اثربخشي برنامه آموزشي كاركردهاي اجرايي بر عملكرد حافظه كاري كلامي در دانش‌آموزان با آسيب بينايي

The Effectiveness of Executive Functions Program on Performance of Verbal Working Memory in Students with Visual Impairment

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﻌﯿﯿﻦ اﺛﺮﺑﺨﺸﯽ ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ ﺑﺮ ﻋﻤﻠﮑﺮد ﺣﺎﻓﻈﻪ ﮐﺎري ﮐﻼﻣﯽ در داﻧﺶآﻣﻮزان ﺑﺎ آﺳﯿﺐ ﺑﯿﻨﺎﯾﯽ اﻧﺠﺎم ﺷﺪ. روش: اﯾﻦ ﭘﮋوﻫﺶ ﻧﯿﻤﻪآزﻣﺎﯾﺸﯽ از ﻧﻮع ﭘﯿﺶآزﻣﻮن- ﭘﺲآزﻣﻮن و ﭘﯿﮕﯿﺮي ﺑﻪﻫﻤﺮاه ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ را ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان ﺑﺎ آﺳﯿﺐ ﺑﯿﻨﺎﯾﯽ ﺷﻬﺮ ﺗﻬﺮان در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1399-98 ﺗﺸﮑﯿﻞ دادﻧﺪ. از اﯾﻦ ﺟﺎﻣﻌﻪ، ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي در دﺳﺘﺮس 30 داﻧﺶآﻣﻮز ﮐﻪ وﯾﮋﮔﯽﻫﺎي ﻻزم ﺑﺮ اﺳﺎس ﻣﻼكﻫﺎي ورود را داﺷﺘﻨﺪ، اﻧﺘﺨﺎب و ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ در ﮔﺮوه آزﻣﺎﯾﺶ )15 ﻧﻔﺮ( و ﮔﺮوه ﮐﻨﺘﺮل )15 ﻧﻔﺮ( ﺟﺎﮔﻤﺎري ﺷﺪﻧﺪ. ﺑﺮاي ﺟﻤﻊآوري دادهﻫﺎ از ﺧﺮدهآﻣﻮن ﻫﺎي ﻫﻮش وﮐﺴﻠﺮ )ﺣﺎﻓﻈﻪ ارﻗﺎم و ﺗﻮاﻟﯽ ﺣﺮف ﻋﺪد( اﺳﺘﻔﺎده ﺷﺪ. ﮔﺮوه آزﻣﺎﯾﺶ ﺑﻪ ﻣﺪت 10 ﺟﻠﺴﻪ 45 دﻗﯿﻘﻪاي و ﺑﻪﺻﻮرت ﮔﺮوﻫﯽ ﺗﺤﺖ آﻣﻮزش ﻗﺮار ﮔﺮﻓﺖ و ﮔﺮوه ﮐﻨﺘﺮل ﻣﺪاﺧﻠﻪاي را درﯾﺎﻓﺖ ﻧﮑﺮدﻧﺪ. ﺑﺮاي ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ از آزﻣﻮن ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﺑﺎ اﻧﺪازهﮔﯿﺮي ﻣﮑﺮر اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد آﻣﻮزش ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ در ﮔﺮوه آزﻣﺎﯾﺶ ﻣﻮﺟﺐ ﺑﻬﺒﻮد ﻋﻤﻠﮑﺮد ﺣﺎﻓﻈﻪ ﺷﺪه اﺳﺖ و اﯾﻦ ﺗﺄﺛﯿﺮ در ﻣﺮﺣﻠﻪ ﭘﯿﮕﯿﺮي ﯾﮏﻣﺎﻫﻪ ﭘﺎﯾﺪار ﺑﻮد )p<0/05(. ﻧﺘﯿﺠﻪﮔﯿﺮي: ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﯾﺞ ﺑﻪدﺳﺖآﻣﺪه از ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ ﻣﯽﺗﻮان ﻧﺘﯿﺠﻪﮔﯿﺮي ﮐﺮد ﮐﻪ آﻣﻮزش ﮐﺎرﮐﺮدﻫﺎي اﺟﺮاﯾﯽ ﻣﯽﺗﻮاﻧﺪ ﺑﻪﻋﻨﻮان ﯾﮏ روش ﻣﺪاﺧﻠﻪاي در ﺑﻬﺒﻮد ﻋﻤﻠﮑﺮد ﺣﺎﻓﻈﻪ ﮐﺎري ﮐﻼﻣﯽ داﻧﺶآﻣﻮزان ﺑﺎ آﺳﯿﺐ ﺑﯿﻨﺎﯾﯽ اﺳﺘﻔﺎده ﺷﻮد

the aim of this study was to determine the effectiveness of executive functions program on performance of verbal working memory in students with visual impairment. Method: the research was a quasi-experimental study with a pretest-posttest and follow-up with the control group. The statistical population of the study consisted of all students with visual impairment in Tehran 2018-2019. Using an available sampling method, 30 students with the required criteria based on the inclusion criteria were selected and randomly assigned to experimental (n = 15) and control (n = 15) groups. Wechsler intelligence subcomponents were used for data collection. The experimental group was trained in 10 sessions of 45 minutes and the control group did not receive any intervention. ANOVA with repeated measures was used for data analysis. Results: the results showed that training the executive functions in the experimental group improved performance of verbal working memory and this effect remained to sustain at o month follow-up (P<0.05). Conclusion: based on the results of the present study, it can be concluded that executive function training can be used as an intervention method to improve performance of verbal working memory in students with visual impairment.