اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﺷﻨﺎﺧﺘﯽ ﺑﺮ ﻣﯿﺰان ﺗﻮﺟﻪ و ﺣﺎﻓﻈﻪ ﻓﻌﺎل ﮐﻮدﮐﺎن ﺑﺎ اﺧﺘﻼل ﮐﻢﺗﻮﺟﻬﯽ

نوع مقاله: مقاله پژوهشی

نویسندگان

چکیده

ﻫﺪف: اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف ﺗﻌﯿﯿﻦ اﺛﺮﺑﺨﺸـــﯽ آﻣﻮزش ﺷـــﻨﺎﺧﺘﯽ ﺑﺮ ﻣﯿﺰان ﺗﻮﺟﻪ و ﺣﺎﻓﻈﻪ ﻓﻌﺎل داﻧﺶآﻣﻮزان دﺧﺘﺮ ﺑﺎ اﺧﺘﻼل ﮐﻢﺗﻮﺟﻬﯽ دﺧﺘﺮ ﺑﺎ اﺧﺘﻼل 03 ﺑﯿﺶﻓﻌﺎﻟﯽ اﻧﺠﺎم ﺷﺪ.روش: ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﯾﮏ ﻣﻄﺎﻟﻌﻪ ﺷﺒﻪآزﻣﺎﯾﺸﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن- ﭘﺲآزﻣﻮن و ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺳﺎﻟﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮی در دﺳﺘﺮس از ﻣﺪارس ﺷﻬﺮﺳﺘﺎن ﮐﻬﺮﯾﺰک اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﻪﻃﻮر ﻣﺴﺎوی در ﯾﮑﯽ از 11   ﺗﺎ 9ﮐﻢﺗﻮﺟﻬﯽ ﺑﯿﺶﻓﻌﺎﻟﯽ ﺟﻠﺴﻪ؛ ﻫﺮ ﺟﻠﺴﻪ 2 ﺟﻠﺴﻪ آﻣﻮزش )ﻫﻔﺘﻪای 13  داﻧﺶآﻣﻮز( ﺟﺎﯾﮕﺰﯾﻦ ﺷﺪﻧﺪ. ﮔﺮوه آزﻣﺎﯾﺸﯽ، در 11دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮔﺮوه ﮐﻨﺘﺮل )ﻫﺮ ﮔﺮوه  دﻗﯿﻘﻪ( ﺷﺮﮐﺖ ﮐﺮدﻧﺪ درﺣﺎﻟﯽﮐﻪ ﮔﺮوه ﮐﻨﺘﺮل در اﯾﻦ ﺟﻠ ﺴﺎت ﺷﺮﮐﺖ ﻧﮑﺮد. آزﻣﻮدﻧﯽﻫﺎ ﺑﺎ ا ﺳﺘﻔﺎده از آزﻣﻮن رﻧﮓ- واژه ا ﺳﺘﺮوپ و آزﻣﻮن 03  22 ﻧﺴــﺨﻪSPSSﺣﺎﻓﻈﻪ ﻓﻌﺎل ﻣﻮرد ارزﯾﺎﺑﯽ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. دادهﻫﺎ ﺑﺎ اﺳــﺘﻔﺎده از ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﭼﻨﺪ ﻣﺘﻐﯿﺮی ﺑﺎ ﺑﻪﮐﺎرﮔﯿﺮی ﻧﺮم اﻓﺰار ﺗﺤﻠﯿﻞ ﺷـــﺪﻧﺪ.ﯾﺎﻓﺘﻪﻫﺎ: ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸـــﺎن داد ﮐﻪ ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﺣﺪاﻗﻞ در ﯾﮑﯽ از ﻣﺘﻐﯿﺮﻫﺎی ﺗﻮﺟﻪ و ﺣﺎﻓﻈﻪ ﻓﻌﺎل ﺗﻔﺎوت ﻣﻌﻨﺎداری دارﻧﺪ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﭼﻨﺪ ﻣﺘﻐﯿﺮی ﻧ ﺸﺎن داد ﮐﻪ آﻣﻮزش ﺷﻨﺎﺧﺘﯽ ﺑﺮ ﺗﻮﺟﻪ و ﺣﺎﻓﻈﻪ ﻓﻌﺎل داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﮐﻢﺗﻮﺟﻬﯽ ﺑﯿﺶﻓﻌﺎﻟﯽ اﺛﺮ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداری دا ﺷﺘﻪ ا ﺳﺖ.ﻧﺘﯿﺠﻪﮔﯿﺮی: ﺑﺮﻧﺎﻣﻪ آﻣﻮز ﺷﯽ ﺷﻨﺎﺧﺘﯽ ﺳﺒﺐ ﺑﻬﺒﻮد ﺗﻮﺟﻪ و ﺣﺎﻓﻈﻪ ﻓﻌﺎل داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﮐﻢﺗﻮﺟﻬﯽ ﺑﯿﺶﻓﻌﺎﻟﯽ ﺷﺪه اﺳﺖ. ﭘﯿﺸﻨﻬﺎد ﻣﯽﺷﻮد ﺑﺎ ﻃﺮاﺣﯽ و اﺟﺮای ﭼﻨﯿﻦ ﺑﺮﻧﺎﻣﻪﻫﺎﯾﯽ، ﺑﺘﻮان ﺗﻮﺟﻪ و ﺣﺎﻓﻈﻪ ﻓﻌﺎل اﯾﻦ داﻧﺶآﻣﻮزان را ارﺗﻘﺎء ﺑﺨﺸﯿﺪ.

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Cognitive Training on the Attention Rate and Working Memory in Children with Attention Deficit / Hyperactivity Disorder

نویسندگان [English]

  • Saiedeh Behrooz Sarcheshme
  • Mohammad Ashori
  • Mojtaba Ansari Shahidi
چکیده [English]

Aim: The aim of this study was to determine the effectiveness of cognitive training on attention and working memory in girl students with attention deficit/hyperactivity disorder (ADHD).Methods: The present research was a quasi-experimental study by pre-test, post-test design with control group. 30 girls with ADHD (9-11 years) were selected by convenient sampling method from schools of Kahrizac Province. They were divided into experimental and control group (each consists of 15 students) randomly. Experimental group participated in cognitive training in 10 sessions (two sessions weekly; each lasts for 40 minutes), while control group did not. Stroop color-word test and working memory test were used for assessment of all participants. Data were analyzed by MANCOVA through SPSS version 22. Results: Findings showed that experimental and control groups had significant difference, at least in one of the attention and working memory variables. The results of MANCOVA showed cognitive training had positive and significant effect on the attention rate and working memory of students with ADHD .Conclusion: Cognitive training program led to the improvement of attention and working memory of students with ADHD. It is suggested that to plan and implement of such programs can promote attention and working memory of these students

کلیدواژه‌ها [English]

  • Cognitive training
  • attention
  • working memory