اثربخشی بازی درمانی بر نقص توجه دانش‌آموزان دارای نقص توجه/بیش‌فعالی و دانش‌آموزان دارای اختلالات یادگیری دوره اول ابتدایی شهرستان جم
الموضوعات :
1 - دانشجوی دکتری روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران.
2 - استادیار گروه روان شناسی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران.
الکلمات المفتاحية: اثربخشی, بازی درمانی, نقص توجه, اختلالات یادگیری,
ملخص المقالة :
مقدمه و هدف: اغلب ناسازگاری‌ها و اختلالات رفتاری در نوجوانی و بزرگسالی، از بی‌توجهی به مسائل و مشکلات عاطفی-رفتاری دوران کودکی و عدم هدایت روند تحول و تکامل کودک ناشی می‌شود. هدف پژوهش حاضر اثربخشی بازی درمانی بر نقص توجه دانش‌آموزان دارای نقص توجه/بیش‌فعالی و دانش‌آموزان دارای اختلالات یادگیری دوره اول ابتدایی شهرستان جم بوده است. روش: این مطالعه از نوع شبه تجربی با طرح پیش‌آزمون، پس‌آزمون با گروه گواه و یک دوره پیگیری بود. جامعة آماری پژوهش حاضر شامل کلیه دانش‌آموزان دوره اول ابتدایی شهرستان جم در سال تحصیلی 1400-1399 بودند. نمونه‌های آماری 51 نفر به روش هدفمند و به طور مساوی بین دو گروه آزمایش و گواه تقسیم شدند. ابزار مورد استفاده پرسشنامه اختلال کم‌توجهی و بیش‌فعالی کانرز فرم معلمان (CADHDQ) کانرز (1990) و پروتکل اسپرینگر و همکاران (2012) و محمداسماعیل (1387) بوده است.
بحث: نتایج نشان داد بازی‌درمانی بر نقص توجه دانش‌آموزان دارای نقص توجه/بیش‌فعالی و دانش‌آموزان دارای اختلالات یادگیری اثربخش بوده و تفاوت مشاهده شده نسبت به گروه گواه از نظر آماری معنادار بوده است (p<0.01).
نتیجه گیری: با توجه به نتایج پژوهش می‌توان بیان کرد با تجهیز کلینیک‌های مشاوره آموزش و پرورش با اتاق بازی‌درمانی و به کارگیری‌بازی درمانی می‌توان گامی در جهت کاهش علائم نقص توجه/بیش‌فعالی کودکان بیش‌فعال برداشت.
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