اثربخشی آموزش به روش چندرسانه‌ای بر افزایش مهارت‌های اجتماعی دانش‌آموزان با اختلال روانشناختی برون‌نمود
الموضوعات :محبوبه طاهر 1 , ناصره شاکری 2 , زهرا شاه حسینی 3
1 - استادیار، گروه روانشناسی، دانشگاه آزاد اسلامی واحد شاهرود، شاهرود، ایران
2 - دکتری رواشناسی عمومی، گروه روانشناسی، واحد شاهرود، دانشگاه آزاد اسلامی، شاهرود، ایران
3 - دانشجوی دکتری مشاوره، گروه مشاوره، موسسه غیر انتفاعی و غیر دولتی شاهرود، شاهرود، ایران.
الکلمات المفتاحية: آموزش چندرسانه‌ای, اختلال برون‌نمود, مهارت اجتماعی,
ملخص المقالة :
مقدمه و هدف: هدف پژوهش حاضر تبیین اثربخشی آموزش به روش چندرسانه ای بر افزایش مهارت‌های اجتماعی دانش‌آموزان با اختلال روان شناختی برون نمود بود.روش شناسی پژوهش: روش پژوهش از نوع شبه تجربی بوده است. در این مطالعه 30 دانش آموز مبتلا به اختلال برون نمود به روش نمونه گیری در دسترس در شهرستان شاهرود انتخاب شدند، و با استفاده از برنامه آموزش چندرسانه ای در 10 جلسه مورد آموزش قرار گرفتند. ابزار پژوهش حاضر پرسشنامه آخنباخ، پرسشنامه مهارت های اجتماعی و بسته درمانی آموزش چند رسانه ای بود. جهت تجزیه و تحلیل یافته ها از آزمون کواریانس استفاده شد (05/0 ≥P).یافته ها: نتایج تحلیل کواریانس حاکی از اثربخشی آموزش به روش چندرسانه‌ای بر افزایش مهارت‌های اجتماعی دانش‌آموزان با اختلال روانشناختی برون‌نمود بوده است. (05/0≥P).لذا توصیه می گردد تا نظام آموزش و پرورش این سبک آموزش چندرسانه ای را در دستور کار قرار دهد.
References
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school age forms & profiles. Burlington, VT: university of Vermont, Research center of children.
Achenbach, T.M. (1991). Integrative guide for the 1991 CBCL/4-18, YSR and TRF profiles. Burlington, VT: University of Vermont Department of Psychology.
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (DSM-IV). Washington: American Psychiatric Association publications.
Baker, S. D., Lang, R., & O'Reilly, M. (2009). Review of video modeling with students with emotional and behavioral disorders. Education & Treatment of Children, 32, 403-420.
Castellanos, F. X. (2001). Neural substrates of attention-deficit hyperactivity disorder. Advances in Neurology, 85, 197-206.
Dinarund advantage. (2012). Educational design for teaching effectiveness. Tehran: Aizh.(In persian).
Elliott, S.N., & Gresham, F.M. (1993). Social skills interventions for children. Behavior Modifications, 17, 283-309.
Fischer, J., & Roberts, S. (2001). The Sibling of the Mentally Retarded Child on His Sibling. Journal of Education, 103)4), 399-401
Folino, A. (2011). The Effects of Antecedent Exercise on Students’ Aggressive and Disruptive Behaviours: Exploratory Analysis of Temporal Effects and Mechanism of Action. A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Human Development and Applied Psychology University of Toronto.
Ganji, Kamran; Zabihi, Rosita; Khodabakhsh, Roshank and Kraskian, Addis. (2011). The effect of child-centered play therapy on reducing the behavioral symptoms of children with attention deficit/hyperactivity disorder. Clinical Psychology, 3(4), 15-25. (In persian)
Gilmour, J., Hill, B., Place. & Skuse, D.H. (2004). Social communication deficits in conduct disorder: A clinical and community survey. Journal of Child Psychology and Psychiatry, 45, 967-978.
Gresham, F. M., Van, M. B., & Cook, C. R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 3, 363–377.
Hossein Khanzadeh, Abbas Ali. (2019). Psychology, education and rehabilitation of people with special needs. Tehran: Avai Noor.(In persian)
Kalmijn, Wim. (2013). From Discrete 1 to 10 Towards Continuous to 10The Continuum Approach to Estimating the Distribution of Happiness in a Nation, Social Indic Research, 110, 549–557.
Kauffman, J. M. (2005). Characteristics of emotional and behavioral disorders of children and youth (8th Ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.
Kauffman, J. M., & Hallahan, D. P. (2005a). Special education: what it is and why we need it. Boston: Allyn & Bacon.
Kauffman, J. M., & Konold, T. R. (2007). Making sense in education: Pretense (including NCLB) and realities in rhetoric and policy about schools and schooling. Exceptionality, 15, 75–96.
Khan, T. M. (2010). The effect of multimedia learning on children with different special education needs. Behavioral Sciences, 2, 4341-4345.
Lee, L., & Littlejohns, S. (2007). Deconstructing Agnes externalization in systemic supervision. Journal of Family Therapy, 29(3), 238-248.
Moradi, Rahim. (2015). The effect of multimedia education on the development of social skills of first grade autistic students in Tehran. Unpublished master's thesis, Allameh Tabatabai University. (In persian)
Milanifar, Behrouz. (2017). Psychology of exceptional children and adolescents. Tehran: Qoms. (In persian)
Minaei, Asghar. (2000). Handbook of school age forms of the measurement system based on Achenbach's experience. Tehran: Research School for Exceptional Children. (In persian)
Malecki, C.K., & Elliott. S. (2002). Children's social behaviors as predictors of academic achievement: A longitudinal analysis, Social Psychology Quarterly, 17, 1-23.
Nesli, n. (2020). Self-regulation and performance in problem-solving using physical materials or computers in children with intellectual disability. Research Development Disability, 32(5),1492-505.
Nigg, J. T. (2006). What causes ADHD? Understanding what goes wrong and why. New York: Guilford.
Stichter, J. P., Conroy, M. A., & Kauffman, J. M. (2008). An introduction to students with high incidence disabilities. Upper Saddle River, NJ: Merrill/Pearson.
Shahim, Sima (2008). The final report of the research project for the standardization of the social skill grading method scale for pre-school children in Shiraz, Shiraz University Research Deputy. (In persian)
Sukhodolsky, D. G., Kassinove, H., & Gorman, B. S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Journal of Aggression and violent behavior, 9(3), 247-269.
Timuri, Mohammad Hassan. (2016). Designing educational messages. Tehran: Side. (In persian)
Van Goozen, S. H. M., Fairchild, G., Snoek, H., & Harold, G. T. (2007). The evidence of a neurobiological model of childhood antisocial behavior. Psychological Bulletin, 133, 149 – 182.
Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Strategies and best practices (2nd Ed.). Pacific Grove, CA: Brooks/Cole.
_||_References
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school age forms & profiles. Burlington, VT: university of Vermont, Research center of children.
Achenbach, T.M. (1991). Integrative guide for the 1991 CBCL/4-18, YSR and TRF profiles. Burlington, VT: University of Vermont Department of Psychology.
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (DSM-IV). Washington: American Psychiatric Association publications.
Baker, S. D., Lang, R., & O'Reilly, M. (2009). Review of video modeling with students with emotional and behavioral disorders. Education & Treatment of Children, 32, 403-420.
Castellanos, F. X. (2001). Neural substrates of attention-deficit hyperactivity disorder. Advances in Neurology, 85, 197-206.
Dinarund advantage. (2012). Educational design for teaching effectiveness. Tehran: Aizh.(In persian).
Elliott, S.N., & Gresham, F.M. (1993). Social skills interventions for children. Behavior Modifications, 17, 283-309.
Fischer, J., & Roberts, S. (2001). The Sibling of the Mentally Retarded Child on His Sibling. Journal of Education, 103)4), 399-401
Folino, A. (2011). The Effects of Antecedent Exercise on Students’ Aggressive and Disruptive Behaviours: Exploratory Analysis of Temporal Effects and Mechanism of Action. A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Human Development and Applied Psychology University of Toronto.
Ganji, Kamran; Zabihi, Rosita; Khodabakhsh, Roshank and Kraskian, Addis. (2011). The effect of child-centered play therapy on reducing the behavioral symptoms of children with attention deficit/hyperactivity disorder. Clinical Psychology, 3(4), 15-25. (In persian)
Gilmour, J., Hill, B., Place. & Skuse, D.H. (2004). Social communication deficits in conduct disorder: A clinical and community survey. Journal of Child Psychology and Psychiatry, 45, 967-978.
Gresham, F. M., Van, M. B., & Cook, C. R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 3, 363–377.
Hossein Khanzadeh, Abbas Ali. (2019). Psychology, education and rehabilitation of people with special needs. Tehran: Avai Noor.(In persian)
Kalmijn, Wim. (2013). From Discrete 1 to 10 Towards Continuous to 10The Continuum Approach to Estimating the Distribution of Happiness in a Nation, Social Indic Research, 110, 549–557.
Kauffman, J. M. (2005). Characteristics of emotional and behavioral disorders of children and youth (8th Ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.
Kauffman, J. M., & Hallahan, D. P. (2005a). Special education: what it is and why we need it. Boston: Allyn & Bacon.
Kauffman, J. M., & Konold, T. R. (2007). Making sense in education: Pretense (including NCLB) and realities in rhetoric and policy about schools and schooling. Exceptionality, 15, 75–96.
Khan, T. M. (2010). The effect of multimedia learning on children with different special education needs. Behavioral Sciences, 2, 4341-4345.
Lee, L., & Littlejohns, S. (2007). Deconstructing Agnes externalization in systemic supervision. Journal of Family Therapy, 29(3), 238-248.
Moradi, Rahim. (2015). The effect of multimedia education on the development of social skills of first grade autistic students in Tehran. Unpublished master's thesis, Allameh Tabatabai University. (In persian)
Milanifar, Behrouz. (2017). Psychology of exceptional children and adolescents. Tehran: Qoms. (In persian)
Minaei, Asghar. (2000). Handbook of school age forms of the measurement system based on Achenbach's experience. Tehran: Research School for Exceptional Children. (In persian)
Malecki, C.K., & Elliott. S. (2002). Children's social behaviors as predictors of academic achievement: A longitudinal analysis, Social Psychology Quarterly, 17, 1-23.
Nesli, n. (2020). Self-regulation and performance in problem-solving using physical materials or computers in children with intellectual disability. Research Development Disability, 32(5),1492-505.
Nigg, J. T. (2006). What causes ADHD? Understanding what goes wrong and why. New York: Guilford.
Stichter, J. P., Conroy, M. A., & Kauffman, J. M. (2008). An introduction to students with high incidence disabilities. Upper Saddle River, NJ: Merrill/Pearson.
Shahim, Sima (2008). The final report of the research project for the standardization of the social skill grading method scale for pre-school children in Shiraz, Shiraz University Research Deputy. (In persian)
Sukhodolsky, D. G., Kassinove, H., & Gorman, B. S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Journal of Aggression and violent behavior, 9(3), 247-269.
Timuri, Mohammad Hassan. (2016). Designing educational messages. Tehran: Side. (In persian)
Van Goozen, S. H. M., Fairchild, G., Snoek, H., & Harold, G. T. (2007). The evidence of a neurobiological model of childhood antisocial behavior. Psychological Bulletin, 133, 149 – 182.
Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Strategies and best practices (2nd Ed.). Pacific Grove, CA: Brooks/Cole.
