اثربخشی آموزش شناختی جبرانی بر تمرکز و مهارت خودتنظیمی دانش¬آموزان دارای بیش فعالی و نقص توجه
محورهای موضوعی : سلامت نوجواناننجف طهماسبی پور 1 * , زهرا بهاروند ایران نیا 2 , مریم زارع 3 , زهره امانی 4
1 - (نویسنده مسئول) روانپزشک و دانشیار دانشگاه تربیت دبیر شهید رجایی ، تهران. n.tahmasbipour45@gmail.com, tell: 09121985642
2 - استادیار دانشگاه فرهنگیان، گروه علوم تربیتی، تهران ، ایران zahrabaharvandirrrannia@yahoo.com
3 - دانشگاه شهید رجایی
4 - کارشناس ارشد رشته مشاوره مدرسه دانشگاه تربیت دبیر شهید رجایی، تهران، zohreh.amani72@yahoo.com
کلید واژه: آموزش شناختی جبرانی, تمرکز, دانش¬آموزان بیش فعال, مهارت خود تنظیمی,
چکیده مقاله :
چکيده مقدمه: بیش فعالی، نوعی اختلال رفتاری رشدی است که باعث بروز واکنش‌های تکانشی، اختلال در یادگیری و فعالیت‌های فیزیکی بیش از اندازه شده و با برخی رفتارهای غیرعادی همراه است که منجر به تمرکز و مهارت خودتنظیمی مخرب می‌گردد لذا این مطالعه با هدف بررسی اثر بخشی آموزش شناختی جبرانی بر تمرکز و خودتنظیمی دانش آموزان دارای اختلال نقص توجه و بیش فعالی صورت گرفته است. روش پژوهش: روش پژوهش آزمایشی و با بهره گیری از طرح پیش آزمون -پس آزمون با گروه کنترل انجام شده است. جامعه پژوهش حاضر، کلیه دانش¬آموزان پسر دارای نشانگان بیش فعالی منطقه چهار کرج در سال تحصیلی 97-98 بوده اند. نمونه گیری به صورت تصادفی ساده انجام شد و شامل 30 دانش آموز بیش فعال مدرسه قلم 1و 2 بوده است که به صورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. برای گردآوری داده¬ها از خرده مقیاس های آزمون حافظه وکسلر، مقیاس درجه بندی مشکلات رفتاری کانرز معلم ساخته، آزمون تمرکز d2 و خودتنطیمی بوفارد استفاده شده است، گروه آزمایش به مدت 8 جلسه تحت برنامه آموزش شناختی جبرانی قرار گرفت و فرضیۀ پژوهش نیز از طریق آزمون تحلیل کواریانس چند¬متغیری و تک متغیری محاسبه شد. یافته¬ها: نتایح نشان داد که آموزش شناختی جبرانی بر بهبود تمرکز و مهارت خودتنظیمی دانش¬آموزان دارای اختلال نقص توجه و بیش فعالی موثر بوده است(05/0> p). نتیجه‌گیری: با توجه به نتایج به دست آمده استفاده از آموزش شناختی جبرانی برای بهبود تمرکز و مهارت خودتنظیمی توصیه می¬گردد
Abstract Introduction: Hyperactivity is a developmental behavioral disorder that causes impulsive reactions, learning disorders and excessive physical activities and is associated with some abnormal behaviors that lead to destructive concentration and self-regulation skills. Therefore, this study aims to investigate the effectiveness of Compensatory cognitive training has been conducted on concentration and self-regulation of students with attention deficit hyperactivity disorder. Research method: The experimental research method was carried out using a pre-test-post-test design with a control group. The current research population, all male students have hyperactivity symptoms in Chahar Karaj region in the academic year 97-98. Sampling was done by simple random sampling and included 30 hyperactive students of Qalam 1 and 2 schools who were randomly placed in two experimental and control groups. To collect data, subscales of Wechsler's memory test, Conner's behavioral problems rating scale created by the teacher, d2 concentration test and Bouffard's self-regulation were used. The experimental group was administered for 8 sessions under the training program. Compensatory cognition was placed and the research hypothesis was calculated through multivariate and univariate covariance analysis test. Findings: The results showed that compensatory cognitive training was effective in improving concentration and self-regulation skills of students with attention deficit hyperactivity disorder (p>0.05). Conclusion: According to the obtained results, it is recommended to use compensatory cognitive training to improve concentration and self-regulation skills.
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