مقایسه تاثیرآموزش مفاهیم ذهن خوانی و درمان پاسخ محور بر کارکردهای اجرایی کودکان با اختلال طیف اوتیسم
الموضوعات :
مریم افلاکی ناصری
1
,
محمدرضا زربخش بحری
2
,
شهنام ابوالقاسمی
3
,
طاهر تیزدست
4
1 - دانشجوی دکتری روانشناسی عمومی، گروه روانشناسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران
2 - دانشیار، گروه روانشناسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.
3 - دانشیار، گروه روانشناسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.
4 - استادیار، گروه روانشناسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.
الکلمات المفتاحية: درمان ذهن خوانی, اوتیسم, کارکردهای اجرایی, درمان پاسخ محور, کودکان,
ملخص المقالة :
این پژوهش با هدف مقایسه اثربخشی آموزش درمان پاسخ محور و درمان ذهن خوانی بر کارکردهای اجرایی کودکان طیف اوتیسم انجام شد. روش تحقیق در این پژوهش نیمه آزمایشی با طرح پیش آزمون – پس آزمون با گروه کنترل بود. جامعه آماری این مطالعه، کودکان اوتستیک شهر لاهیجان بودند. نمونه تحقیق شامل 45 نفر از کودکان 6 تا 13 سال مبتلا به اوتیسم بودند که به شیوه تصادفی ساده از جامعه آماری انتخاب شدند. ابزار جمع آوری داده ها پرسشنامه کارکردهای اجرایی بریف(Gioia, 2000) بود که توسط والدین تکمیل شد. پس از اجرای پیش آزمون، کودکان اوتیسم به صورت تصادفی در سه گروه (دو گروه آزمایشی و یک گروه کنترل) 15 نفره جایگزین شدند. سپس گروه آموزش مفاهیم ذهن خوانی به مدت 10 جلسه و گروه درمان پاسخ محور به مدت 7 جلسه تحت آموزش انفرادی قرار گرفتند. پس از اتمام مداخلات، پس آزمون به عمل آمد. تجزیه و تحلیل داده ها با استفاده از آزمون آماری تحلیل کوواریانس نشان داد درمان پاسخ محور و درمان ذهن خوانی بر کارکردهای اجرایی کودکان اوتیسم موثر است و درمان ذهن خوانی نسبت به آموزش درمان پاسخ محور در میزان مولفه های کارکردهای اجرایی اثربخشی بیشتری دارد (01/0> P). نتیجه آزمون ال اس دی نشان می دهد بین اثربخشی درمان ذهن خوانی و پاسخ محور بر تنظیم رفتار(01/0>P) و نیز فراشناخت (01/0>P) کودکان تفاوت آماری معنی داری وجود دارد. نتایج پژوهش نشان داد نمرات گروه های مداخله در مقایسه با گروه کنترل در مقیاس کارکردها ی اجرایی تغییرات معنی داری داشت. کارکردهای اجرایی پس از انجام مداخلات افزایش یافته و این افزایش در گروه ذهن خوانی بیشتر بوده است. استفاده از این دوروش به درمانگران، روانشناسان و مربیانی که در راستای آموزش به کودکان اوتستیک فعالیت می کنند پیشنهاد می شود.
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