مقایسه اثربخشی بازتوانی شناختی و تحریکات وستیبولار بر پیشرفت تحصیلی دانش‌آموزان دختر مبتلا به اختلال یادگیری خاص

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.

2 استاد، گروه روانشناسی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.

3 استادیار، گروه روانشناسی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.

چکیده

مقدمه: اختلال یادگیری در دانش­آموزان بر بسیاری از زمینه­های شناختی و رفتاری آنها تأثیر دارد که منجر به کاهش روابط اجتماعی و عدم پیشرفت تحصیلی می­گردد. این پژوهش با هدف مقایسه اثربخشی بازتوانی­شناختی و تحریکات وستیبولار بر پیشرفت تحصیلی دانش­آموزان دخترمبتلا به اختلال یادگیری خاص انجام شد.
مواد و روش ­ها: روش پژوهش، نیمه آزمایشی با طرح پیش‌آزمون، پس‌آزمون بود. جامعه آماری را تمامی دانش­آموزان دختر مبتلا به اختلال یادگیری خاص دارای پرونده تشخیصی در مرکز اختلال یادگیری شهر ساری در سال تحصیلی 1399-1398 تشکیل دادند. تعداد 45 نفر به روش در دسترس انتخاب و به روش تصادفی در سه گروه مساوی جایگزین شدند. برای گروه آزمایش اول، پروتکل بازتوانی شناختی پاول برای دانش­آموزان دختر اختلال یادگیری خاص، برای گروه آزمایش دوم پروتکل درمانی وستیبولار گانز در 8 جلسه 45 دقیقه­ای انجام شد و برای گروه کنترل مداخله­ای صورت نگرفت. ابزار مورد استفاده پرسشنامه پیشرفت تحصیلی فام و تیلور بود. داده‌ها با استفاده از روش تحلیل کوواریانس چند متغیره تحلیل شدند.
یافته‌ها: میانگین پیشرفت تحصیلی در گروه آزمایش تحریکات وستیبولار در پیش‌آزمون و پس‌آزمون به ترتیب 36/61 و 11/84، در گروه آزمایش بازتوانی شناختی 24/61 و 87/97 و  در گروه کنترل، 27/61 و 07/61 بود. بازتوانی شناختی و تحریکات وستیبولار بر پیشرفت تحصیلی دانش­آموزان دختر مبتلا به اختلال یادگیری خاص اثر معنی­دار داشت (001/0≥p). درمان بازتوانی شناختی اثربخش­تر از تحریکات وستیبولار بود (001/0≥p).
نتیجه ­گیری: یافته‌های این پژوهش می‌تواند تلویحات کاربردی در زمینه بهبود پیشرفت تحصیلی دانش­آموزان دخترمبتلا به اختلال یادگیری خاص با استفاده از روش درمان بازتوانی شناختی ارائه دهد.

کلیدواژه‌ها


عنوان مقاله [English]

Comparison of the Effectiveness of Cognitive Rehabilitation Training and Vestibular Stimulation on Academic Achievement of Female Students with Specific Learning Disorder

نویسندگان [English]

  • Sh Enayatzadeh Shahrody 1
  • R Hassanzadeh 2
  • S O Emadian 3
1 Ph.D. Student, Dept of Psychology, Sari Branch, Islamic Azad University, Sari, Iran.
2 Prof, Dept of Psychology, Sari Branch, Islamic Azad University, Sari, Iran.
3 Assistant Prof, Dept of Psychology, Sari Branch, Islamic Azad University, Sari, Iran.
چکیده [English]

Introduction: Learning disabilities in children affect many cognitive and behavioral areas, leading to reduced social relationship and academic achievement. Therefore, this study aims to investigate the effectiveness of cognitive rehabilitation training and vestibular stimulation on the academic achievement of female students with a specific learning disorder.
Materials and Methods: The research was semi-experimental with a pre-test and post-test design for two experimental and control groups. The statistical population consisted of all female students with specific learning disorders with a diagnostic file in the Center of Learning Disabilities in Sari in the academic year of 2020. Of these, 45 were selected by the available method and randomly assigned to three groups of 15 individuals. For the first experimental group, the Powell Cognitive Rehabilitation Protocol for Children with Specific Learning Disabilities was performed in 8 sessions of 45 minutes; also, for the second experimental group, the protocol of vestibular stimulation of Ganz was performed with 8 sessions of 45 minutes, and no intervention was performed for the control group. The instrument used was Pham & Taylor Academic Achievement Questionnaire. Data were analyzed using a multivariate analysis of covariance with spss18 software.
Results: The results showed that the mean academic achievement in the experimental group of vestibular stimulation in pre-test and post-test was 61.36 and 84.11, respectively; also, the mean academic achievement in the experimental group of cognitive rehabilitation in pre-test and post-test was 61.24 and 97.87, respectively; finally, the mean academic achievement of the control group in pre-test and post-test was 61.27 and 6.07, respectively. Further, the findings showed that cognitive rehabilitation and vestibular stimulation affect the academic achievement of children with specific learning disabilities (p≤0.001); however, the former is more effective than the latter (p≤0.001).
Conclusion: The research findings can provide practical implications for improving the psychological characteristics of children with specific learning disabilities using cognitive rehabilitation therapy.

کلیدواژه‌ها [English]

  • Rehabilitation
  • Vestibular
  • academic achievement
  • Students
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