مقایسه تأثیر توانبخشی شناختی، نوروفیدبک و بازی‌درمانی شناختی - رفتاری بر حافظة فعال در دانش‌آموزان ابتدایی مبتلا به اختلال یادگیری خاص
محورهای موضوعی : تربیتی
امیر عزیزی
1
(
دکتری تخصصی روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران.
)
فضل اله میر دریکوند
2
(
دانشیار گروه روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران.
)
محمدعلی سپهوندی
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.
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