مقایسه اثربخشی آموزش بازسازی مهارتهای ادراکی و آموزش کارکردهای اجرایی(توجه، برنامه ریزی، بازداری پاسخ)برحافظه کاری، استدلال ادراکی و عملکردریاضی دانش آموزان پایه سوم بااختلال یادگیری ویژه ریاضی

نویسندگان
فرزانه آسیایی
محمد یمینی
حسین مهدیان
دانشگاه آزاد بجنورد
چکیده
چکیده[E1]

هدف پژوهش حاضر، مقایسه تأثیر برنامه بازسازی مهارت‌های ادراکی و آموزش کارکردهای اجرایی (توجه، برنامه‌ریزی، بازداری پاسخ) بر استدلال ادراکی، حافظه کاری و عملکرد ریاضی دانش آموزان پایه سوم با اختلال یادگیری ویژه ریاضی بود. روش پژوهش آزمایشی، با پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری آن شامل کلیه دانش آموزان دارای اختلال یادگیری ویژه ریاضی در پایه سوم در سال تحصیلی 1396 می‌باشد. نمونه موردنظر شامل 45 نفر از این دانش آموزان بوده که به‌صورت نمونه‌گیری تصادفی ساده انتخاب و در دو گروه مداخله و یک گروه کنترل جایدهی شدند. برای جمع‌آوری داده‌ها از آزمون‌های کی- مت، ریون، مقیاس استدلال ادراکی وکسلر چهار، آزمون تشخیصی اختلال ریاضی و مقیاس حافظه کاری استانفورد-بینه استفاده شد که پیش از مداخله و در هفته‌های یک و هشت پس از مداخله به‌وسیله شرکت‌کنندگان گروه‌های مداخله و کنترل تکمیل گردید. گروه آزمایش الف تحت 17جلسه آموزش کارکردهای اجرایی(هر جلسه 45دقیقه)و گروه آزمایش ب تحت 16جلسه آموزش بازسازی مهارت‌های ادراکی قرار گرفتند. جهت تجزیه‌وتحلیل داده‌ها از آنالیز واریانس با اندازه‌های تکراری استفاده شد یافته‌ها نشان داد که هر دو شیوه مداخله بر استدلال ادراکی، حافظه کاری غیرکلامی و عملکرد ریاضی مؤثر بوده وبر حافظه کاری کلامی مؤثر نبودند.از طرفی میان اثربخشی این دو شیوه تفاوت معناداری وجود نداشت. بر اساس نتایج، به نظر می‌رسد که می‌توان از این دو روش به‌عنوان یک رویکرد مؤثر برای درمان اختلال یادگیری ویژه ریاضی دانش‌آموزان استفاده نمود.



[E1]باسلام واحترام:کلیه موارد خواسته شده برای اصلاح همگی انجام شد.

چکیده بدون ساخت تنظیم گردید-2-چکیده تاحد امکان خلاصه، وویرایش شد.
کلیدواژه‌ها
بازسازی مهارت های ادراکی"
کارکردهای اجرایی"
استدلال ادراکی"
حافظه کاری
عملکرد ریاضی"
اختلال یادگیری ویژه ریاضی

عنوان مقاله English

The comparsion the effectiveness of Perceptual Skills Reconstruction and education executive functions(attention, planning, respose inhibition) on Working Memory, perceptual reasoning, and Math Performance of Students with Specific Math Learning disorder

نویسندگان English

farzaneh asiaee
mohamad Yamini
hossein Mahdian
Islamic Azad University,
چکیده English

Abstract

The purposeof this study was to compare the effect of Perceptual skills reconstruction program and executive function training on perceptual reasoning, working memory and math performance of third grade students with special math disorder. Methods this empirical study includes pretest-posttest and control group.The statistical population of the study includes all students with special learning disorder in third grade mathematics in 2017 academic year. The sample consisted of 45 students who were selected by simple random sampling and placed in two intervention groups and one control group. To collect the data, the Key Math Test, the Raven Test, Wechsler–IV Perceptual Reasoning Scale, Math Disorders Diagnostic test, and Stanford-Bine's Working Memory Scale were used to be completed by intervention and control group participants before intervention and one to eight weeks after intervention. The experimental group A underwent 17 sessions of executive function training (45 minutes each) and the experimental group B underwent 16 sessions of rehabilitation training. Data analysis was performed using variance analysis with repeated measures. Findings showed that both interventions methods were effective on perceptual reasoning, non-verbal working memory and were not effective on verbal working memory. On the other hand, there was no significant difference between the effectiveness of these two methods. based on the results, it seems that these two methods can be used as an effective approach for the treatment of students with special learning disorder.

کلیدواژه‌ها English

Perceptual Skills reconstruction
"
executive function
working memory"
perceptual reasoning"
mathematic performance"
Specific math learning disorder
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