Journal of Exceptional Children
فصلنامه كودكان استثنايي
JOEC
Literature & Humanities
http://joec.ir
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admin
1682-6612
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10.52547/joec
14
4
13
fa
jalali
1400
6
1
gregorian
2021
9
1
21
2
online
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fulltext
fa
بررسی میزان اثربخشی برنامه آموزش کارکردهای اجرایی بر ضرب آهنگ شناختی کند
Investigate the effectiveness of the executive functions training program on Sluggish Cognitive Tempo
تخصصي
Special
پژوهشي
Research
<strong><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">هدف:</span></span></strong> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">ضربآهنگ شناختی</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">کند،</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">برای</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">توصیف</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">نوع</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">خاصی</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">از</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">اختلال</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">توجه،</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">تمرکز</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">حواس</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">و</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">کُندی</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">در</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">پردازش</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">اطلاعات</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">به</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">کار</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">میرود. پژوهش</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">حاضر</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">با</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">هدف</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">تدوین</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">برنامه کارکردهای اجرایی و بررسی تأثیر آن بر عملکرد دانشآموزان دارای این اختلال انجام شده است. </span></span><strong><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">روش:</span></span></strong> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">روش</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">پژوهش،</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">نیمهآزمایشی</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">با</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">پیشآزمون</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">پسآزمون</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">همراه</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">با</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">گروه کنترل است. بسته آموزشی طراحیشده شامل 14 جلسه بود که در آن 4 مهارت (</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">حافظه</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">کاری، </span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">بازداری</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">،</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">انعطاف</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;"></span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">پذیری و</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;"> آموزش توجه</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">) آموزش داده می</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;"></span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">شد، جامعه آماری پژوهش حاضر دانشآموزان 8 تا 10 ساله تبریزی بودند که از بین آنها 30 نفر انتخاب و به صورت تصادفی در دو گروه آزمایش (15) و کنترل (15) قرار گرفتند و پرسشنامه </span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">ضرب</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;"></span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">آهنگ شناختی کند (</span></span><span dir="LTR"><span style="font-family:BNazanin;"><span style="font-size:10.0pt;">SCT</span></span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">)</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">بهوسیله والدین هر دو گروه تکمیل شد. پس</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">از</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">اجرای</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">پیش</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;"></span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">آ</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">زمون،</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">گروه</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">آزمایش</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">به مدت</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">چهارده</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">جلسۀ</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">آموزش</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">شدند</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">و دوباره پسآزمون اجرا شد و </span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">دادههای</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">بهدست</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;"></span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">آمده</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">از</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;"> پیشآزمون و پسآزمون </span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">با</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">استفاده</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">از</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">روش</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">تحلیل کواریانس مورد</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">تحلیل</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">قرار</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">گرفتند.</span></span> <strong><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">یافتهها: </span></span></span></strong><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">اطلاعات بهدستآمده نشاندهنده تفاوت معناداری بین دو گروه کنترل و آزمون در نمرات متغیر پس</span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;"></span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">آزمون </span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">ضربآهنگ شناختی کند (</span></span><span dir="LTR"><span style="font-family:BNazanin;"><span style="font-size:10.0pt;">SCT</span></span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">)</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">بعد از تعدیل تأثیر نمره پیشآزمون میباشد </span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">(</span></span><span dir="LTR"><span style="font-family:Times New Roman,serif;"><span style="font-size:10.0pt;">P<01</span></span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">).</span></span> <strong><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">نتیجهگیری: </span></span></span></strong><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">براساس این پژوهش میتوان مطرح کرد که با ارتقای کارکردهای اجرایی میتوان نشانههای </span></span><span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">اختلال</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">ضربآهنگ شناختی کند</span></span> <span style="font-family:B Nazanin;"><span style="font-size:10.0pt;">را کاهش داد. </span></span>
<strong>Objective</strong>: Sluggish cognitive tempo (SCT) is used to describe a particular type of attention deficit disorder, concentration and slowness in information processing. The aim of this study was to develop a program of executive functions and investigate its effect on the performance of students with SCT.<strong> Method</strong>: The research method is semi-experimental with pre-test, post-test with control group. The designed training package consisted of 14 sessions in which 4 skills (working memory, inhibition, flexibility and attention training) were taught. The statistical population in cluded 8-10year old students from Tabriz, of whom 30 were selected and randomly divided into two groups: experimental (15) and control (15). The SCT questionnaire was completed by the parents of both groups. After the pre-test, the experimental group was trained for 14 sessions. The post-test was performed again and the pre-test and post-test data were analyzed using covariance analysis.<strong> Results</strong>: The obtained data showed significant difference between the two groups in the variables of the post-test variable of SCT after adjusting for the effect of the pre-test score (P<01).<strong> Conclusion</strong>: The research findings suggest that by improving the executive functions, the symptoms of SCT disorder can be decreased. <span dir="RTL"></span><em><span dir="RTL"></span></em>
کارکردهای اجرایی, ضربآهنگ شناختی کند, برنامه آموزشی
Executive functions, Sluggish cognitive tempo, Educational program
77
88
http://joec.ir/browse.php?a_code=A-10-809-2&slc_lang=fa&sid=1
karim
abdolmohamadi
کریم
عبدالمحمدی
karim.abdolmohamadi@yahoo.com
100319475328460013117
100319475328460013117
Yes
allameh university
دانشگاه علامه
farhad
ghadiri sourman abadi
فرهاد
غدیری صورمان ابادی
farhadghadiri17@yahoo.com
100319475328460013118
100319475328460013118
No
urmia university
دانشگاه ارومیه