تأثیر آموزش بازی گروهی بر رفتار سازشی دختران و پسران کم‌توان ذهنی آموزش‌پذیر
محورهای موضوعی : تربیتیآرزو شاه میوه اصفهانی 1 , منصوره بهرامی پور 2 , طاهره حیدری 3 , سالار فرامرزی 4
1 - دانشجوی دکترای دانشگاه اصفهان
2 - عضو هیأت علمی دانشگاه آزاد اسلامی اصفهان (خوراسگان)
3 - کارشناس ارشد روان‌شناسی دانشگاه اصفهان
4 - عضو هیأت علمی دانشگاه اصفهان
کلید واژه: آموزش بازی گروهی, کم‌توانی ذهنی, رفتار سازشی,
چکیده مقاله :
هدف از انجام این پژوهش بررسی تأثیر آموزش بازی گروهی بر رفتار سازشی پسران و دختران کم‌توان ذهنی آموزش‌پذیر است. روش پژوهش نیمه‌تجربی به‌صورت پیش‌آزمون ـ پس‌آزمون با گروه گواه بود. جامعۀ آماری همۀ دانش‌آموزان کم‌توان ذهنی پایۀ اول، دوم و سوم ابتدایی شهر اصفهان و روش نمونه‌گیری، خوشه‌ای چندمرحله‌ای تصادفی بود. نمونۀ این پژوهش 40 کودک کم‌توان ذهنی بود که به‌طور تصادفی در دو گروه 20 نفری آزمایش (10 دختر، 10 پسر) و گواه (10 دختر، 10 پسر) قرار گرفتند. ابزار پژوهش عبارت از مقیاس رفتار سازشی واینلند (دال، 1965) بود. پس از اجرای پیش‌آزمون بر روی دو گروه گواه و آزمایش، کودکان کم‌توان ذهنی گروه آموزش 8 جلسۀ یک‌ساعته بازی‌های گروهی را در مدرسه آموزش دیدند و سپس پس‌آزمون بر روی هر دو گروه انجام گرفت. نتایج تحلیل کواریانس نشان داد که آموزش بازی‌های گروهی بر رفتار سازشی این کودکان، مؤثر بوده است (0001/0P < ). ضمن اینکه بین دو گروه دختر و پسر در میانگین نمرات پس‌آزمون رفتار سازشی مقیاس رفتار سازشی واینلند تفاوت معناداری مشاهده نشد. نتایج این پژوهش نشان می‌دهد که آموزش بازی‌های گروهی قادر به افزایش رفتار سازشی دانش‌آموزان کم‌توان ذهنی است.
The purpose of this research was to determine the effect of group play training on adaptive behavior of educable mentally disabled students. The statistical population of this study included all students with intellectual disability in grades 1, 2, 3 of educable primary schools in Isfahan. The sample included 40 students (20 boys and 20 girls) who were selected by multi-stage cluster sampling. Then they were randomly divided into two groups: the experimental (10 girls and 10 boys) and control (10 girls and 10 boys) groups. The instrument used in this research was, Vineland Social Maturity Scale (Doll, 1965). The pretest was administered to both the experimental and control groups. Then experimental group received the group play training for 8 sessions, each, one hour. Then post-test administered. The results of co-variance analyses showed that group play training had a significant effect on adaptive behavior of these children (P < 0.0001). Also, the results showed that there was no significant difference between girl's and boy's mean scores of Vineland social maturity scale in post test. The finding showed that the group play training could increase adaptive behavior in students with intellectual disabilities (P < .0001).
Adams, L.W. (2006). A social curriculum skills. US: Guilford press.
American Association on Mental Retardation. (2002). Mental Retardation; Definition, classification, and systems of supports. 10th ed. USA: Author.
Baggerly, J. (2004). The effects of child-centered group play therapy on self-concept, depression, and anxiety of children who are homeless. International Journal of Play Therapy, 12(2), 31-51.
Bradley, R.H. (1995). Social-cognitive development and toys. Topics in Early Childhood Special Education, 5(3), 11-30.
Brodin, J. (2005). Diversity of aspects on play in children with profound multiple disabilities. Early Child Development and Care, 175(8), 635-646.
Caillois, R. (2001). Man, play, and games. Urbana and Chicago, University of Illinois Press (originally published in 1958; translated from the French by Meyer Barash).
Danger, S., & Landreth, G. (2005). Child-centered group play therapy with children with speech difficulties. International Journal of Play Therapy, 14(1), 81-102.
Doll, E.A. (1968). Trends and problems in the education of the mentally retarded, 1800-1940. American Journal of Mental Deficiency, 72, 175-183.
Eberly, J.L., & Golbeck, S.L. (2004). Blocks, building and mathematics: influences of task format and gender of play partners among preschoolers. Advances in Early Education and Day Care, Volume 13, 2004, Pages. 39-54.
Elias, C.L., & Berk, L.E. (2002). Self-regulation in young children: Is there a role for sociodramatic play? Early Childhood Research Quarterly, 17, 216–238.
Fall, M., Navelski, L.F., & Welch, K.K. (2002). Outcomes of a play intervention for children identified for special education services. International Journal of Play Therapy, 11(2), 91-106.
Hamm. E. (2006). Playfulness and the Environmental Support of Play in Children With and Without Developmental Disabilities. OTJR: Occupation, Participation and Health.
Hardman, M., Drew, C., & Egan, M. (2007). Human Exceptionality; society, school, and family, 7th ed. USA: Wiley.
Harkness, L., & Bundy, A.C. (2001). The Test of Playfulness and children with physical disabilities. The Occupational Therapy Journal of Research, 21, 73-89.
Heward, W. (2008). Adaptive behavior. Exeptional children. Wiki Answers. Publication.
Isenberg, J.P. & Quisenberry, N.(2002). Play is essential for all children. Association for childhood education international. Retvieved from the worid wide web. http://www.Altavista.com.
Kaplan-Snoff, M., Brewster, A., Stillwell, J., & Bergen, D. (1998). In D. Bergen (Ed.), Play: As a medium for learning and development: A handbook of theory and practice (pp.137-161). Portsmouth, NH: Heinemann.
Landreth, G.L. (2002). Play therapy: The art of the relationship (2nd ed.). New York: Brunner-Routledge.
Massion, J. (2006). Sport practice in autism. Scince & Sports, 21,243-248
Mc Guire, D.E. (2000). Child–centered group play therapy with children experiencing adjustment difficulties. Dissertation Abstract international, 61, 3908.
Mistrett, S. (2000). Aguide book for play & assistive technology lending libraries. University at buffalo. Buffalo, NY14214.
Okimoto, A.M., Bundy, A., & Hanzlik, J. (2000). Playfulness in children with and without disability: Measurement and intervention. American Journal of Occupational Therapy, 54, 73-82.
Rennie, R. (2000). A comparision study of the effectiveness of individual and group play therapy in treating kindergarden children with adjustment problems. Dissertation Abstract international, 63, 3117.
Sailor, W., Gee, K., & Karasoff, P. (2000). Inclusion and school restructuring. In M.E. Snell, & F. Brown (Eds.), Instruction of students with severe disabilities (5th ed., pp.1–29). Upper Saddle River, NJ: Merrill.
Serbin, L.A. Conner, J.M. & Citron, C. (2006). Sex-differentiated free play behavior: Effects of teacher modeling, location, and gender. Developmental Psychology, 17, 640-646.
Swan, B.S. (2011).Effectiveness of play therapy on problem behaviors of children with intellectual disabilities: a single subject design. Dissertation Prepared for the Degree of Doctor of Philosoph. University of North Texas.
Vaccaro, M. (2002).Adapted play for children with special needs. TelAbility enhancing .the lives of children with disabilities. wakeford @mail. fpg. unc.edu.
VanTatenhove, G. (1997). Teaching power through augmentative communication: Guidelines for early intervention. Journal of Childhood Communication Disorders, 10(2), 185-19.