بررسی تاثیر مهارت‌های بازی درمانی شناختی رفتاری بر بهبود عملکرد خواندن و کارکردهای اجرایی دانش‌آموزان نارساخوان
الموضوعات :
مینا شمشیری
1
,
عصمت دانش
2
,
ناهید هواسی
3
,
ارزو تاری مرادی
4
1 -
2 - نویسنده مسئول): استاد گروه روانشناسی بالینی، دانشگاه شهید بهشتی، تهران، ایران Tell: +98-9125388702, Email: e-danesh@sbu.ac.ir.
3 - گروه مشاوره دانشگاه آزاد اسلامی واحد کرج
4 - دانشگاه ازاد اسلامی واحد کرج/ دانشکده روانشناسی/ هیئت علمی/ استادیار
الکلمات المفتاحية: بازی درمانی شناختی رفتاری, عملکرد خواندن, کارکردهای اجرایی, نارساخوانی,
ملخص المقالة :
چکيده مقدمه: نارساخوانی، نوعی اختلال خاص یادگیری است که با مشکلات جدی و مداوم در فراگیری مهارت‌های خواندن مشخص می‌شود و علت آن وجود مشکلات مربوط به آسیب مغزی، مشکلات بینایی و آموزش ناکافی یا نادرست نمی‌باشد. هدف از این مطالعه، تأثیر مهارت‌های بازی درمانی شناختی رفتاری بر عملکرد خواندن و کارکردهای اجرایی دانش‌آموزان نارساخوان بود. روش پژوهش: این پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون و گروه گواه با دوره پیگیری یکماهه بود. جامعه‌آماری شامل دانش‌آموزان نارساخوان مراجعه کننده به مرکز اختلالات یادگیری ناحیه یک کرج در سال تحصیلی 1401-1400 بود. 30 دانش‌آموز بصورت هدفمند وارد مطالعه شده و بطور تصادفی در گروه آزمایش و گروه گواه ( هرگروه 15 نفر) قرارگرفتند. دانش‌آموزان گروه مداخله طی10جلسه بصورت دو جلسه در هفته تحت آموزش مهارت‌های بازی درمانی شناختی رفتاری قرار گرفتند. ابزار پژوهش شامل آزمون خواندن و نارساخوانی کرمی و فهرست رتبه‌بندی رفتار عملکرد اجرایی جیویا و همکاران بود. تجزیه و تحلیل داده‌ها با استفاده از نرم‌افزارSPSS نسخه 26 و تحلیل واریانس با اندازه‌گیری مکرر انجام شد. یافته¬ها: نتایح نشان داد که مهارت‌های بازی درمانی شناختی رفتاری بر بهبود عملکرد خواندن (01/0P<) و افزایش کارکردهای اجرایی (05/0P<) دانش‌آموزان مؤثر بودند و تأثیر این روش مداخله تا مرحله پیگیری یکماهه ماندگار بود (05۳/0P=). نتیجه‌گیری: با توجه به نتایج به دست آمده استفاده از بازی‌درمانی شناختی-رفتاری می‌توان گام مؤثری در بهبود عملکرد خواندن و کارکردهای اجرایی دانش‌آموزان نارساخوان برداشت
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