اثربخشی تحریک الکتریکی مستقیم از روی جمجمه به همراه تمرین‌های رایانه‌ای شناختی بر کارکردهای اجرایی و عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری خاص همبود با اختلال نارسایی توجه/بیش فعالی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی و آموزش کودکان با نیازهای خاص، گروه روانشناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

2 دانشیار گروه روانشناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران.

3 استادیار گروه روانشناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

چکیده

هدف: هدف از این مطالعه بررسی اثربخشی تحریک الکتریکی مستقیم از روی جمجمه به همراه تمرین­‌های رایانه‌­ای شناختی بر کارکردهای اجرایی و عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری خاص همبود با اختلال نارسایی توجه/ بیش‌فعالی بود.
روش: روش پژوهش از نظر هدف، کاربردی و نیمه‌آزمایشی با طرح پیش آزمون- پس آزمون با گروه شم بود. جامعه آماری پژوهش کلیه دانش‌آموزان مبتلا به SLD+ADHD شهر اصفهان بودند. نمونه این پژوهش شامل 24 دانش‌­آموز بود که به روش نمونه‌گیری هدفمند انتخاب و به صورت تصادفی در دو گروه شم (14 نفر) و گروه آزمایش (14 نفر) قرار گرفتند. دانش‌آموزان با استفاده از مقیاس هوش وکسلر برای کودکان (WISC-IV)، مقیاس درجه­‌بندی والدین کانرز و پرسش‌نامۀ تشخیص ناتوانی‌های یادگیری مورد ارزیابی قرار گرفتند. همچنین از پرسشنامۀ بریف و نمرات فارسی دو ترم دانش‌­آموزان به منظور بررسی اثربخشی درمان در مرحلۀ پیش‌آزمون و پس‌آزمون استفاده شد. گروه آزمایش در 15 جلسه 20 دقیقه‌ای در برنامه مداخله شرکت کردند.
یافته­‌ها: نتایج حاکی از اثربخشی معنادار مداخلۀ تحریک الکتریکی مستقیم از روی جمجمه همراه با تمرین­‌های رایانه‌­ای شناختی بر بهبود مولفه‌های کارکردهای اجرایی از جمله بازداری پاسخ (p<0.01, F=12.23, Ƞ2=0.42). توجه (p<0.01, F=27.18, Ƞ2=0.60)، حافظه کاری (p<0.01, F=15.11, Ƞ2=0.46) و برنامه ریزی (p<0.01, 70/ F=38, Ƞ2=02.66) بود. همچنین نتایج تحلیل کوواریانس ناپارامتریک بهبود معنی داری را در نمرات فارسی دانش آموزان گروه آزمایش نسبت به گروه کنترل نشان داد (p<0.01, F=12.13).
نتیجه­گیری: نتایج این بررسی نشان داد که این مداخله می‌تواند بر بهبود عملکرد کودکان دارای اختلال یادگیری خاص همبود با اختلال نارسایی توجه/بیش‌فعالی تأثیر مثبت معناداری بر جای بگذارد؛ بنابراین می­توان نتیجه گرفت ترکیب روش­های درمانی تحریک مغز و تمرین­های شناختی می­تواند گزینۀ مناسبی در جهت توانبخشی دانش­آموزان با اختلال یادگیری خاص همبود با اختلال نارسایی توجه/بیش‌فعالی باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Transcranial Direct Current Stimulation along with Computerized Cognitive Training on the Executive Functions and Academic Performance among Students with Specific Learning Disorder comorbid with Attention Deficit Hyperactivity Disorder

نویسندگان [English]

  • Mohadeseh Erfani Nasab 1
  • Salar Faramarzi 2
  • Ali Sharifi 3
1 PhD student in Psychology and Education of Children with Special Needs, Department of Psychology and Education of Individuals with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
2 Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.
3 Assistant Professor, Department of Psychology and Education of People with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
چکیده [English]

Objective: The aim of this study was to investigate the effectiveness of Transcranial Direct Current Stimulation along with Computerized Cognitive Training on Executive Functions and Academic Performanc of students with Attention Deficit Hyperactivity Disorder.
Method: In term of goal, the research method was practical and semi-experimental with a pretest-posttest design with a sham group. The statistical population of the study was all students with SLD+ADHD in Esfahan. The sample of this research consisted of 24 students who were selected through purposive sampling and randomly divided into two sham group (14 participants) and an experimental group (14 participants). The students were assessed using the Wechsler Intelligence Scale for Children (WISC-IV), Conners' Parent Rating Scale, the Learning Disability Diagnostic questionnaire. The brief questionnaire and Farsi grades of the students of two semesters were also used in order to check the effectiveness of the treatment in the pre-test and post-test stages.The experimental group participated in 15 sessions of 20 minutes duration in the intervention program.
Results: The results indicate the significant effectiveness of the intervention of tDCS combined with cognitive computer training on improving the components of executive functions including response inhibition (p<0.01, F=12.23, Ƞ2=0.42), attention (p<0.01, F=27.18, Ƞ2=0.60), working memory (p<0.01, F=15.11, Ƞ2=0.46) and planning (p<0.01, F=38.70, Ƞ2=0.66). Also, the results of the non-parametric covariance analysis showed a significant improvement in the Farsi scores of the students in the experimental group compared to the control group (p<0.01, F=12.13).
Conclusion: The results of this study showed that this intervention can have a significant positive effect on improving the performance students with Specific Learning Disorders comorbid with Attention Deficit/Hyperactivity Disorder. Therefore, it can be concluded that the combination of brain stimulation treatment methods and cognitive training can be a suitable option for the rehabilitation of students with Specific Learning Disorder comorbid with Attention Deficit/Hyperactivity Disorder.

کلیدواژه‌ها [English]

  • Specific Learning Disorder
  • Attention-Deficit/Hyperactivity disorder
  • Transcranial Direct Current Stimulation
  • Computerized Cognitive Training
  • Executive Functions
  • Academic Performance

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راهبردهای شناختی در یادگیری
دوره 12، شماره 23
پاییز و زمستان 1403
بهمن 1403
صفحه 19-41

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