مقايسه‌ي كاركردهاي اجرايي بازداري پاسخ و توجه پايدار در كودكان با ناتواني يادگيري رياضيات و كودكان عادي

Comparing executive functions inhibition response and sustained attention in children with learning disabilities in mathematics and normal children

ﻛﺎرﻛﺮدﻫﺎي اﺟﺮاﻳﻲ، ﻛﺎرﻛﺮدﻫﺎي ﻋﺎﻟﻲ ﺷﻨﺎﺧﺘﻲ و ﻓﺮاﺷﻨﺎﺧﺘﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﻣﺠﻤﻮﻋﻪ اي از ﺗﻮاﻧﺎﻳﻲ ﻫﺎي ﻋﺎﻟﻲ، ﺑﺎزداري، ﺧﻮد آﻏﺎزي ﮔﺮي، ﺑﺮﻧﺎﻣﻪ رﻳﺰي راﻫﺒﺮدي، اﻧﻌﻄﺎف ﺷﻨﺎﺧﺘﻲ و ﻛﻨﺘﺮل ﺗﻜﺎﻧﻪ را ﺑﻪ اﻧﺠﺎم ﻣﻲ رﺳﺎﻧﻨﺪ. هدف پژوهش حاضر، مقايسه ي­ كاركردهاي اجرايي بازداري پاسخ و توجه پايدار در كودكان با ناتواني يادگيري رياضيات و كودكان عادي بود. بدين منظور طي يك پژوهش مقايسه ­اي پس رويدادي، جامعه ي آماري اين پژوهش دانش آموزان پايه‌ي تحصيلي چهارم و پنجم ابتدايي شهر تبريز بود. از اين جامعه به روش خوشه اي چند مرحله اي 30 كودك با ناتواني يادگيري در رياضيات و 30 كودك عادي از نظر هوش همتاسازي و انتخاب شدند. آزمودني ها از نظر كاركردهاي اجرايي بازداري پاسخ و توجه پايدار مورد آزمون قرار گرفتند. نتايج تحليل واريانس چند متغيره نشان داد كه بين كودكان عادي و كودكان با ناتواني يادگيري رياضيات در كاركردهاي اجرايي بازداري پاسخ و توجه پايدار اختلاف معناداري وجود دارد. نتايج نشان داد كه گروه كودكان با ناتواني يادگيري رياضيات در كاركردهاي اجرايي بازداري پاسخ و توجه پايدار، عملكرد ضعيف‌تري از گروه بهنجار دارند. بنابراين در انجام مداخلات درماني براي اين كودكان، بايد به نقش نقايص كاركردهاي اجرايي بيشتر توجه شود.

Executive functions, are higher cognitive and meta-cognitive functions which fulfills a collection of high capacity, inhibition, self-starting, strategic planning, cognitive flexibility and control of impulse. This aim of this study was to compare executive functions response inhibition and sustained attention in children with learning disabilities in mathematics and normal children. To this end, in a comparative ex post facto study the statistical population were pupils in fourth and fifth grade of elementary from Tabriz city. 30 children with learning disabilities were selected and matched from available samples and multi-stage cluster from this population (disabilities in mathematics and normal children), in terms of intelligence. The participants were tested in terms of executive functions response inhibition and sustained attention. The results of multivariate analysis indicated that there is a significant difference between normal children and children with learning disabilities in mathematics, in terms of executive functions inhibition response and sustained attention. The results indicated that children with learning disabilities in mathematics had weaker performance than normal in terms of executive functions response inhibition and sustained attention. Therefore, for treatment interventions for these children, more attention should be paid to the role of executive function deficits.