طراحی برنامه آموزش کارکردهای اجرایی و بررسی اثربخشی آن بر ارتقای نظریه ذهن کودکان 6 تا 8 ساله با اختلال نارسایی توجه / بیش‌فعالی
محورهای موضوعی : کودک
کریم عبدالمحمدی
1
(
استادیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
)
فرهاد غدیری
2
(
دکتری روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.
)
حمید علیزاده
3
(
استاد گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
)
کلید واژه: اختلال نارسایی توجه / بیش‌فعالی, کودکان 6 تا 8 سال, نظریه ذهن, کارکردهای اجرایی,
چکیده مقاله :
این پژوهش با هدف تعیین اثربخشی بستۀ آموزشی کارکردهای اجرایی بر ارتقای سطوح نظریه‌ی ذهن در کودکان با اختلال نارسایی توجه / بیش‌فعالی انجام شد. روش پژوهش، نیمه‌آزمایشی با پیش‌آزمون پس‌آزمون همراه با گروه کنترل بود . جامعه‌ی پژوهش شامل تمامی کودکان 6 تا 8 ساله‌ی تبریزی بودند که از بین آنها 30 نفر به روش نمونه‌گیری در دسترس انتخاب و به صورت تصادفی در دو گروه آزمایش (15) و کنترل (15) قرار گرفتند. سپس پرسشنامه نظریه‌ی ذهن( Hutchins, Perlock, Bonazinga, 2012) توسط والدین هر دو گروه تکمیل گردید. پس از اجرای پیش‌آزمون، گروه آزمایش تحت آموزش برنامه کارکردهای اجرایی قرار گرفت، این برنامه توسط پژوهشگران طراحی شد که شامل 24 جلسه بود که در آن 4 مهارت(حافظه کاری، بازداری، انعطاف‌پذیری و توجه) آموزش داده می شد، در این مرحله کودکان گروه کنترل هیچ آموزشی دریافت نکردند و دوباره پس‌آزمون اجرا شد و داده‌های به‌دست آمده از پیش‌آزمون و پس آزمون با استفاده از روش تحلیل کواریانس مورد تحلیل قرار گرفتند. اطلاعات به دست آمده نشان دهنده‌ی تفاوت معنی داری بین دو گروه کنترل و آزمون در نمرات متغیر پس آزمون نظریه ذهن بعد از تعدیل تأثیر پیش آزمون نظریه ذهن می‌باشد (P<01). بر اساس این پژوهش می‌توان مطرح کرد که با ارتقاء کارکردهای اجرایی می‌توان سطوح نظریه ذهن را افزایش داد.
AbstractThe purpose of this study was to determine the effective of the training program of executive functions on improving levels of theory of mind in children with attention deficit / hyperactivity disorder. The research method was semi-experimental with post-test pre-test with control group. The study population included all 6- to 8-year-old children in Tabriz, of whom 30 were selected by convenience sampling and randomly assigned to experimental (15) and control (15) groups.Then the Theory of Mind Questionnaire (Hutchins, Perlock , Bonazinga , 2012) was completed by parents of both groups. After performing the pre-test, the experimental group was trained in the executive functions program. The program was designed by researchers and consisted of 24 sessions in which 4 skills (working memory, inhibition, flexibility and attention training) were taught, At this stage, the children in the control group did not receive any training. The post-test was performed again and the data obtained from the pre-test and post-test were analyzed using analysis of covariance.The data showed a significant difference between the control and experimental groups in the post-test of variable theory of mind scores after adjusting for the effect of pre-test of theory of mind(P<01). Based on this study, it can be suggested that improving the executive functions can increase the levels of theory of mind.
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