مقایسه پروفایل هوشی کودکان با و بدون اختلال یادگیری خاص 9-8 ساله در شاخص¬های کلی آزمون وکسلر پنج
محورهای موضوعی : روانشناسی تربیتیمنیره پیرمحمدی 1 , مهران سلیمانی 2 , بهزاد شالچی 3 *
1 - دانشجوی دکتری روانشناسی و آموزش کودکان استثنائی، دانشگاه علامه طباطبائی، تهران، ایران
2 - دانشیار، گروه روانشناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
3 - دانشیار، مرکز تحقیقات روانپزشکی و علوم رفتاری و کارگروه توسعه دانش روانپزشکی و روانشناسی متناسب با فرهنگ کشور، دانشگاه علوم پزشکی تبریز، تبریز، ایران.
کلید واژه: پروفایل هوشی, اختلال یادگیری, شاخص¬های کلی, Wechsler -5,
چکیده مقاله :
زمینه و هدف: اختلالات یادگیری خاص از شایع‌ترین اختلالات در مدرسه است که میتواند بر سطح توانمندی هوشی کودکان اثرگذار باشد، براین اساس هدف از انجام مطالعه حاضر مقایسه پروفایل هوشی کودکان 9-8 ساله با و بدون اختلال یادگیری خاص در شاخصهای کلی براساس Wechsler -5 بود.
روش بررسی: پژوهش حاضر از نوع علی- مقایسه‌ای بود. جامعه آماری مطالعه حاضر را تمامی دانش آموزان پایه دوم و سوم مقطع ابتدایی مراجعه کننده به مرکز اختلالات یادگیری و دانشآموزان مدارس عادی ناحیه یک شهر ارومیه در زمستان 1398 شامل میشد. تعداد 70 نفر از دانشآموزان پایه دوم و سوم دبستان شهر ارومیه ( 35 نفر دانش آموز بدون اختلال و 35 نفر مبتلا به اختلال یادگیری خاص) با روش نمونه گیری در دسترس به عنوان نمونه آماری پژوهش انتخاب و آزمون وکسلر ویرایش پنجم (2014) بر روی آنها اجرا شد. دادهها با آزمون تحلیل واریانس چندمتغیری و با نرمافزارspss 19 تجزیه و تحلیل شد. سطح معناداری نیز ۰٫۰۵ در نظر گرفته شد.
یافته‌ها: نتایج نشان داد در شاخصهای سرعت پردازش (0/001 =p )، شاخص حافظه فعال ( 0/001 =p ) و شاخص درک کلامی ( 0/025 =p ) بین دو گروه با اختلال یادگیری خاص و بدون اختلال تفاوت معنی‌دار وجود داشت؛ با توجه به میانگین نمرات، در این سه شاخص نمرات تراز در گروه دانشآموزان بدون اختلال بالاتر بود. همچنین در شاخص استدلال سیالی ( 0/439 =p ) و شاخص بصری- فضایی ( 0/072 =p ) بین دو گروه تفاوت معنی‌دار مشاهده نشد.
نتیجه‌گیری: دانشآموزان بدون اختلال وضعیت بهتری نسبت به دانشآموزان با اختلال یادگیری خاص در شاخصهای کلی هوش داشتند؛ لذا با تکیه بر نتایج به دست آمده میتوان از طریق انجام آموزش‌های ویژه مبتنی بر ارتقاء هوش و توانمندی‌های شناختی، وضعیت دانشآموزان با اختلال یادگیری خاص را در این شاخص‌ها ارتقا داد.
Background and Aim: Specific learning disorders are among the most common disorders in schools and can affect the intellectual abilities of children. Therefore, the aim of the present study was to compare the intellectual profile of children aged 8-9 years with and without specific learning disorders based on the overall indices of Wechsler-5.
Methodology: This study was of a causal-comparative design. The statistical population included all second and third-grade elementary students referred to the Learning Disorders Center and students from regular schools in District 1 of Urmia City in the winter of 2019. A total of 70 second and third-grade students (35 without learning disorders and 35 with specific learning disorders) were selected as the study sample using a convenience sampling method, and the fifth edition of the Wechsler test (2014) was administered to them. Data were analyzed using multivariate analysis of variance (MANOVA) and SPSS 19 software, with a significance level of 0.05.
Findings: The results showed significant differences between the two groups (with and without specific learning disorders) in the processing speed index (p = 0.001), working memory index (p = 0.001), and verbal comprehension index (p = 0.025). The mean scores indicated that in these three indices, the standardized scores were higher in the group of students without learning disorders. However, no significant differences were observed between the two groups in the fluid reasoning index (p = 0.439) and the visual-spatial index (p = 0.072).
Conclusion: Based on the results, students without learning disorders performed better in overall intelligence indices compared to those with specific learning disorders. Therefore, the findings suggest that through specialized training focused on enhancing intelligence and cognitive abilities, the performance of students with specific learning disorders in these indices can be improved.
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