طراحي و بررسي روايي محتوايي برنامه‌ي مداخله‌ي حافظه‌ي كاري در كودكان با اختلال يادگيري خاص

Development and Content Validity of Working Memory Training Program (WMTP) in Children with Specific Learning Disorder

مقدمه و اهداف كودكان با اختلال يادگيري خاص متحمل نقص/محدوديت در ظرفيت حافظه‌ي كاري مي‌باشند. مداخلات موثرتر در اين زمينه نيازمند برنامه‌ي آموزشي مورد تاييد متخصصان مي‌باشد‌. هدف از مطالعه حاضر طراحي برنامه‌ي آموزش حافظه‌ي كاري براي كودكان با اختلال يادگيري خاص و بررسي روايي محتواي آن مي‌باشد. مواد و روش ­ها در مطالعه حاضر مراحل كار شامل: 1) انتخاب مدل حافظه‌ي كاري مناسب، 2) تهيه فعاليت‌هاي مرتبط با حافظه‌ي كاري از منابع مختلف، 3) طبقه‌بندي فعاليت‌ها، 4) تاييد فعاليت‌ها توسط 13 نفر از متخصصان در زمينه اختلال يادگيري خاص، 5) بررسي روايي محتوايي برنامه‌ي آموزشي حافظه‌ي كاري و 6) درجه‌بندي فعاليت‌ها مي‌باشد. روايي محتوايي با استفاده از CVR اندازه ­گيري شد. يافته­ ها برنامه‌ي آموزش حافظه‌ي كاري بر اساس مدل بدلي طراحي شده است. به طور كلي اين برنامه شامل 14 فعاليت مربوط به حافظه‌ي كاري بينايي-فضايي و 13 فعاليت مربوط به حافظه‌ي كاري كلامي-شنيداري مي‌باشد. هر طبقه بر اساس درجه‌ي سختي داراي 4 زيرمجموعه شامل "آسان تا سخت" (7 فعاليت)، "متوسط" (7 فعاليت)، "متوسط تا سخت" (7 فعاليت) و "سخت" (6 فعاليت) مي‌باشد. تمامي فعاليت‌ها داراي CVR قابل قبول مي‌باشند. نتيجه­ گيري برنامه آموزش حافظه­ ي كاري مي­تواند توسط كاردرمان گران براي كودكان با اختلال يادگيري خاص استفاده شود. تاثير اين برنامه بايد بررسي شود.

Background and Aims: Children with Specific Learning Disorder (SLD) suffer from impairment/limitation in their working memory capacity. More effective interventions require approved training program by experts. The purpose of the present study was to develop a working memory training program (WMTP) for children with SLD and assess their validity by experts. Materials and Methods: First, a proper working memory model was selected and then working memory-related activities were selected from various sources. Next, the activities were classified and approved by 13 experts in SLD. Later the face and content validities of activities of WMTP were evaluated and the activities were graded. The content validity was assessed using CVR. Results: The WMTP was designed based on Baddeley model. Overall, this program consists of 14 visuo-spatial working memory and 13 phonological activities with each activity divided into four categories according to the levels of difficulty. Each category consists of easy to hard (no=7), moderate (no=7), moderate to hard (no=7), and hard (no=6) activities. All the activities had acceptable CVR. Conclusion: According to the results obtained in the present study, the WMTP could be applied by occupational therapists for children with SLD. The efficacy of this program should be assessed in further studies.