اثربخشی بازی‌های زبان شناختی بر مهارت‌های اجتماعی دانش آموزان با نشانگان داون
محورهای موضوعی : سلامت نوجوانان
پروین دبیریان
1
,
پرویز شریفی درآمدی
2
*
,
محمد عسگری
3
,
محمد پارسا عزیزی
4
,
مجید ابراهیم پور
5
1 - دانشجوی مقطع دکتری دانشگاه علوم تحقیقات
2 - دانشیار گروه روانشناسی و آموزش کودکان استثنایی دانشگاه علامه طباطبایی
3 - عضو هیئت علمی دانشگاه همدان
4 - استادیار گروه روانشناسی و آموزش کودکان استثنایی، دانشگاه آزاد اسلامی واحد علوم تحقیقات، تهران، ایران.
5 - عضو هیت علمی دانشگاه آزاد واحد علوم تحقیقات
کلید واژه: بازی‌های زبان شناختی, مهارت اجتماعی , نشانگان داون,
چکیده مقاله :
مقدمه: کودکان با نشانگان داون در یادگیری و تعاملات اجتماعی با چالش‌های متعددی روبه‌رو هستند و استفاده از رویکردهای نوآورانه مانند بازی‌های زبان‌شناختی می‌تواند نقش مؤثری در بهبود مهارت‌های اجتماعی این گروه ایفا کند. هدف این پژوهش، بررسی اثربخشی بازی‌های زبان‌شناختی بر مهارت‌های اجتماعی دانش‌آموزان دارای نشانگان داون بود.
روش پژوهش: جامعه آماری شامل کلیه دانش‌آموزان دختر و پسر دارای نشانگان داون در پایه دوم تا چهارم مدارس ویژه شهر تهران در سال تحصیلی ۱۴۰۲–۱۴۰۳ (n=120) بود. با روش نمونه‌گیری هدفمند، ۴۰ نفر از این دانش‌آموزان انتخاب و به‌صورت تصادفی در دو گروه آزمایش (۲۰ نفر) و کنترل (۲۰ نفر) گمارده شدند. ابزار جمع‌آوری داده‌ها، پرسشنامه مهارت هاي اجتماعي ماستون (1983) بود. گروه آزمایش در ۱۵ جلسه آموزش بازی‌های زبان‌شناختی شرکت کرد، در حالی که گروه کنترل مداخله‌ای دریافت نکرد. تجزیه و تحلیل داده ها با استفاده از نرم افزار SPSS و آزمون تحلیل کوریانس انجام شد.
یافته ها: تحلیل آماری نشان داد که بین نمرات مهارت های اجتماعی دو گروه در مرحله پس‌آزمون تفاوت معناداری وجود دارد (p<0.05) و بازی‌های زبان‌شناختی توانستند حدود 42٪ از واریانس مهارت های اجتماعی را تبیین کنند.
نتیجه گیری: یافته‌ها نشان می‌دهند که بازی‌های زبان‌شناختی ، به‌طور معناداری مهارت های اجتماعی دانش‌آموزان با نشانگان داون را ارتقا می‌دهند. از این رو، طراحی و به‌کارگیری این بازی‌ها در مراکز آموزشی و توانبخشی کودکان با نیازهای ویژه می‌تواند به‌عنوان بخشی از مداخلات بالینی اثربخش توصیه شود.
Introduction: Children face many challenges with Down Syndrome in learning and social interactions, and the use of innovative approaches such as linguistic games can play an important role in improving the social skills of this group. The purpose of this study was to investigate the effectiveness of linguistic games on the social skills of students with Down Syndrome.
Research Method: The statistical population included all male and female students with Down Syndrons in the second to fourth special schools in Tehran in the academic year 4-5 (N = 120). By targeted sampling, 3 of these students were selected and randomly assigned in two groups of experimental (2) and control (2 people). The data collection tool was the Maston Social Skills Questionnaire (1983). The experimental group participated in two sessions of linguistic games training, while the control group did not receive an intervention. Data analysis was performed using SPSS software and Corgentine analysis test.
Results: Statistical analysis showed that there is a significant difference between the social skills scores of the two groups in the post -test phase (P <0.05) and linguistic games were able to explain about 42 % of social skills variance.
Conclusion: Findings show that linguistic games significantly enhance students' social skills with Down Syndrome. Therefore, designing and applying these games in children's training and rehabilitation centers with special needs can be recommended as part of effective clinical interventions.
1. Roizen NJ, Patterson D. Down’s syndrome. Lancet. 2003;361(9365):1281–89. DOI:10.1016/S0140-6736(03)12987-X.
2. Gameren-Oosterom HB, Weijerman ME, Wieringen HS, Winter JP, Wermeskerken A. Clinical practice—latest insights in optimizing the care of children with Down syndrome. Eur J Pediatr. 2023;1–13. DOI: 10.1007/s00431-023-04890-9.
3. Durstine JL, Moore GE. ACSM's exercise management for persons with chronic diseases and disabilities. 2nd ed. Champaign, IL: Human Kinetics; 2003.
4. Senses Dinc G, Cop E, Tos T, Sari E, Senel S. Mothers of 0–3‐year‐old children with Down syndrome: Effects on quality of life. Pediatrics International. 2019;61(9):865–71. DOI: 10.1111/ped.13936.
5. Jahng KE. South Korean mothers’ childhood abuse experience and their abuse of their children with intellectual and developmental disabilities: Moderating effect of parenting self-efficacy. Child Abuse Negl. 2020;101:104347. DOI: 10.1016/j.chiabu.2019.104324.
6. Ding J, Sugiyama Y. Exploring Influences of Sport Experiences on Social Skills in Physical Education Classes in College Students. Adv Phys Educ. 2017;7(3):248–58. DOI:10.4236/ape.2017.73020.
7. Fromberg DP, Bergen DL. Play from birth to twelve: contexts, perspectives, and meanings. 3rd ed. New York: Routledge; 2015.
8. Alzahrani M, Alharbi M, Alodwani A. The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development. Int Educ Stud. 2019;12(12):141–50. DOI:10.5539/ies.v12n12p141
9. Gördesli MA, Arslan R, çekici F, Sünbül ZA, Malkoç A. The Psychometric Properties of the Mindfulness in Teaching Scale in a Turkish Sample. Universal Journal of Educational Research. 2019;7(1):148–56. DOI:10.13189/ujer.2019.070210.
10. Kilic A, Fırat H, Aytar E, et al. Dicobaloxime/organodicobaloximes bridged by different axial groups: synthesis, characterization, spectroscopy, and catalysis. Chem Pap. 2017;71(9):1705–20. DOI: 10.1007/s11696-017-0165-0.
11. Ramani GB, Brownell CA, Campbell SB. Positive and Negative Peer Interaction in 3- and 4-Year-Olds in Relation to Regulation and Dysregulation. J Genet Psychol. 2010;171(3):218–50. DOI: 10.1080/00221320903300353.
12. Asgharinekah SM. Designing a structured linguistic play therapy program for reading disorder: Basics and Strategies. J Except Educ. 2022;2(168):69–82. (In Persian).
13. Wang Y, Zhang X, Liu Y. The effect of child-centered play therapy on executive functions in children with ADHD. Child Psychiatry Hum Dev. 2023. DOI: 10.1177/13591045221128399.
14. El-Nagger NS, Abo-Elmagd MH, Ahmed HI. Effect of applying play therapy on children with attention deficit hyperactivity disorder. J Nurs Educ Pract. 2017;7(5):104–10. DOI: 10.5430/jnep.v7n5p104.
15. Islaminasratabadi M, Namazizadeh M, Aslankhani MA. The effect of attention games and cognitive rehabilitation on attention and cognitive functions in children with ADHD. J Rehabil Med. 2020;9(1):201–8. (In Persian) DOI:10.22037/jrm.2019.111196.1828.
16. Ashouri M, Ghasemi M, Pourebrahim T. Effectiveness of cognitive behavioral play therapy on social skills of preschool children with ADHD. J Psychol Educ Sci. 2019;15(2):31–42. (In Persian). DOI: 10.32598/rj.19.2.102.
17. Cuskelly M, Hauser-Cram P, Van Riper M. Families of children with Down syndrome: What we know and what we need to know. Down Syndr Res Pract. 2009;12(3):105–13.
18. Dykens EM, Hodapp RM. Social functioning in children with Down syndrome: A developmental perspective. J Dev Behav Pediatr. 2001;22(4):214–22.
19. Hesketh LJ, Chapman RS. Patterns of memory performance in children with Down syndrome. Down Syndr Res Pract. 2001;1(1):115–22.
20. Bailey DB Jr, Hatton DD, Skinner M, Mesibov G. Autistic behavior, FMR1 protein, and developmental trajectories in young males with fragile X syndrome. J Autism Dev Disord 2001;31(2):165–174. DOI: 10.1023/a:1010747131386.
21. Guralnick MJ. Effectiveness of early intervention for vulnerable children: A developmental perspective. Am J Ment Retard. 1998;102(4):319–45. DOI: 10.1352/0895-8017(1998)102<0319:eoeifv>2.0.co;2.
22. Freeman SF, Alkin MC. Academic and social attainments of children with mental retardation in general education and special education settings. Remedial Spec Educ. 2000;21(1):3–26. DOI: 10.1177/074193250002100102.
23. Beckett C, Castle J, Groothues C, O’Connor TG, Rutter M. Do the effects of early severe deprivation on cognition persist into early adolescence? Findings from the English and Romanian Adoptees Study. Child Dev. 2006;77(3):696–711. DOI:10.1111/j.1467-8624.2006.00898.x.
24. Delage H, Stanford E, Baratti C, Durrleman S. Working memory training in children with developmental language disorder: Effects on complex syntax in narratives. Front Rehabilit Sci. 2023;3. DOI:10.3389/fresc.2022.1068959.
25. Matson JL, Rotatori AF, Helsel WJ. Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters (MESSY). Behav Res Ther. 1983;21(4):335–40. DOI:10.1016/0005-7967(83)90001-3.
26. Yousefi F, Khayer M, Asgari A. [Normalization of Matson Evaluation of Social Skills with Youngsters (MESSY) among Iranian students]. Psychol Res. 2002;5(1–2):113–34. (In Persian)
27. Landreth GL. Play therapy: The art of the relationship. 3rd ed. Routledge; 2012. DOI:10.4324/9780203835159.
28. Schmitt B, Masterson T, Flannery K, Higbee EL, Romick R. A brief tablet-based intervention benefits linguistic and communicative abilities in toddlers and preschoolers. npj Sci Learn. 2024;9(1):11. DOI:10.1038/s41539-024-00252-7.
29. Rezaeerezvan S, Kareshki H, Pakdaman M. The effect of cognitive-behavioral play therapy on improvements in expressive linguistic disorders of bilingual children. Front Psychol. 2022;12:626422. DOI:10.3389/fpsyg.2021.626422.
30. Fidler DJ, Most DE, Guiberson MM. Neuropsychological correlates of word identification in Down syndrome. Res Dev Disabil. 2005;26(5):487–501. DOI:10.1016/j.ridd.2004.11.007
31. Cunningham CC, Glenn SM, Wilkinson P, Sloper P. Mental ability, symbolic play and receptive and expressive language of young children with Down's syndrome. J Child Psychol Psychiatry. 1985;26(2):255–65. DOI:10.1111/j.1469-7610.1985.tb02264.x.
32. Vygotsky LS. Mind in society: The development of higher psychological processes. Harvard University Press; 1978.
33. Kaduson HG, Schaefer CE. 101 more favorite play therapy techniques. Jason Aronson; 2001. DOI:10.1037/h0089730.
34. Goleman D. Emotional intelligence: Why it can matter more than IQ. Bantam Books; 1995.
35. Luiselli JK, Russo DC, Christian WP, Wilczynski SM, editors. Effective Practices for Children with Autism: Educational and Behavioral Support Interventions that Work. Oxford: Oxford University Press; 2008. DOI:10.1093/med:psych/9780195317046.001.0001.
36. Bratton SC, Ray D, Rhine T, Jones L. The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Prof Psychol Res Pract. 2005;36(4):376–90. DOI:10.1037/0735 7028.36.4.376.
37. Bandura A. Social learning theory. Englewood Cliffs, NJ: Prentice Hall; 1977.
38. Miltenberger RG. Behavior modification: Principles and procedures. Cengage Learning; 2015.
39. Kendall PC. Cognitive-behavioral therapy for impulsive children. Guilford Press; 1993.
40. Luiselli JK, Russo DC, Walter P, Wilczynski SM. Applied behavior analysis for children with autism spectrum disorders. Springer; 2008. DOI:10.1007/978-1-4419-0088-3.
41. Pellegrini AD, Smith PK. Physical activity play: The nature and function of a neglected aspect of play. Child Dev. 1998;69(3):577–98. DOI:10.1111/j.1467-8624.1998.tb06226.x.