اثربخشی بسته آموزشی اختلال یادگیری با تاکید بر جنبه‌های شناختی، عاطفی و روانی-حرکتی بر کارکردهای اجرایی کودکان مبتلا به اختلال یادگیری نوشتن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری تخصصی، گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران

2 گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران

10.22034/jmpr.2026.70729.6929

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

موضوعات


عنوان مقاله [English]

The Effectiveness of a Learning Disability Educational Package Emphasizing Cognitive, Emotional, and Psychomotor Components on Executive Functions in Children with Writing Learning Disabilities

نویسندگان [English]

  • Adaleh Gholami Laksar 1
  • Parviz Asgari 2
  • Farah Naderi 2
  • Sasan Bavi 2
1 PhD student, Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran
2 Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran
چکیده [English]

The present study aimed to examine the effectiveness of a learning disability educational package emphasizing cognitive, emotional, and psychomotor components on the executive functions of children with writing learning disabilities. The research employed a quasi-experimental design with a pretest–posttest control group and a two-month follow-up. The statistical population consisted of all students diagnosed with writing-specific learning disabilities who were referred to counseling centers affiliated with the Department of Education in Karaj during the 2024–2025 academic year. A total of 30 participants were selected through purposive sampling and randomly assigned to the experimental and control groups (15 participants in each group). The research instruments included the Seif Naraghi and Naderi Dictation Test (WSQ) and the Behavior Rating Inventory of Executive Function developed by Isquith et al. (BRIEFS). Data were analyzed using repeated-measures analysis of variance and Bonferroni post hoc tests in SPSS version 24. The findings indicated that the learning disability educational package with an emphasis on cognitive, emotional, and psychomotor components led to a significant improvement in executive functions among children in the experimental group, and this effect remained stable at the two-month follow-up (p<0.05). Based on the results, this educational package enhances executive functions by strengthening working memory, attention, psychomotor skills, and emotional regulation. Therefore, its implementation in schools and counseling centers is recommended.

کلیدواژه‌ها [English]

  • learning disability
  • writing disability
  • executive functions
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