ویژه نامه توانبخشی، دوره 10، شماره 8، 1393:917-27

اثربخشی تمرین بازداری شناختی بر انعطاف پذیری ذهنی دانش آموزان با ناتوانی یادگیری

محسن رفيع خواه, محمد مهاجراني

DOI: 10.22122/jrrs.v10i8.2030

چکیده


مقدمه: کارکردهای اجرایی از قبیل بازداری و حافظه فعال برای بسیاری از رفتارهای انسان اهمیت دارند. از اینرو بر مداخلاتی که منجر به بهبود کارکردهای اجرایی می­شوند تأکید شده است. هدف این پژوهش بررسی تأثیر تمرین بازداری شناختی بر عملکرد انعطاف پذیری ذهنی دانش­آموزان با ناتوانی یادگیری بود.

مواد و روش­ها: طرح این پژوهش از نوع پیش آزمون پس آزمون با گروه کنترل بود. 30 دانش­آموز به صورت نمونه­گیری در دسترس انتخاب شدند (15 نفر در گروه آزمایش و 15 نفر در گروه گواه) و گروه آزمایش به مدت 10 جلسه تحت مداخله تمرین بازداری شناختی قرار گرفت. همه شرکت کنندگان در مرحله پیش آزمون و پس آزمون توسط آزمون مرتب کردن کارت ویسکانسین مورد سنجش قرار گرفتند. نتایج به دست آمده با استفاده از روش تحلیل کوواریانس چندمتغیره در نرم افزار SPSS نسخه 19 (version 19, SPSS Inc., Chicago, IL) مورد تحلیل قرار گرفت.

یافته­ها: یافته­ها نشان داد که بین گروه آزمایش و کنترل در تعداد طبقات تفاوت معنادار وجود دارد (001/0= P) همچنین بین گروه آزمایش و کنترل تفاوت معناداری در خطای درجاماندگی وجود داشت (05/0= P).

نتیجه گیری: مطابق با نتایج به دست آمده، تمرین بازداری شناختی  بر عملکرد انعطاف پذیری ذهنی تأثیر مثبت دارد.

کلید واژه­ها: کارکردهای اجرایی،  بازداری شناختی، انعطاف­پذیری ذهنی، ناتوانی یادگیری


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