بررسی تاثیر مهارت‌های بازی درمانی شناختی رفتاری بر بهبود عملکرد خواندن و کارکردهای اجرایی دانش‌آموزان نارساخوان
محورهای موضوعی : سلامت نوجوانان
مینا شمشیری
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عصمت دانش
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ناهید هواسی
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ارزو تاری مرادی
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2 - نویسنده مسئول): استاد گروه روانشناسی بالینی، دانشگاه شهید بهشتی، تهران، ایران Tell: +98-9125388702, Email: e-danesh@sbu.ac.ir.
3 - گروه مشاوره دانشگاه آزاد اسلامی واحد کرج
4 - دانشگاه ازاد اسلامی واحد کرج/ دانشکده روانشناسی/ هیئت علمی/ استادیار
کلید واژه: بازی درمانی شناختی رفتاری, عملکرد خواندن, کارکردهای اجرایی, نارساخوانی,
چکیده مقاله :
چکيده مقدمه: نارساخوانی، نوعی اختلال خاص یادگیری است که با مشکلات جدی و مداوم در فراگیری مهارت‌های خواندن مشخص می‌شود و علت آن وجود مشکلات مربوط به آسیب مغزی، مشکلات بینایی و آموزش ناکافی یا نادرست نمی‌باشد. هدف از این مطالعه، تأثیر مهارت‌های بازی درمانی شناختی رفتاری بر عملکرد خواندن و کارکردهای اجرایی دانش‌آموزان نارساخوان بود. روش پژوهش: این پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون و گروه گواه با دوره پیگیری یکماهه بود. جامعه‌آماری شامل دانش‌آموزان نارساخوان مراجعه کننده به مرکز اختلالات یادگیری ناحیه یک کرج در سال تحصیلی 1401-1400 بود. 30 دانش‌آموز بصورت هدفمند وارد مطالعه شده و بطور تصادفی در گروه آزمایش و گروه گواه ( هرگروه 15 نفر) قرارگرفتند. دانش‌آموزان گروه مداخله طی10جلسه بصورت دو جلسه در هفته تحت آموزش مهارت‌های بازی درمانی شناختی رفتاری قرار گرفتند. ابزار پژوهش شامل آزمون خواندن و نارساخوانی کرمی و فهرست رتبه‌بندی رفتار عملکرد اجرایی جیویا و همکاران بود. تجزیه و تحلیل داده‌ها با استفاده از نرم‌افزارSPSS نسخه 26 و تحلیل واریانس با اندازه‌گیری مکرر انجام شد. یافته¬ها: نتایح نشان داد که مهارت‌های بازی درمانی شناختی رفتاری بر بهبود عملکرد خواندن (01/0P<) و افزایش کارکردهای اجرایی (05/0P<) دانش‌آموزان مؤثر بودند و تأثیر این روش مداخله تا مرحله پیگیری یکماهه ماندگار بود (05۳/0P=). نتیجه‌گیری: با توجه به نتایج به دست آمده استفاده از بازی‌درمانی شناختی-رفتاری می‌توان گام مؤثری در بهبود عملکرد خواندن و کارکردهای اجرایی دانش‌آموزان نارساخوان برداشت
Abstract Introduction: Dyslexia is a specific learning disorder that is characterized by serious and continuous problems in learning reading skills, and its cause is not the existence of problems related to brain damage, vision problems, and insufficient or incorrect education. This study aimed to examine the effect of cognitive behavioral therapy skills on reading performance and executive functions of dyslexic students. Research method: This research was semi-experimental with a pre-test-post-test design and a control group with a one-month follow-up period. The statistical population consisted of dyslexic students who were referred to the learning disorders center of one district of Karaj in the academic year of 1401-1400. 30 students were purposefully included in the study and randomly assigned to the experimental and control groups (15 people in each group). The students of the intervention group were trained in cognitive behavioral play therapy skills in 10 sessions, twice a week. The research tools included Kerami's reading and dyslexia test and Gioia et al.'s executive performance behavior rating list. Data analysis was done using SPSS version 26 software and analysis of variance with repeated measures. Findings: The results showed that cognitive behavioral therapy skills were effective in improving reading performance (P<0.01) and increasing executive functions (P<0.05) of students, and the effect of this intervention method lasted until the one-month follow-up stage (P=0.053). Conclusion: According to the results obtained using cognitive-behavioral play therapy, an effective step can be taken to improve the reading performance and executive functions of dyslexic students.
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