groups (10 people) including 5 girls and 5 boys in each group and pre-test was performed for both groups. Then, twelve sessions and each session for 45 to 60 minutes of computer cognitive rehabilitation intervention (my brain cognitive games series) was performed for the experimental group. The instruments used included continuous function test (CPT), Wechsler working memory test, go/no go test (response inhibition). Multivariate covariance analysis was used to investigate the hypotheses.
Results:The results showed that computer-centered cognitive rehabilitation package was effective on executive functions of attention, working memory, and response inhibition in the experimental group.
 Conclusion:Based on these findings, the computer-based cognitive rehabilitation package can lead to enhanced executive functions in children with reading disorders.

کلیدواژه‌ها [English]

  • computer-centered cognitive rehabilitation
  • executive functions
  • attention
  • working memory
  • response inhibition
  • reading disorder
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