مقایسه تأثیر توانبخشی شناختی، نوروفیدبک و بازی‌درمانی شناختی - رفتاری بر حافظة فعال در دانش‌آموزان ابتدایی مبتلا به اختلال یادگیری خاص
محورهای موضوعی : تربیتیامیر عزیزی 1 , فضل اله میر دریکوند 2 , محمدعلی سپهوندی 3
1 - دکتری تخصصی روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران.
2 - دانشیار گروه روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران.
3 - استادیار گروه روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران.
کلید واژه: اختلال یادگیری خاص, دانش‌آموزان ابتدایی, بازی‌درمانی شناختی - رفتاری, حافظة فعال, نوروفیدبک, توانبخشی شناختی,
چکیده مقاله :
هدف از انجام این پژوهش مقایسه تأثیر توانبخشی شناختی، نوروفیدبک و بازی‌درمانی شناختی - رفتاری بر حافظة فعال در دانش‌آموزان ابتدایی مبتلا به اختلال یادگیری خاص بود. جامعه آماری این پژوهش نیمه آزمایشی دربرگیرنده کلیه دانش‌آموزان مقطع ابتدایی دارای اختلال یادگیری شهر تبریز بود که در این میان 60 نفر از دانش‌آموزان مقطع ابتدایی دارای تشخیص اختلالات یادگیری در مراکز اختلالات یادگیری شهر تبریز در سال 96-1395 به روش هدفمند انتخاب شدند و در سه گروه آزمایش و یک گروه گواه (15 نفر برای هر گروه) جایگزین شدند. گروه‌ها آزمونان - بک را به‌عنوان پیش‌آزمون پس‌آزمون تکمیل کردند. 20 جلسه توانبخشی شناختی،20 جلسه نوروفیدبک و 8 جلسه بازی‌درمانی شناختی – رفتاری در گروه‌های آزمایش اجرا شد. نتایج تحلیل کوواریانس نشان داد که توانبخشی شناختی، نوروفیدبک و بازی‌درمانی شناختی - رفتاری بر حافظة فعال در دانش‌آموزان ابتدایی مبتلا به اختلال یادگیری خاص، تأثیر ندارد، بین تأثیر توانبخشی شناختی، نوروفیدبک و بازی‌درمانی شناختی - رفتاری بر حافظة فعال در دانش‌آموزان ابتدایی مبتلا به اختلال یادگیری خاص، تفاوت معناداری وجود ندارد (001/0>P). لذا نیاز به انجام پژوهش‌های بیشتری برای نتیجه‌گیری قطعی در این زمینه احساس می‌شود.
The aim of this study was to compare the effect of cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary school students with specific learning disability. The statistical population of this quasi -experimental study included all elementary students with specific learning disability in Tabri city, of whom 60 elementary school students with a learning disorder diagnosis in Tabriz Learning Center in 2016-2017 were selected through purposive method and using randomly were replaced into three experimental groups and one control group (n = 15 per group). In all four groups of N-Back as pretest and post-test completion. 20 sessions of cognitive rehabilitation, 20 sessions of neurofeedback and 8 sessions of cognitive - behavioral play therapy were conducted in experimental groups.The results of the covariance analysis showed that cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary students with specific learning disorder, do not affect. Also, there was no significant difference between the effect of cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on working memory in elementary students with specific learning disorder (P<0.001). Therefore, more research is needed to make a definitive conclusion in this regard.
Alloway, T.P. (2006). How Does Working Memory Work in the Classroom? Educational Research and Reviews, 1(4), 134-139.
America Psychiatric Association. (2013). Diagnostic and Statisical Manual of Mental Disorder (Fifth Edition) DSM-5.
Azizi, A., Mir Drikvand, F., & Sepahvandi, M.A. (2018). Effect of cognitive-behavioral play therapy on working memory, short-term memory and sustained attention among school-aged children with specific learning disorder: a preliminary randomized controlled clinical trial. Current Psychology, 37(138):1-8. [Persian].
Azizi, A., Mir Drikvand, F., & Sepahvandi, M.A. (2018). Comparison of cognitive rehabilitation, neurofeedback and cognitive - behavioral play therapy on visual – motor perception in primary school students with specific learning disability. 6th Congress of Clinical and Basic Neuroscience, Tehran: Iran University of Medical Sciences. [Persian].
Baddeley, A. D. (2007). Working Memory, Thought, and Action. Oxford: Oxford University Press.
Salamat, M., Moghtadaei, K., Kafi, M, Abedi, A.R., & Hosein khanzadeh, A. (2014). The effectiveness of cognitivebehavioral play therapy on memory and social skills of children with spelling learning disability. Journal Research Behaveor Sciences, 11(6), 556-566. [Persian].
Bartholdy, S., Musiat, P., Campbell, I.C., & Schmidt, U. (2013). The potential of neurofeedback in the treatment of eating disorders: A review of the literature. European Eating Disorders Review, 21(6), 456-63.
Bayrami, M., Movahedi, Y., & Ahmadi E. (2017). The effectiveness of cognitive rehab on the selective- divided attention and working memory in students with dyslexia & dyscalculia disabilities. Journal of Neuropsychology, 3(8), 9-28. [Persian].
Bayrami, M., Nazari, M.A., Hashemi H., & Movahedi
Y. (2016). The effectiveness of neuropsychological rehabilitation treatment on the continuous attention function of students with dyscalculia. Jornal of Community Health, 10(29), 45-52. [Persian].
Behrad, B. (2006). Prevalence of learning disabilities in Iranian primary students: A meta- analysis. JOEC, 5(4), 417-436. [Persian].
Behzadi, F., Rahimi, C., & Mohammadi, N. (2015). The effect of neurofeedback on mathematical calculation ability in primary school students with dyscalculia. JOEC,15 (3), 5-18. [Persian].
Budzynski, T.H., Budzynski, H.K., Evans, J.R., & Abarbanel, A. (2009). Introduction to Quantitative EEG and Neurofeedback: Advanced Theory and Application. London: Elsevier.
Casey, J. (2012). A Model to guide the conceptualization, assessment, and diagnosis of nonverbal learning disorder. Canadian Journal of School Psychology, 27(1), 35–57.
Chen, Y.N., Mitra S., & Schlaghecken, F. (2008). Subprocesses of Working Memory in the N-back Task: An Investigation Using ERPs. Clinical Neurophysiology, 119(5), 1546-1559.
Dahlin, K.I.E. (2013). Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs. Journal of Education and Learning, 2(1), 118-133.
Davis, N., Sheldon, L., & Colmar, S. (2013). Memory mates: A classroom-based intervention to improve attention and working memory. Australian Journal of Guidance and Counselling, 24(1), 1-10.
Drewes, A.A. (2009). Blending play Therapy with Cognitive Behavioral Therapy: Evidence-based and Other Effective Treatments and Thechniques. (1nd ed). Wiley: New Jersey.
Golizadeh, Z., Babapour, J., Rostami, R., & Beyrami, M., & Poursharifi, H. (2010). Effects of Neurofeedback on Working Memory. Journal Management system, 5(18), 87-100. [Persian].
Kirchner, W.K. (1958). Age differences in short-term retention of rapidly changing information. Journal of Experimental Psychology, 55(4), 352–358.
Khayyer, Z., Nejati V., & Fathabadi, J. (2014). The effect of induced stress on the number of mistakes in Visual Working Memory for Emotional & none emotional stimuli. Knowledge & Research in Applied Psychology, 15(58), 88-101. [Persian].
Knell, S.M. (1999). Cognitive-Behavioral Play Therapy. J Clin Child Psychol, 27(1), 28-33.
Maehler, C., & Schuchardt, K. (2016). Working memory in children with specific learning disorders and/or attention deficits. Learning and Individual Differences, 49(34), 341-347.
Moll, K., Kunze, S., Neuhoff, N., Bruder, J., & Schulte-Korne, G. (2014). Specific Learning Disorder: Prevalence and Gender Differences. PLoS One, 9(7), 1-8.
Monastra, V.J., Lynn, S., Linden, M., Lubar, J.F., Gruzelier, J., & LaVaque, T.J. (2005). Electroencephalographic Biofeedback in the Treatment of Attention-Deficit/Hyperactivity Disorder. Applied Psychophysiology Biofeedback, 30(2), 95-114.
Muro, J., Ray, D., Schottelkorb, A., Smith, M.R., & Blanco, P.J. (2006). Quantitative Analysis of Long-Term Childcentered Play Therapy. International Journal of Play Therapy, 15(2), 35-58.
Narimani M., & Soleymani, E. (2013). The effectivenes of cognitive rehabilitation on executive functions (working memory and attention) and academic achievement in students with math learning diworder. Journal of Learning Disabilities, 2(3), 91-115.
Nazari, M. A., Querne, L., De Broca, A., & Berquin, P. (2012). Effectiveness of EEG biofeedback as compared with methylphenidate in the treatment of attention-deficit/hyperactivity disorder: A Clinical Out-Come Study. Neuroscience & Medicine, 2(2), 78–86. [Persian].
Owen, A.M., Hampshire, A., & Grahn, J.A. (2010). putting brain training to the test nature. Europe PMC Funders Group, 465(7299), 775-778.
Radfar F., Nejati, V., & Fathabadi J. (2016). The impact of cognitive rehabilitation on working memory and verbal fluency in dyslexic students (a single case study). Journal of Clinical Psychology Andishe va Raftar, 11(40):17-26. [Persian].
Rudkin, S.J., Pearson, D.G., & Logie, R.H. (2007). executive processes in visual and spatial working mMemory tasks. Quarterly Journal of Experimental Psychology, 60(1),79-100.
Van Leeuwen, M., Van den Berg, S.M., Hoekstra, R.A., & Boomsma, D.I. (2007). Endophenotypes for intelligence in children and adolescents. Intelligence, 35(4), 369-80.
_||_