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اثربخشی بسته آموزشی اختلال یادگیری با تاکید بر جنبههای شناختی، عاطفی و روانی-حرکتی بر کارکردهای اجرایی کودکان مبتلا به اختلال یادگیری نوشتن | ||
| فصلنامه پژوهش های نوین روانشناختی | ||
| دوره 21، شماره 82، مرداد 1405 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jmpr.2026.70729.6929 | ||
| نویسندگان | ||
| عادله غلامی لاکسار1؛ پرویز عسگری* 2؛ فرح نادری2؛ ساسان باوی2 | ||
| 1دانشجوی دکتری تخصصی، گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران | ||
| 2گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران | ||
| چکیده | ||
| هدف پژوهش حاضر بررسی اثربخشی بسته آموزشی اختلال یادگیری با تاکید بر جنبههای شناختی، عاطفی و روانی_حرکتی بر کارکردهای اجرایی کودکان مبتلا به اختلال یادگیری نوشتن بود. روش پژوهش نیمهآزمایشی از نوع پیشآزمون_پسآزمون با گروه کنترل و پیگیری دوماهه بود. جامعه آماری کلیه دانشآموزان با تشخیص اختلال یادگیری با مشخصه نوشتن مراجعهکننده به مراکز مشاوره آموزش و پرورش شهر کرج در سال تحصیلی 1404-1403 بودند که از میان آنان ۳۰ نفر به روش نمونهگیری هدفمند انتخاب و به صورت تصادفی در گروه آزمایش و کنترل (هر گروه 15 نفر) جایدهی شدند. ابزارهای پژوهش آزمون املانویسی سیف نراقی و نادری (WSQ) و پرسشنامه کارکردهای اجرایی بریف اسکیت و همکاران (BRIEFS) بود. دادههای پژوهش با آزمون تحلیل واریانس با اندازهگیری مکرر و آزمون تعقیبی بنفرونی توسط نرمافزار SPSS نسخه 24 تحلیل شدند. یافتهها نشان داد بسته آموزشی اختلال یادگیری با تاکید بر جنبههای شناختی، عاطفی و روانی_حرکتی موجب افزایش معنادار کارکردهای اجرایی کودکان گروه آزمایش شد و این اثر پس از دو ماه پیگیری نیز پایدار ماند (0/05>p). بر اساس نتایج این بسته با تقویت حافظه کاری، توجه، مهارتهای روانی-حرکتی و مدیریت هیجانی کارکردهای اجرایی کودکان را بهبود میبخشد و استفاده از آن در مدارس و مراکز مشاوره توصیه میشود. | ||
| کلیدواژهها | ||
| اختلال یادگیری؛ اختلال نوشتن؛ کارکردهای اجرایی | ||
| مراجع | ||
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