اثربخشی درمان نوروفیدبک بر عملکرد دانش‌آموزان دورۀ دبستان دارای اختلال یادگیری در مقیاس‌های آزمون هوشی وکسلرکودکان
الموضوعات :
مریم آزادی
1
(کارشناس ارشد روان‌شناسی دانشگاه آزاد اراک، ایران)
داوود تقوایی
2
(عضو هیأت علمی دانشگاه آزاد اراک، ایران)
شیما چهره ای
3
(عضو هیأت علمی دانشگاه آزاد اراک، ایران)
الکلمات المفتاحية: آزمون وکسلر, اختلال یادگیری, نوروفیدبک, دانش‌آموزان دورۀ دبستان,
ملخص المقالة :
هدف از انجام این پژوهش تعیین اثربخشی درمان بازخورد عصبی (نوروفیدبک) بر عملکرد کودکان دبستانی دارای اختلال یادگیری در مقیاس‌های آزمون وکسلر بود. این پژوهش با روش نیمه‌آزمایشی و طرح پیش‌آزمون ـ پس‌آزمون با یک گروه انجام شد. جامعۀ آماری این پژوهش همۀ کودکان مبتلا به اختلال یادگیری شهر اصفهان در سال 1393 بود که به مراکز مشاوره و درمانی این شهر مراجعه کرده و همچنین در پایه‌های اول تا پنجم ابتدایی مشغول به تحصیل بودند. از میان این مراجعان 15 نفر که دارای تشخیص اختلالات یادگیری بودند، به روش نمونه‌گیری در دسترس انتخاب شدند. برای جمع‌آوری داده‌ها از دستگاه نوروفیدبک و آزمون وکسلر کودکان فرم 4 استفاده شد. در این مطالعه کودکان 20 جلسه (45 دقیقه‌ای) درمان نوروفیدبک به مدت 7 تا 10 هفته دریافت کردند و در دو مرحلۀ پیش و پس از درمان با آزمون وکسلر کودکان فرم 4 ارزیابی شدند. داده‌ها با استفاده از آزمون t وابسته تجزیه و تحلیل گردید. یافته‌ها نشان داد که بین نمرات پیش‌آزمون و پس‌آزمون به دست آمده در هر کدام از مقیاس‌ها تفاوت معنادار وجود داشت (05/0>P ). بنابراین می‌توان نتیجه گرفت که درمان نوروفیدبک بر عملکرد کودکان دورۀ دبستان دارای اختلال یادگیری در مقیاس‌های آزمون وکسلر مؤثر واقع شده است.
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