پديد آورندگان :
حسيني دشت بياض، غلامحسين دانشگاه آزاد اسلامي واحد زاهدان، زاهدان، ايران - دانشكدهٔ روان شناسي , جنا آبادي، حسين دانشگاه سيستان و بلوچستان، زاهدان، ايران - گروه علوم تربيتي , فرنام، علي دانشگاه سيستان و بلوچستان، زاهدان، ايران - گروه روان شناسي
كليدواژه :
كاركردهاي اجرايي , اختلال يادگيري , پردازش ديداري - فضايي , هوش بهر فعال
چكيده فارسي :
زمينه و هدف: كاركردهاي اجرايي، فرايندهاي شناختي پيچيده‌اي هستند كه رفتار هدفمند ايجاد مي‌كنند و نقص در آن‌ها معمولاً همراه با اختلال يادگيري مي‌باشد. پژوهش حاضر با هدف بررسي اثربخشي آموزش كاركردهاي اجرايي بر افزايش هوش‌بهر ديداري-فضايي و فعال كودكان داراي اختلال يادگيري شهر زاهدان انجام گرفت.
روش بررسي: طرح پژوهش حاضر نيمه‌تجربي از نوع پيش‌آزمون-پس‌آزمون با گروه گواه بود. جامعهٔ آماري پژوهش شامل تمامي دانش‌آموزان پسر پايهٔ اول و دوم دبستان مراجعه‌كننده به مركز اختلال يادگيري در سال 97-1396 بود كه بر اساس پنجمين ويرايش آماري تشخيص اختلالات رواني به‌عنوان افراد دچار اختلال يادگيري تشخيص داده شدند. از اين جامعه، 24 دانش‌آموز بيمار واجد شرايط به روش نمونه‌گيري داوطلبانه انتخاب و به‌صورت تصادفي در دو گروه آزمايش (12 دانش‌آموز) و گواه (12 دانش‌آموز) قرار گرفتند. آموزش كاركردهاي اجرايي به مدت 15 جلسهٔ 60دقيقه‌اي روي گروه آزمايش اجرا شد. از هوش‌آزماي تهران-استانفورد-بينه (2005) براي جمع‌آوري اطلاعات استفاده شد. داده‌ها با استفاده از روش آماري تحليل كوواريانس در نرم‌افزار SPSS نسخهٔ 23 مورد تجزيه‌وتحليل قرار گرفت و سطح معناداري (0٫05=α) در نظر گرفته شد.
يافته‌ها: نتايج به‌دست‌آمده از پژوهش حاضر نشان داد كه آموزش كاركردهاي اجرايي بر افزايش هوش‌بهر ديداري-فضايي و هوش‌بهر فعال كودكان داراي اختلال يادگيري اثر معناداري داشت (0٫001=p).
نتيجه‌گيري: با توجه به مؤثر بودن آموزش كاركردهاي اجرايي بر افزايش هوش‌بهر ديداري-فضايي و هوش‌بهر فعال، مي‌توان گفت آموزش كاركردهاي اجرايي روشي مناسب و كاربردي براي ارتقاي هوش‌بهر ديداري-فضايي و فعال براي دانش‌آموزان داراي اختلال يادگيري است.
چكيده لاتين :
Background & Objective: Learning Disorder (LD), an information–processing problem, interferes with learning skills and using them effectively. LDs usually affect individuals with average or above–average Intelligence Quotient (IQ). Prevalent LDs affect children's reading and writing abilities, as well as mathematics, verbal, and nonverbal skills. Numerous children may challenge in school with some topics or skills.
A significant number of children, despite having an average or higher IQ, present severe and significant deficiencies in intelligence tests and
experience problems in normal adaptive abilities associated with educational learning. LDs cause social, emotional, and academic problems in
students. An executive function is a group of essential mental skills. It is an umbrella term for neurological–based skills, involving emotional
self–regulation. An executive function disorder can impair an individual’s ability to organize self and control their behavior. Individuals with
executive function issues may encounter troubles controlling emotions or impulses, as well as problems with starting, organizing, planning, or
completing tasks. Visual–Spatial processing and working memory are critical aspects of executive function in children with intellectual
disabilities. Visual–Spatial processing is an individual's ability to process visual signals to discern spatial relationships between objects and to
visualize different scenarios or images. Moreover, working memory is defined as the part of short–term memory, i.e., concerned with immediate
conscious conceptual and linguistic processing. The current study aimed to investigate the effects of executive function skills training on visual–
spatial processing and working memory in children with LDs.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of the study included
all boys in the first and second grades of elementary school who were referred to the local Learning Disabilities Centers in Zahedan City, Iran,
in 2017–2018. Accordingly, the study subjects were diagnosed with LDs based on the Diagnostic and Statistical Manual of Mental Disorders,
Fifth Edition (DSM–5). Of this population, 28 students met the inclusion criteria; four students failed to continue the study. The inclusion criteria
were receiving a diagnosis of LDs, the age range of 7–8 years, signing informed consent forms, having an IQ of <70, comorbidity with attention
deficit disorders, having any visual and auditory disorders, and having any other disorders (e.g., conduct disorder, developmental disorders, etc.).
The exclusion criteria were absence from >3 training sessions and unwillingness to continue participating in the research. Finally, 24 students
were selected by voluntary sampling method and randomly assigned into the experimental and control groups (n=12/group). The executive
function skills training was performed in 15 sessions for the experimental group. The Tehran–Stanford–Binet Intelligence scale was used for
data collection. This tool is a modified version of the Stanford–Binet Intelligence Scale for the Persian–speaking population. It is a cognitive
ability and intelligence test, i.e., generally used to diagnose developmental or intellectual deficiencies in young children. The collected data were
analyzed using Analysis of Covariance (ANCOVA) in SPSS.
Results: The present study results indicated significant differences between the experimental and control groups concerning working memory
and visual–spatial processing scores after presenting executive functions skills training. Therefore, in the posttest stage, the working memory
and visual–spatial processing scores of the experimental group were significantly higher than those of the controls (p<0.001). In other words,
executive functions skills training significantly increased the working memory and visual–spatial processing scores of students with LDs in the
posttest stage.
Conclusion: The current study findings suggested that the implication of the approach presented in this study improves skills related to learning in children with LDs; thus, it could be helpful, at least as a complementary method in this group.
