تأثیر لگوتراپی بر کارکرد‌های شناختی دانش‌آموزان دچار ناتوانی یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

2 کارشناسی‌ارشد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

3 استادیار روانشناسی و آموزش کودکان استثنائی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل ایران

10.22084/j.psychogy.2025.31271.2815

چکیده

هدف: پژوهش حاضر با هدف بررسی تأثیر لگوتراپی بر کارکرد‌های شناختی دانش‌آموزان دچار ناتوانی یادگیری انجام گرفت.
روش: روش پژوهش، نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل بود. جامعه­ی آماری پژوهش را دانش­آموزان پسر دچار ناتوانی یادگیری ناحیه 5 شهر مشهد در سال‌تحصیلی 1403-1402 تشکیل دادند که از میان آن‌ها با استفاده از روش نمونه‌گیری در دسترس30 دانش‌آموز به عنوان نمونه انتخاب شدند و در دو گروه 15 نفره آزمایش و کنترل جاگذاری شدند. شرکت‌کنندگان گروه آزمایش، 10 جلسه لگوتراپی را دریافت نمودند. برای جمع‌آوری داده‌ها از آزمون شناختی مونترال (نصرالدین و همکاران، 2005) استفاده شد و تجزیه و تحلیل داده‌ها به کمک آزمون تحلیل کوواریانس از طریق نرم‌افزار SPSS-26 انجام شد.
یافته‌ها: یافته‌ها نشان داد که دانش‌آموزان گروه آزمایش در مقایسه با دانش‌آموزان گروه کنترل در پس‌آزمون، به طور معناداری کارکردهای شناختی بهتری داشتند. لذا، نتایج تحلیل کوواریانس نشان داد که لگوتراپی بر کارکردهای شناختی دانش‌آموزان دچار ناتوانی یادگیری تأثیرگذار بوده است (p<0.01).
نتیجه‌گیری: پژوهش حاضر نشان داد که استفاده از روش‌های خلاقانه مانند لگوتراپی می‌تواند به عنوان رویکردی مؤثر در تقویت کارکرد‌های شناختی مورد توجه قرار گیرد و موجب بهبود عملکرد در حوزه‌های مختلف کارکردهای شناختی در دانش‌آموزان دارای ناتوانی یادگیری شود. بنابراین، لگوتراپی می‌تواند به عنوان یک مداخله‌ی‌ مؤثر و نوآورانه در بهبود کارکردهای شناختی این گروه از دانش‌آموزان مورد استفاده قرار گیرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of LEGO Therapy on Cognitive Functions in Students with Learning Disability

نویسندگان [English]

  • Ali Sheykholreslami 1
  • Fateme Zarifi 2
  • Nastaran Seyedesmaili Ghomi 3
1 Author, Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2 M.A. of Educational Psychology, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
3 Assistant Professor of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
چکیده [English]

Objective: This study aimed to investigate the effect of LEGO therapy on the cognitive functions of students with learning disability.
Methods: The research employed a semi-experimental design with a pretest-posttest control group. The statistical population consisted of male students with learning disability from District 5 of Mashhad during the 2023-2024 academic year. Among them, 30 students were selected using convenience sampling and assigned to experimental and control groups of 15 each. The experimental group received 10 sessions of LEGO therapy. Data were collected using the Montreal Cognitive Assessment (Nasraddin et al., 2005), and data analysis was conducted using analysis of covariance (ANCOVA) via SPSS-26 software.
Results: Findings indicated that LEGO therapy significantly impacted the cognitive functions of students with learning disability (p<0.01). Additionally, ANCOVA results showed a significant improvement in the cognitive functions of the experimental group compared to the control group.
Conclusions: The present study demonstrated that creative interventions such as LEGO therapy can serve as an effective approach to enhance cognitive functions. This method improved performance in various cognitive domains in students with learning disability. Therefore, LEGO therapy can be considered an effective and innovative intervention for improving cognitive functions in this student population.

کلیدواژه‌ها [English]

  • Play Therapy
  • LEGO Therapy
  • Cognitive Functions
  • Learning Disability

مراجع

Ahmadi, Sh., Sheykholeslami, A., & Nokhostin Goldoost, A. (2024). Comparing the effect of teaching self-expression skills and teaching self-monitoring strategies on academic engagement in students with learning disabilities. Journal of Learning Disabilities, 14(1), 1-12. https://doi.org/10.22098/jld.2024.15394.2173 [In Persian]
Albehbehani, M., Keykhosravani, M., Amini, N., Narimani, M., & Jame’i, B. D. (2021). Comparison of the effectiveness of vibroacoustic therapy and LEGO therapy on aggression in children with autism spectrum disorder. Psychology of Exceptional Individuals, 11(42), 133–158. https://doi.org/10.22054/jpe.2021.57393.2260 [In Persian]
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.; DSM-5-TR). https://www.psychiatry.org/psychiatrists/practice/dsm
Ansari Ardali, M., Hajihosseini Darreshouri, K., & Hajihosseini Darreshouri, P. (2021). A study on learning disorders and their prevalence among students. Modern Advances in Psychology, Educational Sciences and Education, 4(34), 34-44. https://doi.org/10.22054/JR_JONAP-4-34_004 [in persian]
Aro, T., Eklund, K., Eloranta, A. K., Ahonen, T., & Rescorla, L. (2022). Learning Disabilities Elevate Children's Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts. Journal of learning disabilities, 55(6), 465–481. https://doi.org/10.1177/0022219421105629
Ashouri, M. (2018). Lego therapy for children with autism spectrum disorders: Theoretical bases, application, implementation levels and effectiveness. Exceptional Education, 155(3), 31-38. https://www.magiran.com/paper/2027471 [In Persian]
Athilingam, P. (2007). Validation of an instrument to measure cognitive in patients with heart failure. University of Rochester: School of Nursing. http://hdl.handle.net/1802/5838
Best, J. R., & Miller, P. H. (2021). Executive functions and academic achievement in children. Developmental Review, 61, 100991. https://doi.org/10.1016/j.dr.2021.100991
Capodieci, A., Ruffini, C., Frascari, A., Rivella, C., Bombonato, C., Usai, M. C., & Pecini, C. (2023). Executive functions in children with specific learning disorders: Shedding light on a complex profile through teleassessment. Research in Developmental Disabilities, 142, Article 104621. https://doi.org/10.1016/j.ridd.2023.104621
Cole, A. M., Chan, E. S. M., Gaye, F., Harmon, S. L., & Kofler, M. J. (2024). The role of working memory and organizational skills in academic functioning for children with attention-deficit/hyperactivity disorder. Neuropsychology, 38(6), 487–500. https://doi.org/10.1037/neu0000960
Costa, A. S., Fimm, B., Friesen, P., Ré, M., Serrao, M., Weyer, D., & Blanchet, S. (2016). The Portuguese version of the Montreal Cognitive Assessment (MoCA): Validation study for mild cognitive impairment and Alzheimer disease.Alzheimer Disease & Associated Disorders, 30(4), 312–318. https://doi.org/10.1097/WAD.0000000000000144
Diagnostic and Statistical Manual of Psychiatric Disorders (2016). https://www.psychiatry.org/psychiatrists/practice/dsm
Diamond, A. (2020). Executive functions: Insights into ways to help children thrive. Annual Review of Psychology, 71, 135–168. https://doi.org/10.1146/annurev-psych-010419-050829
Doren, B., Murray, C., & Gau, J. M. (2014). Salient predictors of school dropout among secondary students with learning disabilities. Learning Disabilities Research & Practice, 29(4), 150-159.‏ https://doi.org/10.1111/ldrp.12044
Emsaki, M., Molavi, H., Chitsaz, A., Movahed Abtahi, M., & Asgari, K. (2011). Psychometric properties of the Montreal Cognitive Assessment (MoCA) in patients with Parkinson’s disease. Journal of Isfahan Medical School, 29(136), 1–10. Retrieved from https://www.sid.ir/fa/journal/ViewPaper.aspx?id=50074 [In Persian]
Erfani Nasab, M., Faramarzi, S., & Sharifi, A. (2024). 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. Biquarterly Journal of Cognitive Strategies in Learning, 12(23), 19-41. https://doi.org/10.22084/J.PSYCHOGY.2024.28580.2644 [in Persian].
Ghasemi, A., Badami, R., & Meshkati, Z. (2019). The effect of rhythmic-musical exercises on visual perception and executive function in dyslexic children aged 8–10. New Findings in Cognitive Science, 21(2), 83-93. http://doi.org/10.30699/icss.21.2.83 [in Persian].
Hain, L. (2017). Exploration of specific learning disability subtypes differentiated across cognitive, achievement, and emotional/behavioral variables. Unpublished doctoral dissertation, Philadelphia College of Osteopathic Medicine, Philadelphia; 2008 Journal. 10(2): 173-182. https://digitalcommons.pcom.edu/psychology_dissertations/58
Hoseinkhanzadeh, A., Shojaee, S., Amiri, P., Sadeghi, S., Azadimanesh, P., & Azadimanesh, S. (2016). The effect of attention strengthen and perception of sensory-motor training program on mathematical performance of male students with mathematical learning disability. Biquarterly Journal of Cognitive Strategies in Learning, 4(7), 1369-156. https://doi.org/10.22084/J.PSYCHOGY.2017.1658 [in Persian].
Kolne, K., Bui, S., & Lindsay, S. (2020). Assessing the environmental quality of an adapted, play-based LEGO® robotics program to achieve optimal outcomes for children with disabilities. Disability and Rehabilitation, 43(25), 3613–3622. https://doi.org/10.1080/09638288.2020.1743776
Landeros-Thomas, B. (2017). The Relationship between American Indian Students' Cognitive Processing and Their Reading Skills. ProQuest LLC, Ph.D. Dissertation, Grand Canyon University. https://www.proquest.com/openview
Landreth, G. L., & Bratton, S. C. (2020). Child parent relationship therapy (CPRT): A 10-session filial therapy model. Routledge. https://doi.org/10.4324/9780203956342
LeGoff, D. B., & Gómez, A. (2021). LEGO®-Based therapy for improving social competence in children with autism and other conditions. Journal of Autism and Developmental Disorders, 51(9), 3452–3467. https://doi.org/10.4324/9780203829134
Lerner, J. (1990). Phonological awareness: A critical element in Learning to read. Learning Disabilities: A Multidisciplinary Journal, 1, 50-54. https://js.sagamorepub.com/index.php/ldmj/article/view/5662
Lerner, J.W. (1997). Children with learning disabilities, theories, diagnosis and teaching strategies. Boston:Houghton Mifflin. https://cir.nii.ac.jp/crid/1130282269611836160
McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2021). SEL and executive function: A framework for understanding impact. Early Childhood Research Quarterly, 54, 10-22. https://doi.org/10.1016/j.ecresq.2020.07.004
Mousavi Amjad, M., Ghazanfari, A., Faramarzi, S., & Salar, M. (2020). The effect of family-centered educational early interventions on cognitive functions in children's. Journal of Behavioral Sciences Research, 18(1), 78-90. https://doi.org/0.52547/rbs.18.1.8 [in persian]
Naghipour, Z., & Pali, S. (2024). The effectiveness of cognitive-behavioral play therapy on working memory, sustained attention, impulse control, and aggression in adolescents with ADHD. Ravanshenasi Royesh (Psychological Growth), 13(11), 125–134. http://frooyesh.ir/article-1-5431-fa.html [in Persian]
Nasreddine, Z.S., Phillips, N.A., Bedirian, V., Charbonneau, S., Whitehead, V., Collin, I. (2005). The montral cognitive assessment, MOCA: a brief screening tool for mild cognitive impairment. Journal of the American Geriatrics Society, 53(4), 695-699. https://doi.org/10.1111/j.1532-5415.2005.53221.x
Noroozi Homayoon, M., Hatami Nejad, M., & Sadri Damichi, E. (2024). The effectiveness of psychodrama group therapy and cognitive behavioral play therapy on executive functions (working memory, response inhibition, flexibility and cognitive emotional self regulation) in male students with social anxiety disorder. Neuropsychology, 9(35), 1-17. https://doi.org/10.30473/clpsy.2024.68482.1710 [in Persian]
O'Connor, K. J., & Braverman, L. D. (2013). Play therapy theory and practice: Comparing theories and techniques (2nd ed.). Wiley.
Parvaresh, N., Ziaadini, H., Erfani, R., & Shokoohi, M. (2014). Prevalence of attention deficit hyperactivity disorder and its relation with depression]. Journal of Gorgan University of Medical Sciences, 16(1), 94-99. http://goums.ac.ir/journal/article-1-1981-en.html [In Persian]
Passarotti, A., Trivedi, N., & Patel, M. (2015). Executive function in adolescent bipolar disorder with and without ADHD comorbidity. Bipolar Disord, 1(1), 1-8. https://doi.org/10.4172/2472-1077.1000101
Pike, NA., Poulsen, MK., & Woo, MA. (2017). Validity of the montreal cognitive assessment screener in adolescents and young adults with and without congenital heart disease. Nurs Res. 66(3), 222-230. https://doi.org/10.1097/NNR.0000000000000192.
Pouretemad, H. R., Tazakareh tavasoli, Sh., Shiri, E., & Banijamali, S. S. (2017). Efficiency of LEGO therapy to improve social skills and severity of symptoms in children with high functioning autism. JOURNAL OF APPLIED PSYCHOLOGY, 11(2(42)), 195-214. https://sid.ir/paper/151790/en [in Persian]
Russ, S. W. (2004). Play in child development and psychotherapy: Toward empirically supported practice. Journal of Child Psychology and Psychiatry, 45(6), 1095-1110. https://doi.org/10.1111/j.1469-7610.2004.00322.x
Salimi, J., Barkhoda, S. J., & Azizi, A. (2023). The structural model of parents' literacy level with academic enthusiasm and academic boredom of students with learning disabilities. Biquarterly Journal of Cognitive Strategies in Learning, 12(22), 205-221. https://doi.org/10.22084/J.PSYCHOGY.2024.28663.2650 [in Persian]
Schmidt‑Dhonneur, C. (2024, October). Impact of LEGO® based therapy on skills development and quality of life in people with neurodevelopmental disorders. In European Conference on Games Based Learning (pp. 955–961). Academic Conferences International Limited. https://doi.org/10.34190/ecgbl.18.1.2811
Sheykholeslami, A., Seyedesmaili Ghomi, N. (2021). The Effectiveness of Optimism Skills Training on Academic Boredom of Students with Poor Academic Performance. Journal of Educational Psychology Studies, 18(43), 1-16. https://doi.org/10.22111/JEPS.2021.6475 [in Persian]
Sheykholeslami, A., Seyedesmaili Ghomi, N., & Bashir Gonbadi, S. (2022). The effectiveness of captain log computer-based intervention on planning-organizing performance of students with special learning disabilities. Journal of Educational Psychology Studies, 19(47), 53-67. https://doi.org/10.22111/JEPS.2022.7039 [in Persian]
Stern, Y. (2003). The concept of cognitive reserve: A catalyst for research. Journal of Clinical and Experimental Neuropsychology, 25(5), 589-593. https://doi.org/10.1076/jcen.25.5.589.14571
Sümer Dodur, H. M., & Ceylan, M. (2025). Academic self-concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation. The British journal of educational psychology, 95(3), 836–848. https://doi.org/10.1111/bjep.12763
Vegni, N., D'Ardia, C., Di Filippo, G., & Melchiori, F. M. (2023). The impact of LEGO® Therapy on cognitive skills in Autism Spectrum Disorders: a brief discussion. AIMS neuroscience, 10(2), 190.  https://doi.org/10.3934/Neuroscience.2023016
Walda, S. A., van Weerdenburg, M., Wijnants, M. L., & Bosman, A. M. (2014). Progress in reading and spelling of dyslexic children is not affected by executive functioning. Research in Developmental Disabilities, 35(12), 3431-3454. https://doi.org/10.1016/j.ridd.2014.08.013
Wen, X., Song, S., Tian, H., Cui, H., Zhang, L., Sun, Y., Li, M., & Wang, Y. (2024). Intervention of computer-assisted cognitive training combined with occupational therapy in people with mild cognitive impairment: A randomized controlled trial. Frontiers in Aging Neuroscience, 16, 1384318. https://doi.org/10.3389/fnagi.2024.1384318
Zelazo, P. D., & Carlson, S. M. (2020). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 14(4), 245-253. https://doi.org/10.1111/cdep.12385
 

فایل ها

هم رسانی

ارجاع به این مقاله

آمار