مقايسه كاركردهاي اجرايي و مولفه‌هاي سازش يافتگي در دانش آموزان با و بدون ناتواني يادگيري

The Comparison of Executive Functions and Components of Adaptation in Students with and without Learning Disabilities

هدف پژوهش حاضر مقايسه كاركردهاي اجرايي و مولفه­ هاي سازش يافتگي در دانش آموزان با و بدون ناتواني يادگيري بود.روش پژوهش علي- مقايسه ­اي بود. نمونه پژوهش نيز شامل60 دانش آموز دوره ابتدايي (30 نفر دانش آموزان با ناتواني يادگيري و 30 نفر دانش آموزان بدون ناتواني يادگيري) بود كه با توجه به پيشينه پژوهش ­هاي مرتبط با اين حيطه و ملاك ورود به پژوهش و خروج از آن به روش نمونه ­گيري دردسترس براي دانش آموزان با ناتواني يادگيري و هدفمند براي دانش ­آموزان بدون ناتواني يادگيري انتخاب شدند و آزمون عصب -روانشناختي و شخصيتي كوليج، پرسشنامه سازگاري دانش آموز سينها و سينك و آزمون هوش وكسلر را تكميل كردند. داده­ها با استفاده از آزمون­هاي t گروه­هاي مستقل و تحليل واريانس چندمتغيري مورد تجزيه و تحليل قرار گرفت. نتايج نشان داد بين نمره كل كاركردهاي اجرايي و مولفه­ هاي تصميم گيري، برنامه ريزي و بازداري دو گروه دانش آموزان با ناتواني يادگيري و دانش آموزان بدون ناتواني يادگيري تفاوت معني ­دار وجود دارد (0/01>P). همچنين، بين نمره كل سازش يافتگي و مولفه­ هاي اجتماعي و تحصيلي دو گروه دانش آموزان ناتواني يادگيري و دانش آموزان بدون ناتواني يادگيري تفاوت معني­ دار وجود دارد (0/01>P). بر اساس يافته­ هاي بدست آمده دانش آموزان با ناتواني يادگيري نسبت به دانش آموزان بدون ناتواني يادگيري داراي سطوح پايين­ تري از كاركردهاي اجرايي و مولفه ­هاي سازش يافتگي هستند.

The purpose of this study was to compare executive functions and adaptation components in students with and without learning disabilities. The research method was causal-comparative (post-event). The sample consisted of 60 students (30 students with learning disabilities and 30 students with learning disabilities) who according to the background of research related to this field and the criteria for entering and leaving the research by available sampling method. Students with learning disabilities and targeted students with learning disabilities were selected and Collage's Neuropsychological and Personality Test (2002) and the Sinn and Sink Student Adaptation Questionnaire (1998) were completed. Data were analyzed using independent t-test and multivariate analysis of variance. The results showed a significant difference between the total score of executive functions and the components of decision making, planning and inhibition in the two groups of students with learning disabilities and students without learning disabilities (P<0.01). Also, there was a significant difference between the total score of adjustment and social and academic components of two groups of students with learning disability and students without learning disability (P<0.01). However, there was no significant difference between the mean of emotional adjustment component of two groups of students with learning disability and students without learning disability (P>0.05). Based on this, it can be concluded that students with learning disabilities have lower levels of executive functions and adaptation components than students without learning disabilities.