اثربخشی ترکیب بازتوانی شناختی(کامپیوتری) و نوروفیدبک بر اختلال یادگیری خاص ( ریاضی، خواندن و نوشتن) در کودکان دبستانی منطقه ٥ تهران

نوع مقاله : مقاله علمی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران

2 دانشیار گروه روانشناسی،واحد قم،دانشگاه آزاد اسلامی،قم،ایران

3 استادیار دانشکده پزشکی دانشگاه علوم پزشکی اراک، ایران

10.22111/jeps.2020.5837

چکیده

زمینه و هدف: اختلال یادگیری خاص، نقص در مهارت های تحصیلی عمومی محسوب می شود که در زمینه های روخوانی، ریاضی و بیان کتبی مشخص می شود و مشکل قابل توجهی در زمینه پیشرفت تحصیلی، عملکرد شغلی و یا فعالیت های روزمره زندگی فرد ایجاد می کند.هدف پژوهش حاضر اثربخشی ترکیب توانبخشی شناختی و نورو فید بک بروی اختلال یادگیری خاص (ریاضی، خواندن و املا) بروی کودکان دبستانی منطقه ٥ بود.
روش پژوهش: روش این پژوهش نیمه آزمایشی با طرح پیش آزمون – پس آزمون با گروه گواه بود. 30 نفر در دو گروه با استفاده از آزمون تشخیص اختلال یادگیری به عنوان گروه آزمایش(15 نفر برای ترکیب بازتوانی شناختی و نوروفیدبک) و کنترل(15 نفر) انتخاب شد. سپس برای گروه آزمایش مداخلات ارائه خواهد شد و گروه کنترل از آموزش های معمول مدرسه استفاده کرد. از هر دو گروه آزمایش و کنترل، پیش آزمون و پس آزمون گرفته شد و بعد از گذشت دو ماه آزمون پیگیری بر روی هر دو گروه آزمایش انجام گرفت. آزمون تشخیص اختلال یادگیری (مک کارنی،2007)بود.برای تجزیه و تحلیل اطلاعات از تحلیل کواریانس چندمتغیره با کاربرد نرم افزار spss22 استفاده شده است.
یافته‌ها: نتایج به دست آمده از پژوهش نشان داد که پس از مداخله، گروه درمان در متغیر های یادگیری خاص خواندن و نوشتن و ریاضی با بهبود مواجه شدند، تفاوت گروه ازمایش و کنترل نیز در مرحله پیگیری ادامه داشت.

کلیدواژه‌ها


عنوان مقاله [English]

The effectiveness of a combination of cognitive (computer) and neurofeedback rehabilitation on specific learning disabilities (math, reading and writing) in primary school children in Tehran's District 5

نویسندگان [English]

  • Nazgol Naeimian 1
  • Majid Zarqam Hajabi 2
  • Mostafa Nokani 3
1 PhD Student in Educational Psychology, Qom Branch, Islamic Azad University, Qom, Iran
2 Associate Professor, Department of Psychology. Qom Branch. Islamic Azad University. Qom Iran.
3 Assistant Professor, School of Medicine, Arak University of Medical Sciences, Iran
چکیده [English]

Background and Aim: Specific learning disability is a defect in general academic skills that is identified in the areas of reading, mathematics and written expression and creates a significant problem in terms of academic achievement, job performance or daily life activities. The aim of the present study was to evaluate the effectiveness of the combination of cognitive rehabilitation and neurofeedback on specific learning disabilities (math, reading and spelling) on primary school children in District 2.
Methods: The method of this research was quasi-experimental with pre-test-post-test design with control group. 30 patients in two groups were selected as experimental group (15 patients for cognitive rehabilitation and neurofeedback) and control (15 patients) using the Learning Disorder Diagnosis Test. Interventions will then be provided to the experimental group and the control group will use the usual school training. Pre-test and post-test were taken from both experimental and control groups, and after two months, follow-up test was performed on both experimental groups. Learning Disorder Diagnosis Test (LDES-R2) (McCarney, 2007). Multivariate analysis of covariance (MANCOVA) was used to analyze the data using SPSS22 software.
Results: The results of the study showed that after the intervention, the treatment group improved in the specific learning variables of reading, writing and mathematics (p <0.01). The difference between the experimental and control groups continued in the follow-up phase (01 / 0p <).

کلیدواژه‌ها [English]

  • Cognitive Rehabilitation (Computer)
  • Neurofeedback
  • Specific Learning Disorder (Math
  • Reading and Writing)
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