اثربخشی توانمندسازی مغزمحور بر کارکردهای اجرایی دانش‌آموزان مبتلا به ناتوانی یادگیری ریاضی

نوع مقاله : مقاله پژوهشی

نویسندگان

دانشجوی دکتری، گروه روانشناسی تربیتی، دانشگاه تبریز، تبریز، ایران.

10.22123/chj.2021.228201.1489

چکیده

مقدمه: افراد با اختلال یادگیری ریاضی مشکلات شدیدی در زمینه کارکردهای اجرایی دارند. توانمندسازی مغزمحور می­تواند بر کاهش این مشکلات تأثیر داشته باشد. پژوهش حاضر با هدف تعیین اثربخشی توانمندسازی مغزمحور بر کارکردهای اجرایی دانش­آموزان مبتلا به ناتوانی یادگیری ریاضی انجام شد.
مواد و روش ­ها: پژوهش حاضر به صورت نیمه­آزمایشی با دو گروه آزمودنی بود. جامعه آماری، کلیه دانش­آموزان مبتلا به ناتوانی یادگیری شهر تبریز در سال 1398 بودند. روش نمونه­گیری به صورت هدفمند بود. هر یک از گروه­های آموزش و کنترل شامل 20 دانش­آموز مبتلا به اختلال یادگیری ریاضی بودند. ابتدا از کلیه آزمودنی­ها، آزمون توجه و حل مسئله گرفته شد (پیش­آزمون). سپس 20 جلسه مداخله توانمندسازی مغزمحور برای گروه آزمایش اعمال شد. برای گروه کنترل مداخله­ای صورت نگرفت. این آزمون­ها مجدداً به عنوان پس­آزمون از گروه آزمایش و کنترل بعمل آمد. تحلیل داده­ها با استفاده از تحلیل کوواریانس چند متغیره انجام شد.
یافته ها: بین میانگین نمره­های پیش­آزمون و پس­آزمون گروه آزمایش و کنترل تفاوت معنی­داری وجود داشت (001/0>p). نمره آزمون F برای خطای حذف توجه، خطای پاسخ توجه و حل مسئله به ترتیب 72/5، 14/5 و 78/11 بود. توانمندسازی مغزمحور باعث بهبود توجه و حل مسئله در افراد مبتلا به ناتوانی یادگیری ریاضی شد.
نتیجه­ گیری: با توجه به تأثیرات مثبت این روش بر توجه و حل مسئله افراد مبتلا به ناتوانی یادگیری ریاضی، این مطالعه نشان داد که توانمندسازی مغزمحور می­تواند به عنوان یک روش مؤثر برای دستیابی به عملکرد بهینه کارکردهای اجرایی در افرادی که اختلال یادگیری ریاضی دارند، استفاده شود.

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Brain-Centered Empowerment on the Executive Functions of Students with Mathematical Learning Disabilities

نویسندگان [English]

  • M Arsad
  • Sh Kasefi
PhD Student, Dept of Educational Psychology, Tabriz University, Tabriz, Iran.
چکیده [English]

Introduction: People with math learning disabilities have severe cognitive impairments that brain-centered empowerment can reduce. The present study is conducted to determine the effectiveness of brain-centered empowerment on executive functions in students with such learning disabilities.
Materials and Methods: The present research project was quasi-experimental with two subjects. The statistical population was all students with learning disabilities in Tabriz in 2019. The training and control group each included 20 people with math learning disabilities. The sampling method was targeted. The research tools included a computer-based brain empowerment program, a continuous performance test, and a problem-solving test. First, attention and problem-solving tests were taken from all subjects as a pre-test. Then, 20 sessions of brain-centered empowerment intervention were performed for the experimental group, while no intervention was performed for the control group. These tests were carried out again as a post-test on the experimental and control groups. Data analysis was performed using multivariate analysis of covariance.
Results: Data analysis showed a significant difference between the mean of pre-test and post-test scores of the experimental and control groups (p<0.001). The F-test score for attention-deficit error, attention-response error, and problem solution was 5.72, 5.14, and 11.78, respectively; thus, brain-empowerment improved attention and problem-solving in people with math learning disabilities.
Conclusion: Given the positive effects of this method on the attention and problem solving of people with mathematical learning disabilities, this study showed that brain-centered empowerment could be an effective strategy to achieve optimal performance of executive functions in people with such disabilities.

کلیدواژه‌ها [English]

  • Cognitive Education
  • attention
  • Problem-solving
  • Mathematical learning disorder
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