طراحی برنامه آموزش کارکردهای اجرایی و بررسی اثربخشی آن بر ارتقای نظریه ذهن کودکان 6 تا 8 ساله با اختلال نارسایی توجه / بیش‌فعالی
الموضوعات :کریم عبدالمحمدی 1 , فرهاد غدیری 2 , حمید علیزاده 3
1 - استادیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
2 - دکتری روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.
3 - استاد گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
الکلمات المفتاحية: اختلال نارسایی توجه / بیش‌فعالی, کودکان 6 تا 8 سال, نظریه ذهن, کارکردهای اجرایی,
ملخص المقالة :
این پژوهش با هدف تعیین اثربخشی بستۀ آموزشی کارکردهای اجرایی بر ارتقای سطوح نظریه‌ی ذهن در کودکان با اختلال نارسایی توجه / بیش‌فعالی انجام شد. روش پژوهش، نیمه‌آزمایشی با پیش‌آزمون پس‌آزمون همراه با گروه کنترل بود . جامعه‌ی پژوهش شامل تمامی کودکان 6 تا 8 ساله‌ی تبریزی بودند که از بین آنها 30 نفر به روش نمونه‌گیری در دسترس انتخاب و به صورت تصادفی در دو گروه آزمایش (15) و کنترل (15) قرار گرفتند. سپس پرسشنامه نظریه‌ی ذهن( Hutchins, Perlock, Bonazinga, 2012) توسط والدین هر دو گروه تکمیل گردید. پس از اجرای پیش‌آزمون، گروه آزمایش تحت آموزش برنامه کارکردهای اجرایی قرار گرفت، این برنامه توسط پژوهشگران طراحی شد که شامل 24 جلسه بود که در آن 4 مهارت(حافظه کاری، بازداری، انعطاف‌پذیری و توجه) آموزش داده می شد، در این مرحله کودکان گروه کنترل هیچ آموزشی دریافت نکردند و دوباره پس‌آزمون اجرا شد و داده‌های به‌دست آمده از پیش‌آزمون و پس آزمون با استفاده از روش تحلیل کواریانس مورد تحلیل قرار گرفتند. اطلاعات به دست آمده نشان دهنده‌ی تفاوت معنی داری بین دو گروه کنترل و آزمون در نمرات متغیر پس آزمون نظریه ذهن بعد از تعدیل تأثیر پیش آزمون نظریه ذهن می‌باشد (P<01). بر اساس این پژوهش می‌توان مطرح کرد که با ارتقاء کارکردهای اجرایی می‌توان سطوح نظریه ذهن را افزایش داد.
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