سلامت جامعه

سلامت جامعه

اثربخشی تحریک مغناطیسی فراجمجمه‌ای مکرر بر توجه پیوسته و تصمیم‌گیری پرخطر دانش‌آموزان دارای اختلال یادگیری خاص

نوع مقاله : مقاله پژوهشی

نویسندگان
داودد صمدی بی نیاز 1
بهزاد نیکزاد 2
تورج هاشمی 3
یعقوب سالک زمانی 4
1 دانشجوی دکتری علوم اعصاب شناختی،گروه علوم اعصاب شناختی (مغز و شناخت)، دانشگاه تبریز، تبریز، ایران.
2 استادیار، گروه علوم اعصاب شناختی (مغز و شناخت)، دانشگاه تبریز، تبریز، ایران.
3 استاد، گروه روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران.
4 دانشیار، مرکز تحقیقات طب فیزیکی و توانبخشی. دانشگاه علوم پزشکی تبریز.
10.22123/chj.2025.481245.2129
چکیده
مقدمه: با توجه به مشکلات دانش‌آموزان دارای اختلال یادگیری خاص در حوزه‌های شناختی و نبود مطالعات کافی، این پژوهش با هدف تعیین اثربخشی تحریک مغناطیسی فراجمجمه‌ای مکرر بر عملکرد توجه پیوسته و تصمیم‌گیری پرخطر دانش‌آموزان ابتدایی دارای اختلال یادگیری خاص انجام شد.
مواد و روش‌ها: این پژوهش، نیمه­آزمایشی با طرح پیش‍آزمون و پس‍آزمون با گروه گواه بود. جامعه آماری، شامل کلیه دانش‍آموزان (1560 نفر) مقطع ابتدایی شهر مشهد در سال 1403 بود و تعداد 30 نفر با روش نمونه‍گیری هدفمند انتخاب، و به طور تصادفی در یک گروه آزمایش و یک گروه گواه جایگزین شدند. گروه‌ها آزمون عملکرد توجه پیوسته و آزمون خطرپذیری بادکنکی را تکمیل کردند. پس از اتمام 20 جلسه 5 ثانیه‌ای تحریک مغناطیسی فراجمجمه‌ای مکرر بر ناحیه قشر پیش‌پیشانی قدامی - جانبی چپ (نقطه F4) در گروه آزمایش و دریافت تحریک خاموش بر همان نقاط در گروه گواه، آزمون‌های مذکور مجدداً در گروه‍ها اجرا شد. داده‌ها به وسیله روش آمار توصیفی (میانگین و انحراف استاندارد) و استنباطی (تحلیل کوواریانس تک متغیره و چندمتغیره) تجزیه و تحلیل شدند.
یافته‌ها: نتایج تحلیل کوواریانس نشان داد که بین گروه آزمایش و گواه از مرحله پیش آزمون به پس آزمون در تصمیم‌گیری مبتنی بر ریسک (036/0=p) و توجه پیوسته (001/0=p) تفاوت معناداری وجود دارد.
نتیجه‌گیری: با توجه به تاثیر مثبت تحریک مغناطیسی فراجمجمه‌ای مکرر به نظر می‌رسد می‌توان این روش را به منظور ارتقای عملکرد توجه پیوسته و کاهش تصمیم‌گیری پرخطر در دانش‌آموزان ابتدایی دارای اختلال یادگیری خاص به کار برد.
کلیدواژه‌ها
تحریک مغناطیسی فراجمجمه‌ای مکرر
عملکرد توجه پیوسته
تصمیم‌گیری پرخطر
‌ اختلال یادگیری خاص

عنوان مقاله English

The Effectiveness of Repeated Transcranial Magnetic Stimulation on the Performance of Continuous Attention and Risky Decision Making of Elementary School Students with Special Learning Disorder

نویسندگان English

D samadi bi niyaz 1
B Nikzad 2
T Hashemi 3
Y salekzamani 4
1 PhD Student in Cognitive Neuroscience, Dept. of Cognitive Neuroscience (Brain and Cognition), University of Tabriz, Tabriz, Iran.
2 Assistant Prof., Dept. of Cognitive Neuroscience (Brain and Cognition), University of Tabriz, Tabriz, Iran.
3 Prof., Dept. of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran.
4 Associate Prof.Associate Prof., Physical Medicine and Rehabilitation Research Center, Tabriz University of Medical Sciences, Tabriz, Iran.
چکیده English

Introduction: Considering the problems of students with specific learning disabilities in cognitive areas and lack of sufficient studies, this research was conducted with the aim of determining the effectiveness of repeated transcranial magnetic stimulation on the performance of continuous attention and high-risk decision-making in primary school students with special learning disorders.
 
Materials and Methods: This study was a quasi-experimental study with a pre-test and post-test design with a control group. The statistical population of the study included all elementary school students in Mashhad, out of which 30 people were selected through purposive sampling and randomly assigned into an experimental group and a control group. Both groups completed the Continuous Attention Performance Test and the Balloon Risk Test. After completing 20 5-second sessions of repetitive transcranial magnetic stimulation on the left anterior-lateral prefrontal cortex (point F4) in the experimental group, and receiving silent stimulation on the same points in the control group, the aforementioned tests were again administered in the groups. The data were analyzed using descriptive (mean and standard deviation) and inferential (univariate and multivariate analysis of covariance) statistics.
 
Results: The results of the covariance analysis showed that there were significant differences between the experimental and control groups from pre-test to post-test in sustained attention performance (p=0.036) and risky decision-making (p=0.001) among elementary school students with specific learning disabilities
Conclusion: Considering the positive effect of repetitive transcranial magnetic stimulation, it seems that this method can be used to improve sustained attention performance and reduce risky decision-making in elementary school students with specific learning disabilities.

کلیدواژه‌ها English

Repetitive transcranial magnetic stimulation
Sustained attention performance
Risky decision making
Specific learning disorders
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سلامت جامعه
دوره 19، شماره 1
بهار 1404
صفحه 43-51