طراحی قرارگاه رفتاری: نگرشی نو بر آموزش و درمان کودکان مبتلا به اختلالات طیف اوتیسم (نمونه موردی: کودکان 7-4 سال مرکز اوتیسم بوشهر)

محورهای موضوعی : تکتونواستراتیگرافی

رضوان زارعی ¹ , احمد ترکمان ² , محمد علی رحیمی ³

1 - دانشجوی دکتری معماری، گروه معماری، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران
2 - استادیار، گروه معماری، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
3 - استادیار، گروه معماری، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران

تاریخ دریافت : 1401/07/04 تاریخ پذیرش : 1401/12/09 تاریخ انتشار : 1401/11/01

کلید واژه: "مدل‌های آموزشی-درمانی روانشناختی", "طراحی معماری", "قرارگاه رفتاری", "کیفیت محیطی", "اختلال اوتیسم",

چکیده مقاله :

طراحی مکان‌های آموزشی-درمانی بمثابه مجموعه‌ای از قرارگاه‌های رفتاری، به ‌لحاظ توجه به ابعاد کیفیات محیطی، می‌توانند در شکل‌گیری الگوهای رفتاری کاربرانشان، اثربخش عمل نمایند. از این‌رو، شناخت مولفه‌های تاثیرگذار بر شکل‌گیری و کارکرد درست قرارگاه‌های رفتاری بعنوان تسهیلگر، مهم می‌نماید. بنابراین هدف پژوهش، شناسایی مولفه‌های سنجش کیفیت محیطی در طراحی قرارگاه‌های رفتاری، و ارزیابی تاثیر آن‌ها بر آموزش و درمان کودکان اوتیسم 7-4 سال است.
پژوهش از نوع کاربردی و روش تحقیق آن توصیفی-تحلیلی و نیمه‌آزمایشیست. در این پژوهش جامعه آماری برای دو گروه از متخصصان و آزمایش‌شوندگان از مرکز اوتیسم بوشهر مشخص شد. جامعه آماری متخصصان43 نفر گزارش گردید، که از طریق روش نمونه‌گیری تصادفی‌ ساده و توسط فرمول کوکران، 38 نفرشان برای حجم‌‌‌نمونه انتخاب شدند؛ و جامعه آماری برای گروه آزمایش نیز، از میان 18نفر از کودکان اوتیسم 7-4 سال مشخص، و بدلیل محدودیت تعداد، کل 18نفر بعنوان حجم‌‌‌نمونه تعیین گردید. گردآوری اطلاعات در دو بخش نظری و میدانی؛ و برای تجزیه و تحلیل اطلاعات از آمارهای توصیفی و استنباطی(آزمون‌های تی-جفت نمونه‌ای و فریدمن)، از طریق نرم افزار SPSS انجام شد.
یافته‌ها نشان می‌دهد میان مولفه‌های سنجش کیفیت محیطی(موثر) در طراحی قرارگاه‌های رفتاری و روند آموزش و درمان کودکان اوتیسم 7-4 سال، تاثیر معناداری برقرارست؛ که تاثیرگذاری این مولفه‌ها نسبت به‌ یکدیگر متفاوت بوده و به ‌ترتیب شامل: مولفه‌های"کارکردی-رفتاری"، "ساختاری-فیزیکی" و "ادراکی-شناختیست".
به‌نظر می‌رسد با برقراری تعادل میان مولفه‌های موثر مکان‌ساز(کارکردی-رفتاری، ساختاری-فیزیکی، ادراکی-شناختی)، می‌توان سطح کیفیت و کارایی قرارگاه‌های رفتاری را در جهت آموزش و درمان بهتر کودکان اوتیسم ارتقاء بخشید و موجبات پیشرفت آنان را مهیا نمود.

چکیده انگلیسی:

The design of educational-therapeutic places as a set of behavioral setting can be effective in the formation of behavioral patterns of their users in terms of attention to the dimensions of environmental qualities. Therefore, it is important to know the components that influence the formation and proper functioning of behavioral setting. The aim is to identify the components of environmental quality assessment in the design of behavioral setting, and to evaluate their impact on the education and treatment of autistic children aged 4-7years.
The research is applied and its research method is descriptive-analytical and semi-experimental. The statistical population and sample size were determined for two groups of experts and subjects from Bushehr Autism Center. Through the simple random sampling method and by the Cochran formula, 38experts were selected; And from the center's 4-7year-old autistic children, all 18of them (experimental group) were selected for the sample size. Gathering information in two theoretical and field sections; And to analyze information from descriptive and inferential statistics (Paired sample t-tests and Friedman), it was done through SPSS software.
There is a significant effect between the components of environmental quality assessment in the design of behavioral setting, and the education and treatment of autistic children aged 4-7years; That the effectiveness of the components is different from each other and includes:"Functional-behavioral","Structural-physical","Perceptual-cognitive"components respectively.
By establishing a balance between the place-making components, it is possible to improve the quality of behavioral setting for the better education and treatment of autistic children and provide the means for their progress.

منابع و مأخذ:

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