Middle Eastern Journal of Disability Studies

fa تعیین اثربخشی توان‌بخشی شناختی مبتنی‌بر حافظه بر پردازش هیجانی دانش‌آموزان پسر پایۀ ششم با اختلال یادگیری خاص Determining the Effectiveness of Memory–Based Cognitive Rehabilitation on Emotional Processing of Sixth-Grade Male Students with Specific Learning Disorder روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article زمینه و هدف: اختلالات یادگیری، علت اصلی مشکلات شدید یادگیری و نبود پیشرفت تحصیلی شناخته شده است. براساس شواهد، مشکل ویژۀ مرتبط با اختلال یادگیری، مشکلات هیجانی و به‌ویژه پایین‌بودن سطح پردازش هیجانی است؛ ازاین‌رو، پژوهش حاضر باهدف تعیین اثربخشی توان‌بخشی شناختی مبتنی‌بر حافظه بر پردازش هیجانی دانش‌آموزان پایۀ ششم با اختلال یادگیری خاص انجام شد. روش‌بررسی: این پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون همراه با گروه‌های آزمایش و گواه بود. همۀ دانش‌آموزان پسر پایۀ ششم با اختلال یادگیری مدارس ابتدایی شهر اردبیل در سال تحصیلی ۱۴۰۴-۱۴۰۳، جامعۀ آماری پژوهش را تشکیل دادند. از بین آن‌ها سی نفر واجد شرایط و داوطلب به‌روش نمونه‌گیری دردسترس و پس از کسب معیارهای ورود به مطالعه، در دو گروه پانزده‌نفرۀ آزمایش و گواه جای داده شدند. ابزارهای پژوهش، پرسش‌نامۀ مشکلات یادگیری کلورادو (ویلکات و همکاران، ۲۰۱۱) و مقیاس پردازش هیجانی (باکر و همکاران، ۲۰۱۰) بود. برنامۀ توان‌بخشی شناختی مبتنی‌بر حافظه (شولبرگ و ماتیر، ۲۰۰۱) در ده جلسۀ شصت‌دقیقه‌ای، تنها برای گروه آزمایش اجرا شد. تجزیه‌وتحلیل داده‌ها با استفاده از تحلیل کوواریانس تک‌متغیره در نرم‌افزار SPSS نسخهٔ ۲۷ انجام شد. سطح معنا‌داری آزمون‌های آماری ۰٫۰۵ درنظر گرفته شد. یافته‌ها: نتایج نشان داد، اثر توان‌بخشی شناختی مبتنی‌بر حافظه بر بهبود پردازش هیجانی گروه آزمایش بعد از حذف اثر پیش‌آزمون، معنا‌دار بود (p = ۰٫۰۰۴). اندازۀ اثر مشخص کرد، ۲۷٫۴درصد از تغییرات پردازش هیجانی در مرحلۀ پس‌آزمون به‌واسطۀ دریافت مداخله تبیین شد. نتیجه‌گیری: براساس نتایج پژوهش، با توان‌بخشی شناختی مبتنی‌بر حافظه می‌توان شاهد بهبود پردازش هیجانی در دانش‌آموزان دارای اختلال یادگیری بود؛ ازاین‌رو، به‌کارگیری این برنامه در مدارس و کلینیک‌های تخصصی کودکان استثنایی توصیه می‌شود. Background & Objectives: Specific learning disorder is one of the most common childhood neurodevelopmental disorders that severely affects the lives of many children around the world. Therefore, much research has been done on the etiology and treatment of this phenomenon. There is increasing evidence that a particularly related problem with learning disorders is emotional processing, and this problem is the basis of many disorders, including learning disorders. Several therapeutic and educational techniques have been investigated to improve the symptoms and problems of students with specific learning disorders. Most children with learning disorders have problems with working memory. Therefore, it seems that focusing on memory can be effective in improving the emotional processing of these children. One of these memory–focused treatment methods is memory–based cognitive rehabilitation, and research on the effectiveness of this program in various fields has been promising; however, what is evident is that the above program has not been applied to the emotional processing of students with specific learning disorders; therefore, the present study was conducted with the aim of determining the effectiveness of memory–based cognitive rehabilitation on emotional processing of sixth–grade male students with specific learning disorder. Methods: This study was a quasi–experimental study with a pretest–posttest design with an experimental group and a control group. The statistical population included sixth–grade male students with specific learning disorder in elementary schools in Ardabil in the academic year 2024–2025, from which 30 eligible volunteers were placed in two experimental and control groups of 15 people using a convenience sampling method after meeting the inclusion criteria. The procedure was carried out as follows: from the two educational districts of Ardabil, District 1 was randomly selected. Then, among the boys’ elementary schools in this district, and based on the cooperation announced by six schools, a screening test was administered in these schools with the assistance of a group of psychologists specializing in learning disorders. Subsequently, children with definite symptoms of learning disorders and poor neuropsychological skills were identified. It is worth mentioning that these measures were taken after obtaining permission from the Department of Education to conduct the research and in compliance with ethical considerations, including the completion of a voluntary consent form by parents for their children’s participation in the study. Inclusion criteria for participants were male gender, sixth–grade education, residency in Ardabil city, willingness to participate in the research, absence of any physical or mental illnesses, and no stuttering or attention–deficit/hyperactivity disorder (ADHD) (based on information included in the students' health records). Exclusion criteria for participants were non–cooperation in the research, receiving similar interventions concurrently, and absence from more than three training sessions. Ethical Considerations were as follows: all participants received verbal information about the research and participated voluntarily; participants were assured that all their information would remain confidential and was not recorded to protect their privacy. The instruments used in this study were Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) and Emotional Processing Scale (Baker et al., 2010). The memory–based cognitive rehabilitation program (Sholberg & Mateer, 2001) was conducted as ten 60–minute sessions only for the experimental group. Data were analyzed using SPSS software, version 27, at two levels: descriptive statistics (mean and standard deviation) and inferential statistics (univariate analysis of covariance). The significance level for statistical tests was set at 0.05. Results: The results showed that the effect of memory–based cognitive rehabilitation on reducing emotional processing in the experimental group was significant after removing the pretest effect (p = 0.004). According to the effect size, 27.4% of the changes in emotional processing in the posttest phase was explained by receiving memory–based cognitive rehabilitation. Conclusion: Based on research findings, memory–based cognitive rehabilitation can lead to improvements in emotional processing for students with learning disorder. Therefore, its application in specialized clinics for exceptional children is recommended. اختلالات یادگیری خاص, پردازش هیجانی, توان‌بخشی شناختی مبتنی‌بر حافظه Specific learning disorders, Emotional processing, Memory–based cognitive rehabilitation 25 0 http://jdisabilstud.org/browse.php?a_code=A-12-3357-3&slc_lang=fa&sid=1 Heidar Rezazadeh حیدر رضازاده rezazade1980@gmail.com 100319475328460069507 100319475328460069507 No Department of Psychology, Ard.C., Islamic Azad University, Ardabil, Iran گروه روان‌شناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران Ozra Ghaffari Nouran عذرا غفاری نوران o.ghaffari@iauardabil.ac.ir 100319475328460069508 100319475328460069508 Yes Department of Psychology, Ard.C., Islamic Azad University, Ardabil, Iran گروه روان‌شناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران Amaneh Sadat Kazemi آمنه سادات کاظمی sadat.kazemi@yahoo.com 100319475328460069509 100319475328460069509 No Department of Psychology, Teh.C., Islamic Azad University, Ardabil, Iran گروه روان‌شناسی، واحد علوم پزشکی تهران، دانشگاه آزاد اسلامی، تهران، ایران Yousef Namvar Vansofla یوسف نامور وان سفلی y.namvar@iauardabil.ac.ir 100319475328460069510 100319475328460069510 No Department of Educational Sciences, Ard.C., Islamic Azad University, Ardabil, Iran گروه علوم تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران