اثربخشي برنامه آموزشي كاركردهاي اجرايي بر عملكرد استدلال كلامي در دانش آموزان با آسيب بينايي

The Effectiveness of Executive Functions Training Program on Verbal Reasoning and Fluid Reasoning in Visually Impaired Students

ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ اﺛﺮﺑﺨﺸﯽ ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ ﺑﺮ ﻋﻤﻠﮑﺮد اﺳﺘﺪﻻل ﮐﻼﻣﯽ در داﻧﺶآﻣﻮزان ﺑﺎ آﺳﯿﺐ ﺑﯿﻨﺎﯾﯽ ﺑﻮد. روش ﭘﮋوﻫﺶ ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ از ﻧﻮع ﭘﯿﺶآزﻣﻮن-ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺑﻪ ﻫﻤﺮاه ﭘﯿﮕﯿﺮي ﺑﻮد. ﺟﺎﻣﻌﻪ ﭘﮋوﻫﺶ ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان ﺑﺎ آﺳﯿﺐ ﺑﯿﻨﺎﯾﯽ ﻣﻘﻄﻊ اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺗﻬﺮان در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1398-99 ﺑﻮد ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از ﻧﻤﻮﻧﻪﮔﯿﺮي در دﺳﺘﺮس 30 ﻧﻔﺮ از اﯾﻦ ﺟﺎﻣﻌﻪ اﻧﺘﺨﺎب و ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ در ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﮔﻤﺎرده ﺷﺪﻧﺪ. ﮔﺮوه آزﻣﺎﯾﺶ در ﯾﮏ دوره 10 ﺟﻠﺴﻪاي، ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ را درﯾﺎﻓﺖ ﮐﺮدﻧﺪ و ﮔﺮوه ﮐﻨﺘﺮل ﻣﺪاﺧﻠﻪاي را درﯾﺎﻓﺖ ﻧﮑﺮد. ﺑﺮاي ﮔﺮدآوري دادهﻫﺎ از ﺧﺮده آزﻣﻮنﻫﺎي ﺷﺒﺎﻫﺖﻫﺎ و اﺳﺘﺪﻻل ﮐﻠﻤﻪ آزﻣﻮن ﻫﻮش وﮐﺴﻠﺮ ﮐﻮدﮐﺎن )WISC-IV اﺳﺘﻔﺎده ﺷﺪ. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﺑﺎ اﻧﺪازهﮔﯿﺮي ﻣﮑﺮر ﺗﺤﻠﯿﻞ ﺷﺪ. ﻧﺘﺎﯾﺞ ﺣﺎﮐﯽ از ﺗﺄﺛﯿﺮ ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ ﺑﺮ اﺳﺘﺪﻻل ﮐﻼﻣﯽ در داﻧﺶآﻣﻮزان ﺑﺎ آﺳﯿﺐ ﺑﯿﻨﺎﯾﯽ ﺑﻮد )0/05

The purpose of this study was to evaluate the effectiveness of the executive function training program on verbal reasoning and fluid reasoning in students with visual impairment. The research method was quasi-experimental with pretest-posttest with control group. The study population consisted of all students with visual impairment in elementary school in Tehran that were selected by convenience sampling and were randomly assigned to experimental and control groups. The experimental group received an executive function training program over 8-session period and the control group did not receive any intervention. verbal reasoning and reasoning subscales of Wechsler intelligence were used for data collection. Data were analyzed using analysis of covariance. Results showed that the effect of executive function training program on verbal and fluid reasoning in students with visual impairment (p <0.05). Therefore, based on the results, it can be stated that the executive function training program can be used as an effective intervention to improve verbal reasoning and fluid reasoning.