اثربخشی بازی‌های زبان شناختی بر مهارت‌های اجتماعی دانش آموزان با نشانگان داون

محورهای موضوعی : سلامت نوجوانان

پروین دبیریان ¹ , پرویز شریفی درآمدی ^{2 *} , محمد عسگری ³ , محمد پارسا عزیزی ⁴ , مجید ابراهیم پور ⁵

1 - دانشجوی مقطع دکتری دانشگاه علوم تحقیقات، تهران، ایران [e-mail]
2 - (نویسنده مسئول)، دانشیار گروه روانشناسی و آموزش کودکان استثنایی دانشگاه علامه طباطبایی [e-mail], tell: 09183372760
3 - عضو هیئت علمی دانشگاه همدان، همدان، ایران [e-mail]
4 - استادیار گروه روان‌شناسی و آموزش کودکان استثنایی، دانشگاه آزاد اسلامی واحد علوم تحقیقات، تهران، ایران. [e-mail]
5 - عضو هیت علمی دانشگاه آزاد واحد علوم تحقیقات، تهران، ایران [e-mail]

تاریخ دریافت : 1404/03/07 تاریخ پذیرش : 1404/04/24 تاریخ انتشار : 1404/07/15

کلید واژه: بازی‌های زبان شناختی, مهارت اجتماعی , نشانگان داون,

چکیده مقاله :

چکیده

مقدمه: کودکان با نشانگان داون در یادگیری و تعاملات اجتماعی با چالش‌های متعددی روبه‌رو هستند و استفاده از رویکردهای نوآورانه مانند بازی‌های زبان‌شناختی می‌تواند نقش مؤثری در بهبود مهارت‌های اجتماعی این گروه ایفا کند. هدف این پژوهش، بررسی اثربخشی بازی‌های زبان‌شناختی بر مهارت‌های اجتماعی دانش‌آموزان دارای نشانگان داون بود.

روش پژوهش: جامعه آماری شامل کلیه دانش‌آموزان دختر و پسر دارای نشانگان داون در پایه دوم تا چهارم مدارس ویژه شهر تهران در سال تحصیلی ۱۴۰۲–۱۴۰۳ (n=120) بود. با روش نمونه‌گیری هدفمند، ۴۰ نفر از این دانش‌آموزان انتخاب و به‌صورت تصادفی در دو گروه آزمایش (۲۰ نفر) و کنترل (۲۰ نفر) گمارده شدند. ابزار جمع‌آوری داده‌ها، پرسشنامه مهارت هاي اجتماعي ماستون بود. گروه آزمایش در ۱۵ جلسه آموزش بازی‌های زبان‌شناختی شرکت کرد، در حالی که گروه کنترل مداخله‌ای دریافت نکرد. تجزیه و تحلیل داده ها با استفاده از نرم افزار SPSS و آزمون تحلیل کوریانس انجام شد.

یافته ها: تحلیل آماری نشان داد که بین نمرات مهارت های اجتماعی دو گروه در مرحله پس‌آزمون تفاوت معناداری وجود دارد (p<0.05) و بازی‌های زبان‌شناختی توانستند حدود 42٪ از واریانس مهارت های اجتماعی را تبیین کنند.

نتیجه گیری: یافته‌ها نشان می‌دهند که بازی‌های زبان‌شناختی ، به‌طور معناداری مهارت های اجتماعی دانش‌آموزان با نشانگان داون را ارتقا می‌دهند. از این رو، طراحی و به‌کارگیری این بازی‌ها در مراکز آموزشی و توانبخشی کودکان با نیازهای ویژه می‌تواند به‌عنوان بخشی از مداخلات بالینی اثربخش توصیه شود.

چکیده انگلیسی:

© 2020 The Author(s). This work is published by family and health as an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc/4.0/). Non-commercial uses of the work are permitted, provided the original work is properly cited.

Abstract

Introduction: Children with Down syndrome face numerous challenges in learning and social interactions, and the use of innovative approaches, such as linguistic games, can play a crucial role in enhancing their social skills. The purpose of this study was to investigate the effectiveness of linguistic games on the social skills of students with Down Syndrome.

Research Method: The statistical population included all male and female students with Down syndrome in the second to fourth special schools in Tehran in the academic year 4-5 (N = 120). By targeted sampling, 3 of these students were selected and randomly assigned to two groups: experimental (2) and control (2). The data collection tool was the Maston Social Skills Questionnaire (1983). The experimental group participated in two sessions of linguistic games training, while the control group did not receive an intervention. Data analysis was performed using SPSS software and the Corgentine analysis test.

Results: Statistical analysis showed that there is a significant difference between the social skills scores of the two groups in the post-test phase (P <0.05), and linguistic games were able to explain about 42 % of social skills variance.

Conclusion: Findings show that linguistic games significantly enhance students' social skills with Down Syndrome. Therefore, designing and applying these games in children's training and rehabilitation centers with special needs can be recommended as part of effective clinical interventions.

منابع و مأخذ:

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