چكيده فارسي :
زمينه و هدف: ناتواني يادگيري غيركلامي به‌عنوان نقص در پردازش اطلاعات غيركلامي با عملكرد ضعيف در كاركردهاي اجرايي، همراه است كه منجربه مشكلات تحصيلي مي‌شود. پژوهش حاضر با هدف بررسي اثر تقويت كاركردهاي اجرايي بر پيشرفت تحصيلي كودكان داراي ناتواني يادگيري غيركلامي اجرا شد.
روش‌بررسي: جامعهٔ آماري اين پژوهش شامل دانش‌آموزاني با ناتواني يادگيري بود كه در سال تحصيلي 94-93 به مركز اختلالات يادگيري شهر شيروان مراجعه كرده بودند. حجم نمونهٔ اين پژوهش 30 نفر از دانش‌آموزان مقطع ابتدايي پايۀ دوم تا پنجم، داراي ناتواني يادگيري غيركلامي بود. دانش‌آموزان داراي ملاك‌هاي تشخيصي ناتواني يادگيري غيركلامي در دو گروه كنترل و آزمايش به‌صورت همتاسازي قرار گرفتند. براي پيش‌آزمون و پس‌آزمون از آزمون‌هاي استانداردشده حساب، آزمون تشخيص توانايي خواندن و آزمون نوشتن محقق‌ساخته استفاده شد. براي گروه آزمايش درطول 12 جلسهٔ درماني، تكاليف تقويتي كاركردهاي اجرايي را تمرين كردند.
نتيجه‌گيري: تقويت كاركردهاي اجرايي بر پيشرفت تحصيلي دانش‌آموزان داراي ناتواني يادگيري غيركلامي مؤثر است.
چكيده لاتين :
Background and objective: Nonverbal learning disability as deficit in nonverbal information processing is associated with deficits in the
executive functions. Children with nonverbal learning disabilities have deficits in visual-spatial perception, memory, motor-visual coordination,
spatial precision, orientation skill. The weak performance of children with nonverbal learning disabilities in the executive functions result in
academic problems. Such children have many problems in mathematics calculation, copying texts, writing texts and comprehension. The current
study was conducted to study the effect of strengthening executive functions on academic achievement in children with nonverbal learning
disability.
Methods: The statistical population of this study consisted of all students with nonverbal learning disabilities under the auspices of Learning
Disorders Center of Shirvan-Iran in 2015. A total of 30 participants were recruited from among the children with nonverbal disability from
primary school in second grade to fifth grade. The research instrument was Lotf Aabadi ʼ reading test, a researcher made writing test and
Mathematical Standard Learning Ability Recognition Test. The participants were examined by clinical psychologist of the Learning Disorders
Center and were judged to meet the criteria for learning disabilities through interview according to the third edition Wechsler intelligence scale.
It was decided that those who scored 10 marks away from verbal and practical intelligence quotient should be diagnosed as students with
nonverbal learning disability. The participants were assigned to experimental and control groups. Every participant in the experimental group
was matched with a peer in the control group in terms of age and gender. The control group received only the usual school training while the
experimental group received routine training and in addition to tasks of coding, trial making, verbal and visual memory for strengthening
executive functions. The exercises were held individually in 12 sessions of 45 minutes. These exercises are to improve verbal memory, visual
memory, visual - spatial coordination, sequencing motor skills, visual pursuit and attention. Analysis of covariance (ANCOVA) was used to
analyze the data.
Results: The effect of pretest differences via analysis of variance was controlled. There were significant differences in the posttest scores of the
experimental and control groups on reading, writing and mathematics (p<0.001). The effect sizes of strengthening executive functions method
were 0.62, 0.79 and 0.49 for improving of the reading, mathematics and writing respectively. According to effect sizes, it can conclude that
strengthening executive functions is more effective for improving mathematics calculation.
Conclusion: The strengthening of executive functions could improve speed and correction in reading of the words, writing and spelling of the
words and mathematics calculation. Trial making tasks strengthen psychomotor speed, abstraction, flexibility, ability for execution and correction
of planning; coding tasks reinforce speed of information processing, perceptual organization processes and speed performance; tasks of verbal
and visual memory strengthen attention, motor-visual coordination and memory. It can be stated that strengthening executive functions are
beneficial to the academic achievement of students with nonverbal learning disabilities.
