Middle Eastern Journal of Disability Studies
مجله مطالعات ناتوانی
MEJDS
Medical Sciences
http://jdisabilstud.org
1
admin
2322-2840
2322-2840
10.29252/mejds
14
8888
13
fa
jalali
1398
12
1
gregorian
2020
3
1
10
شماره سال ۱۳۹۹
online
1
fulltext
fa
اثربخشی آموزش برنامهٔ توانبخشی شناختی بر ظرفیت هوشی و تنظیم شناختی هیجان دانشآموزان با آسیب شنوایی
Cognitive Rehabilitation Program Training on Intelligence Capacity and Cognitive Emotion Regulation in Students with Hearing Impairment
روانشناسی
Psychology
مقاله پژوهشی اصیل
Original Research Article
<div style="text-align: justify;"><strong>زمینه و هدف</strong>: پژوهش حاضر بهمنظور بررسی اثربخشی آموزش برنامهٔ توانبخشی شناختی بر ظرفیت هوشی و تنظیم شناختی هیجان دانشآموزان با آسیب شنوایی انجام شد. <br>
<strong>روشبررسی</strong>: پژوهش حاضر، مطالعهای نیمهآزمایشی با طرح پیشآزمون و پسآزمون و گروه گواه بود. جامعهٔ آماری این پژوهش را دانشآموزان با آسیب شنوایی شهر خرمآباد در سال تحصیلی ۹۸-۱۳۹۷ تشکیل دادند. در این پژوهش ۲۸ نفر از دانشآموزان با آسیب شنوایی شرکت داشتند که بهروش نمونهگیری تصادفی ساده از مجتمع آموزشی و پژوهشی استثنایی حیات طیبهٔ تربیت انتخاب شده و با انتصاب تصادفی در دو گروه ۱۴نفری آزمایش و گواه جایدهی شدند. گروه آزمایش در ده جلسه آموزش برنامهٔ توانبخشی شناختی شرکت کرد؛ ولی گروه گواه در لیست انتظار ماند. ابزارهای پژوهش آزمون هوشی وکسلر کودکان (۲۰۰۳) و پرسشنامهٔ تنظیم شناختی هیجان گارنفسکی و کرایج (۲۰۰۶) بود. دادهها با استفاده از تحلیل کوواریانس چندمتغیری در سطح معناداری ۰٫۰۵ تحلیل شد.<br>
<strong>یافتهها</strong>: نتایج تحلیل کوواریانس چندمتغیری نشان داد که گروههای آزمایش و گواه در ظرفیت هوشی و تنظیم شناختی هیجان در مرحلهٔ پسآزمون تفاوت معناداری دارند. آموزش برنامهٔ توانبخشی شناختی بر ظرفیت هوشی و تنظیم شناختی هیجان راهبردهای سازشیافته و سازشنایافتهٔ دانشآموزان با آسیب شنوایی اثر معناداری داشته است (۰٫۰۵><em>p</em>). درواقع، آموزش برنامهٔ توانبخشی شناختی سبب بهبود ظرفیت هوشی و تنظیم شناختی هیجان دانشآموزان با آسیب شنوایی شده است. <br>
<strong>نتیجهگیری</strong>: براساس یافتههای پژوهش، استفاده از برنامهٔ توانبخشی شناختی با نتایج مثبت و مؤثری همراه بوده است؛ بنابراین، برنامهریزی برای آموزش برنامهٔ توانبخشی شناختی نقش مهمی در بهبود ظرفیت هوشی و تنظیم شناختی هیجان دانشآموزان با آسیب شنوایی دارد.</div>
<div style="text-align: justify;"><strong>Background & Objectives:</strong> Hearing impairment is a prevalent neurosensory impairment leading to decreased life quality, isolation, social activity reduction, and rejection feeling. Accordingly, decreased intelligence capacity and cognitive emotion regulation deficits in children and adolescents with hearing impairment might sometimes increase alexithymia in them. It is important to plan appropriate training programs to improve intelligence capacity and cognitive emotion regulation strategies in children and adolescents with hearing impairment. The cognitive rehabilitation program training is one of such programs. This program pays significant attention to intelligence capacity and cognitive emotion regulation. Furthermore, cognitive rehabilitation program training could increase intelligence capacity and cognitive emotion regulation in children and adolescents with hearing impairment. This is because children and adolescents with hearing impairment encounter numerous challenges in intelligence capacity and cognitive emotion regulation. Undoubtedly, inappropriate emotional reactions lead to cognitive and emotion regulation problems in children and adolescents with hearing impairment<span dir="RTL">.</span> Therefore, the present study aimed to determine the effects of cognitive rehabilitation program training on intelligence capacity and cognitive emotion regulation in students with hearing impairment.<br>
<strong>Methods:</strong> This was a quasi–experimental study with a pretest–posttest and a control group design. The study participants included 28 students with a hearing impairment aged 13–15 years from Hayate Tayyebeh Tarbiyat exceptional complex in Khorramabad City, Iran, in the 2018–2019 academic year. They were from the middle socioeconomic class. The study participants were selected by random sampling method and randomly assigned to the experimental and control groups, with each group consisting of 14 students. The experimental group participated in a 10–session cognitive rehabilitation training program (two 50–min sessions/week); However, the control group received no intervention and remained on the waiting list. Wechsler Intelligence Scale for Children (WISC) (2003) and the Cognitive Emotion Regulation Questionnaire (CERQ) (Garnefski & Kraaij, 2006) were used for the assessment of all study participants. The WISC was completed by the researcher, and CERQ was completed by the investigated students in the pretest and posttest phases. The required data were collected through the scales before and after the training sessions. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the obtained data in SPSS. (<em>p</em><0.05).<br>
<strong>Results:</strong> Initially, the normality of the study variables and the contingency of variance and covariance assumptions were tested. The Kolmogorov Smirnov test results indicated that all variables were normally distributed. Furthermore, Box test data confirmed the contingency of variance–covariance assumption. Accordingly, the MANCOVA assumptions were established, and MANCOVA could consequently be applied for data analysis. The MANCOVA results suggested a significant difference between the posttest scores of the experimental and control groups in terms of intellectual capacity and cognitive emotion regulation (<em>p</em> <0.05). MANCOVA data also revealed that cognitive rehabilitation program training significantly impacted intelligence capacity and cognitive emotion regulation in the studied samples (<em>p</em><0.05). Cognitive rehabilitation program training improved intelligence capacity and cognitive emotion regulation (increase adapted strategies and decrease non–adapted strategies) in the explored students with hearing impairment. According to Eta squared, 47% of the variations of the intellectual capacity as well as 62% and 59% of variations of the adapted and non–adapted strategies variables, respectively, could be explained by the study subjects’ participation in cognitive rehabilitation program training. <span dir="RTL"></span><br>
<strong>Conclusion:</strong> The cognitive rehabilitation program training improved the intelligence capacity and cognitive emotion regulation in the investigated students with hearing impairment. In other words, applying this training program has been associated with effective and positive outcomes in the study samples. Intelligence capacity and cognitive emotion regulation scores of the control group that did not participate in cognitive rehabilitation program training demonstrated no significant improvement. Therefore, paying attention to the cognitive rehabilitation program training is essential. Moreover, planning for providing training for this type of program for children and students with hearing impairment is of particular importance.<br>
<span dir="RTL"></span><br>
</div>
تنظیم شناختی هیجان, توانبخشی شناختی, ظرفیت هوشی.
Cognitive rehabilitation, Emotion regulation, Intelligence capacity.
91
91
http://jdisabilstud.org/browse.php?a_code=A-10-1376-1&slc_lang=fa&sid=1
Hamed
Rashidi-Asl
حامد
رشیدی اصل
rashidiasl.hamed20@gmail.com
100319475328460052380
100319475328460052380
No
Islamic Azad University, Najafabad Branch
دانشگاه آزاد اسلامی، واحد نجفآباد
Mohammad
Ashori
محمد
عاشوری
m.ashori@edu.ui.ac.ir
100319475328460052381
100319475328460052381
Yes
Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan
گروه روانشناسی و آموزش افراد با نیازهای خاص، دانشکدهٔ علوم تربیتی و روانشناسی، دانشگاه اصفهان