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

مراجع

  1. Vahia VN. Diagnostic and statistical manual of mental disorders 5: A quick glance. IJP 2013; 55(3): 220–223.
  2. Asghari Nekah S M, Kalani S, Ghanaee Chaman Abad A. An introduction to designing educational-computer games with the linguistics approach in the area of disorders especially in learning. JEE 2013; 118(5):36-48.
  3. Westendorp M, Hartman E, Houwen S, Huijgen BC, Smith J, Visscher C. A longitudinal study on gross motor development in children with learning disorders. RDD 2014; 35(2):357- 363.
  4. Hadassah Medical Organization. The Efficacy of Computerized Cognitive Training in Adults with ADHD: Change in ADHD Symptoms, Executive Functions and Quality of Life Following Three Months of Training. HC 2011; 15(3):400- 430.
  5. DuPaul G J, McGoey K E, Eckert T L, Van Brakle J. Preschool children with attention-deficit/ hyperactivity disorder: Impairments in behavioral, social, and school functioning. JAACAP 2001; 40(5):508-515.
  6. Bull A, Screrif Y. Goal directed upper limb movments by children and without DCD: A window into perceptuo-motor dysfunction? PRI 2001; 9(3):1-12.
  7. Bilbilaj S, Aranit G, Fatlinda S. Measuring primitive reflexes in children with learning disorders. EJMS 2017; 2(5): 285-298.
  8. Leisman G, Braun-Benjamin O, Melillo R. Cognitive motor interactions of the basal ganglia in development. Frontiers in Systems Neuroscience 2014; 8(3):9-16.
  9. Sadock B, Sadock V, Ruiz P. Kaplan & Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry. 11nd ed. Philadelphia: Wolters Kluwer; 2015: 64-72.
  10. Karamali Esmaili S, Shafaroodi N, Hassani Mehraban A, Parand A, Zarei M, Akbari-Zardkhaneh S. Effect of Play-based Therapy on Meta-cognitive and Behavioral Aspects of Executive Function: A Randomized, Controlled, Clinical Trial on the Students With Learning Disabilities. BCN 2017; 8(3): 12-20. [Persian]
  11. Gatian A & Garolera M. Efficacy of an adjunctive computer based cognitive impairment and Alzheimers disease: a single blind randomized clinical trail. Geriatric Psychiatry2012; 15 (2): 28-35.
  12. Owen AM, Hampshire A, Grahn JA, Stenton R, Dajani S,  Burns AS, et al. Putting brain training to the test. Nature. 2010 10; 465(7299): 775–778.
  13. Hadianfard H, Najarian B, Shokrkon H, Mehrabizadeh Honarmand, M. Procurement and construction Persian form of continuous performance test. Journal of psychology 2001; 4 (4): 404-388. [Persian].
  14. Selcuk G S, Caliskan S, Erol, M. The effect of gender and grade levels on Turkish physics teacher candidates’ problem solving Strategies. TUSED 2007; 4(1): 10-17.
  15. Gamari Givi H, Narimani M, Mahmoudi H. The effectiveness of cognition-promoting software on executive functions, response inhibition and working memory of childern with dyslexia and attention dificit/ hyperactivity. JLD 2012; 1(2): 13-24[Persian].
  16. Ponce HR., Lopez MJ, Mayer RE. Instructional effectiveness of a computer-supported program for teaching reading comprehension strategies. Computers & Education 2012; 5 (13): 24-31.
  17. Kast M, Baschera G, Gross M, Jancke L, Meyer M. Computer-based learning of spelling skills in children with and without dyslexia, Annals of Dyslexia   2011; 61 (15):177-200.
  18. Loosli S, Buschkuehl M, Perrig W, Jaeggi S. Working memory training improves reading processes in typically developing children. Child neuropsychology 2012; 18(1): 62-78.
  19. Dahlin k. Effect of working memory training on reading in children with special needs. Reading and Writing 2011; 24(2): 479-491.
  20. Pena J, Ibarretxe-Bilbao N, Sanchez P, Uriarte JJ, Elizagarate E, Gutierrez M. Mechanisms of functional improvement through cognitive rehabilitation in schizophrenia. JPR 2018; 101(23):21-27.
  21. Dibilio V, Nicoletti A, Mostile G, Portaro G, Luca A, Patti F. Computer-assisted cognitive rehabilitation on freezing of gait in Parkinson's disease: A pilot study. Neuroscience Letters2017; 654(19):38-41.
  22. Jenks K, Lieshout E. Arithmetic Difficulties in children with Cerebral Palsy are related to Executive Function and Working memory. JCPP 2009; 50(7): 824-825.
  23. Kesler SR, Lacayo NJ, Jo B. A pilot study of an online cognitive rehabilitation program for executive function skills in children with cancer-related brain injury. Brain injury 2011; 25(1), 101-12.
  24. Rahmanian M, Mohtarami S, Dehestani M. The effect of cognitive rehabilitation training on improving anxiety symptoms in children. JCMH 2018; 5(1):45-58.
  25. Lee WH, Lee WK. Cognitive rehabilitation for patients with schizophrenia in Korea. AJP 2017; 25(12):109-17.

فایل ها

هم رسانی

ارجاع به این مقاله

آمار