تأثیر مداخلۀ توان‌بخشی شناختی برکارکردهای اجرایی و توجه دانش‌آموزان دارای مشکل یادگیری

نویسندگان
کمال پرهون 1
هادی پرهون 2
1 دانشگاه خوارزمی
2 دانشگاه رازی
چکیده
پژوهش حاضر با هدف بررسی تأثیر مداخلۀ توان‌بخشیِ شناختی بر بهبود کارکردهای اجرایی و توجه دانش‌آموزان دارای مشکل یادگیری انجام شد. در یک طرح آزمایشی پیش‌آزمون-پس‌آزمون با گروه کنترل و پیگیری با روش نمونه‌گیری دردسترس 42 نفر از دانش‌آموزان کم‌پیشرفت مدارس ابتدایی شهر تهران انتخاب و به صورت تصادفی در دو گروه آزمایش و کنترل گمارش شدند. گروه آزمایش 12 جلسه مداخلۀ توان‌بخشی شناختی دریافت کردند. مقیاس درجه‌بندی رفتاری کارکردهای اجرایی و آزمون رنگ ـ واژه استروپ در مراحل پیش‌آزمون، پس‌آزمون و پیگیری یک ماهۀ برای دو گروه اجرا شد و یافته‌­ها با استفاده از آزمون تحلیل واریانسِ آمیخته مورد تجزیه و تحلیل قرار گرفت. یافته‌­ها نشان داد که بین دو گروهِ آزمایش و کنترل، در متغیرهای بازداری، آغازگری، حافظۀ کاری، برنامه‌ریزی، پایش تکلیف، سازمان‌دهی مواد و توجه در مراحل پس‌آزمون و پیگیری تفاوت معنی‌داری وجود دارد. بدین معنا که گروه آزمایش که مداخلۀ توان‌بخشیِ شناختی را دریافت کردند، در مرحلۀ پس‌آزمون در کارکردهای اجرایی و توجه، عملکرد بهتری نسبت به گروه کنترل نشان دادند که تغییرات ایجاد شده در مرحلۀ پیگیری نیز پایدار بوده است. همچنین براساس نتایج به دست آمده، مداخلۀ توان‌بخشیِ شناختیِ تأثیر معناداری بر جابجایی و کنترل هیجانی این دانش‌آموزان نشان نداد. با توجه به یافته‌های به دست آمده می­توان چنین گفت که استفاده از مداخله توان‌بخشی شناختی، در جهت کاهش مشکلات شناختی و بهبود پیشرفت تحصیلی دانش آموزان دارای مشکل یادگیری می­تواند موثر باشد.
کلیدواژه‌ها
کلید واژه ها: دانش آموزان با مشکل یادگیری
کارکردهای اجرایی
توجه
توان بخشی شناختی

عنوان مقاله English

The Effect of Cognitive Rehablitation Trainings on Executive Functions and Attention in Students with Learaning Problem

نویسندگان English

Kamal Parhoon 1
Hadi Parhon 2
1 Kharazmi University, Tehran, Iran
2 Razi University, Kermanshah, Iran
چکیده English

The aim of this study was to investigate the effect of Cognitive rehabilitation traning (CTR) on Executive functions and attention in students with lrarning problem. In an experimental study with pre-test, post-test and control group, 42 students with LP were selected through convenient sampling method. They were randomly assigned to the experimental and control groups. The experimental group underwent two months’of intervention and the scores of the Behavior Rating Inventory of Executive Functions (BRIEF), and the Stroop Color and Word Test (SCWT) were gathered in both groups before and after the intervention and in one month follow up. The data was analyzing by the statistical test of mixed variance analysis. The results in the post-test and follow-up stages showed that there is a significant difference between the two experimental and control groups, in terms executive functions, and attention. This means that the experimental group who underwent the intervention program had significant improvement in the post-test phase in terms of executive functioning and attention. the changes made during the follow-up phase remained consistent. Also, based on the results obtained, cognitive rehabilitation intervention did not significantly affect the emotional regulation index of students with the LP. The results of this study indicate the effectiveness of a designed cognitive rehabilitation program on executive function, and attention of students with LP; therefore, considering these findings and the mechanism, the effectiveness of this intervention method can have appropriate therapeutic effects on reducing cognitive and psychological problems and improving the quality of life of student with LP.

کلیدواژه‌ها English

Keywords: students with Learning problem
Executive Functions
Attention
cognitive rehabilitation
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