اثربخشی آموزش برنامه مشارکت خانه- مدرسه به والدین و معلمان بر عملکرد تحصیلی و اختلالات رفتاری در دانشآموزان پایه‌ی پنجم و ششم ابتدایی دارای اختلال نقص-توجه/ بیشفعالی
محورهای موضوعی : کودکشهروز نعمتی 1 , رحیم بدری گرگری 2 , نیلوفر برومندزاده 3
1 - استاد روان¬شناسی و آموزش کودکان استثنایی، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه تبریز. تبریز، ایران.
2 - استاد روان¬شناسی تربیتی، دانشکده علوم تربیتی و روان¬شناسی، دانشگاه تبریز، تبریز، ایران.
3 - دانشجوی دکتری روان¬شناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز. تبریز، ایران.
کلید واژه: اختلالات رفتاری, اختلال نقص-توجه/ بیشفعالی, عملکرد تحصیلی, برنامه‌ی مشارکت خانه- مدرسه,
چکیده مقاله :
هدف این مطالعه بررسی اثرات آموزش برنامه مشارکت خانه- مدرسه بر عملکرد تحصیلی و اختلالات رفتاری در دانشآموزان پایه‌ی پنجم و ششم ابتدایی دارای اختلال نقص-توجه و بیشفعالی بود. طرح پژوهش، نیمه‌آزمایشی از نوع پیش‌آزمون پس‌آزمون با گروه کنترل بود. جامعهی پژوهش شامل تمامی والدین، معلمان و دانشآموزان دارای اختلال نقص توجه/بیشفعالی پایه‌ی پنجم و ششم ابتدایی مدارس ناحیه 2 شهر تبریز در سال تحصيلي 1401ــ1400 بود که تعداد 30 نفر از آنها با روش نمونه‌گیری در دسترس انتخاب شدند و به صورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. از مقیاس‌های عملکرد تحصیلی Dortaj (2005) و اختلالات رفتاری Rutter(1964) برای جمعآوری دادهها استفاده شد. برنامه آموزشی مشارکت خانه- مدرسه در نه جلسه برای والدین و معلمان برگزار شد. تحلیل کواریانس چندمتغیره نشان داد که در عملکرد تحصیلی و اختلالات رفتاری در گروه آزمایش در مقایسه با گروه کنترل تغییر معناداری تحت تأثیر مداخله برنامه مشاركت خانه- مدرسه به وجود آمده است(05/0>p).
The aim of the current research was to study the effectiveness of the home-school collaboration training program on academic performance and behavioral disorder in students with attention-deficit/hyperactivity disorder. The research design was a quasi-experimental pretest-posttest with a control group. The study population included parents, teachers, and students with attention-deficit/hyperactivity disorder in schools in the 4th district of Tabriz in 2021, that 30 of them were selected by using the convenience sampling method and randomly assigned into experimental and control groups. The academic performance questionnaire of Dortaj (2005) and Rutter̓s Children Behaviour Questionnaire for teachers(1964) were used to collect the data. The home-school collaboration program was trained in nine sessions for parents and teachers. Multivariate analysis of covariance revealed that there was a significant change in academic performance and behavioral disorder in the experimental group under the influence of a home-school collaboration training program(p<0/05). Due to the effectiveness of the home-school collaboration program training, the development and implementation of this program is recommended for other groups with disabilities, teachers and their parents.
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