تأثیر آموزش کارکردهای اجرایی بر مشکلات عاطفی-رفتاری کودکان پیش دبستانی در شهر اصفهان
محورهای موضوعی : تربیتی
1 - کارشناس ارشد روانشناسی بالینی، واحد خمینی شهر، دانشگاه آزاد اسلامی اصفهان واحد خمینی شهر، اصفهان، ایران.
2 - استاد گروه روانشناسی، دانشگاه اصفهان، اصفهان، ایران.
کلید واژه: مشکلات عاطفی- رفتاری, کارکردهای اجرایی, کودکان پیش دبستانی.,
چکیده مقاله :
هدف از این پژوهش بررسی اثربخشی آموزش کارکردهای اجرایی (بازداری پاسخ، حافظه فعال، انعطاف‌پذیری و حفظ توجه) بر مشکلات عاطفی – رفتاری کودکان پیش دبستانی بوده است. طرح پژوهش نیمه آزمایشی از نوع پیش آزمون-پس آزمون با گروه کنترل بوده است. جامعه آماري شامل کليه کودکان پيش دبستاني 5- 6 ساله داراي مشکلات عاطفی-رفتاری در شهر اصفهان در سال تحصیلی 96-1395 بود. برای انجام پژوهش نمونه‌ای شامل30 نفر از این کودکان بصورت تصادفی خوشه‌ای انتخاب و در دو گروه آزمایش و کنترل (هر گروه 15 نفر) بصورت تصادفی گمارده شدند و گروه آزمایش تحت مداخله قرار گرفت. در پیش‌آزمون و پس‌آزمون، مشکلات عاطفی- رفتاری توسط مقیاس سیاهه رفتاری کودک (CBCL) آخنباخ (Achenbach, 1991) سنجیده شد. داده‌ها با استفاده از تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفتند. نتایج نشان داد که مداخله برای گروه آزمایش معنی دار است و آموزش کارکردهای اجرایی بر مشکلات عاطفی-رفتاری (اضطراب، افسردگی، شکایات جسمانی، مشکلات اجتماعی، اختلالات تفکر، مشکلات توجه، رفتار قانون‌شکنی و رفتار پرخاشگری) موثر هستند (001/0>P).
The purpose of this study was investigating the effect of Executive Function Training (response inhibition, active memory, flexibility, and attention) on emotional behavioral problems in pre-school children with executive functions. The research design was quasi-experimental research with pre-test and post-test and control group. Statistical population also included all of pre-school children in 5-6 years old in Isfahan in 2016-2017. For doing research, 30 pre-school Childs with executive functions were selected by cluster random sampling and were assigned randomly in experimental and control group (15 people in each group), and experimental group trained by EFT program. In pre-test and post-test stage, emotional behavioral problems was measured by the Child Behavioral Scale (CBCL) of Ahnenbach (Achenbach, 1991). The data was analyzed by Covarianc analysis. Results showed that Executive Function Training (EFT) had a significant effects on emotional-behavioral problems on pre-school children (anxiety, depression, phisical complaint, social problems, thinking disorders, attention problems, aggressive behavior and law breaking behavior) (p<0.01).
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