مقایسه اثربخشی آموزش حافظه کاری و توانبخشی شناختی بر کارکردهای اجرایی و توجه انتخابی دانش آموزان با اختلال یادگیری خاص
الموضوعات :
آرزو فصیحی
1
,
بهنام مولائی
2
,
مهریار ندر محمدی
3
,
عذرا غفاری نوران
4
1 - دانشجوی دکتری روانشناسی عمومی، گروه روانشناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران.
2 - عضو هیات علمی گروه روانپزشکی دانشگاه علوم پزشکی اردبیل، مدیر دپارتمان و مرکز تحقیقات سلامت خانواده ، دانشگاه علوم پزشکی اردبیل
3 - استادیار، گروه روانپزشکی بیمارستان فاطمی، دانشگاه علوم پزشکی اردبیل، اردبیل، ایران
4 - دانشیارگروه روانشناسی، واحد اردبیل دانشگاه آزاد اسلامی، اردبیل، ایران
الکلمات المفتاحية: آموزش حافظه کاری, توانبخشی شناختی, کارکردهای اجرایی, توجه انتخابی, اختلال یادگیری خاص,
ملخص المقالة :
چکیده
زمینه و اهدف: شیوع اختلال یادگیری خاص و چالش‌های ناشی از آن برای دانش‌آموزان مبتلا، به‌ویژه در زمینه‌هایی مانند کارکردهای اجرایی و توجه انتخابی، ضرورت انجام پژوهشی برای بهبود این متغیرها را دوچندان می‌کند. هدف پژوهش حاضر، مقایسه اثربخشی آموزش حافظه کاری و توانبخشی شناختی بر کارکردهای اجرایی و توجه انتخابی دانش‌آموزان دارای اختلال یادگیری خاص است.
روش: این پژوهش از نظر هدف کاربردی و به لحاظ روش، نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه گواه و پیگیری بود. جامعه آماری شامل همه دانش‌آموزان مبتلا به اختلال یادگیری خاص شهر اردبیل در نیمسال دوم ۱۴۰۳-۱۴۰۲ بود. با روش نمونه‌گیری در دسترس، ۴۵ نفر از مراجعه‌کنندگان به مراکز مشکلات ویژه یادگیری انتخاب و به‌صورت تصادفی در دو گروه آزمایش (توانبخشی شناختی و آموزش حافظه کاری) و یک گروه گواه (هرکدام ۱۵ نفر) گمارده شدند. ابزارها شامل پرسشنامه درجه‌بندی رفتاری کارکردهای اجرایی (BRIEF) و آزمون D2 بود. داده‌ها با تحلیل واریانس آمیخته و با استفاده از نرم‌افزار SPSS-26 تحلیل شد.
یافته‌ها: نتایج نشان داد که آموزش حافظه کاری و توانبخشی شناختی تأثیر معناداری بر افزایش کارکردهای اجرایی و توجه انتخابی دانش‌آموزان دارند. این تأثیر برای کارکردهای اجرایی ۰.۳۷، تنظیم رفتار ۰.۲۲، و فراشناخت ۰.۲۳ و برای توجه انتخابی، کارایی تمرکز، خطای حذف و ارتکاب به‌ترتیب ۰.۲۶، ۰.۲۳، ۰.۲۳ و ۰.۲۲ بود. همچنین اثربخشی این مداخلات در پس‌آزمون و پیگیری پایدار بوده و توانبخشی شناختی نسبت به آموزش حافظه کاری اثربخشی بیشتری داشت.
نتیجه‌گیری: آموزش حافظه کاری و توانبخشی شناختی بر کارکردهای اجرایی و توجه انتخابی دانش آموزان با اختلال یادگیری خاص اثربخش بوده و بین اثربخش دو درمان تفاوت وجود دارد به نحوی که توانبخشی شناختی اثربخشی بالاتری نسبت به آموزش حافظه کاری داشته است.
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