Middle Eastern Journal of Disability Studies

fa بررسی اثربخشی توان‌بخشی شناختی بر حافظهٔ کاری دیداری و انعطاف‌پذیری شناختی در دانش‌آموزان نارساخوان Exploring the Effectiveness of Cognitive Rehabilitation on Visual Working Memory and Cognitive Flexibility in Dyslexic Students توانبخشی Rehabilitation مقاله پژوهشی اصیل Original Research Article چکیده زمینه و هدف: نارساخوانی به‌عنوان یکی از زیرمجموعه‌های اختلال یادگیری، شایع‌ترین ناتوانی یادگیری در نظر گرفته شده است. پژوهش حاضر باهدف بررسی اثربخشی توان‌بخشی شناختی بر حافظهٔ کاری دیداری و انعطاف‌پذیری شناختی در دانش‌آموزان نارساخوان انجام شد. روش‌بررسی: روش پژوهش حاضر، نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون همراه با گروه گواه بود. جامعهٔ آماری پژوهش را تمامی دانش‌آموزان دختر دارای اختلال نارساخوانی پایهٔ سوم ابتدایی تشکیل دادند که در سال تحصیلی ۱۴۰۱ به مرکز مشاوره و روان‌شناسی شهر جهرم مراجعه کردند. از این جامعه، سی نفر داوطلب واجد شرایط به‌روش دردسترس وارد مطالعه شدند و به‌طور تصادفی در دو گروه آزمایش و گواه (هر گروه پانزده نفر) قرار گرفتند. ابزارهای به‌کاررفته در پژوهش، آزمون بلوک‌ کرسی (کرسی، ۱۹۷۲)، آزمون مرتب‌سازی کارت‌های ویسکانسین (گرانت و برگ، ۱۹۴۸)، آزمون رنگی هوش ریون کودکان (ریون، ۱۹۳۸) و آزمون خواندن و نارساخوانی (نما) (کرمی‌نوری و مرادی، ۱۳۸۴) بود. برنامهٔ توان‌بخشی شناختی برای گروه آزمایش اجرا شد؛ اما گروه گواه مداخله‌ای دریافت نکرد. داده‌ها بااستفاده از تحلیل کوواریانس در نرم‌افزار SPSS نسخهٔ ۲۶ در سطح ۰٫۰۵ تحلیل شدند. یافته‌ها: نتایج نشان داد، بعد از حذف اثر پیش‌آزمون، بین گروه آزمایش و گروه گواه در پس‌آزمون، در میانگین نمرات متغیرهای حافظهٔ کاری دیداری (۰٫۰۴۹=p) و انعطاف‌پذیری شناختی (۰٫۰۰۱>p) تفاوت معناداری وجود داشت. نتیجه‌گیری: براساس نتایج این مطالعه، درمان توان‌بخشی شناختی بر بهبود حافظهٔ کاری دیداری و انعطاف‌پذیری شناختی در دانش‌آموزان دختر دارای اختلال نارساخوانی مؤثر است؛ لذا مشاوران و درمانگران می‌توانند به‌منظور بهبود این متغیرها در دانش‌آموزان نارساخوان از مداخلهٔ مذکور استفاده کنند. <div id="gtx-trans" style="position: absolute; left: 160px; top: 161.6px;"> <div class="gtx-trans-icon"></div> </div> Abstract Background & Objectives: Dyslexia, as one of the subgroups of learning disorders, is considered the most common learning disability. Dyslexia is defined as a defect in recognizing words and misunderstanding words, and reading them slowly without having intelligence problems, auditory and visual defects, and a lack of educational facilities. Dyslexia often starts at a young age and typically becomes apparent during the early years, such as elementary school. Dyslexia, as one of the subgroups of learning disorders, has the highest prevalence among students. Given the numerous challenges faced by dyslexic students, it is essential to utilize educational programs and cognitive skills rehabilitation strategies within an engaging computer software environment to foster interest and enhance the effectiveness of teaching and learning for these students. Additionally, cognitive rehabilitation therapy is considered a novel treatment that has been well–received. However, its role in the sample group of dyslexic students has not yet been well studied, and research studies are limited and few. So, the present study aimed to investigate the effectiveness of cognitive rehabilitation on visual working memory and cognitive flexibility in dyslexic students. Methods: The method of the current research was quasi–experimental using a pretest–posttest design with a control group. The statistical population of this research consisted of all female students with dyslexia in the third grade of elementary school who were referred to Jahrom City Counseling and Psychology Services Center, Iran, in the 2022 academic year. From this population, 30 qualified volunteers were included in the study, selected using the convenience sampling method, and randomly assigned to two intervention and control groups (15 participants in each group). The inclusion criteria included being a girl, suffering from dyslexia, committing to participate in therapy sessions, studying in the third grade of elementary school, and not participating in other psychological treatment interventions at the same time. The exclusion criteria included absence of more than three sessions from the intervention program and non–compliance with treatment rules. The tools used in this research were the Corsi Block–Tapping Task (Corsi, 1972), the Wisconsin Card Sorting Test (Grant & Berg, 1948), the Raven's Colored Progressive Matrices (Raven, 1938), and the Reading and Dyslexia Test (NEMA) (Karami Nouri & Moradi, 2006). A cognitive rehabilitation program was implemented for the experimental group (comprising 12 sessions of 45 minutes, twice a week), but the control group did not receive any intervention. In the present study, Captain Log's Cognitive Rehabilitation Software version 2020 was used to conduct the intervention. This version consists of 9 main tasks. Each task consists of other tasks. These tasks are arranged in order from easy to difficult. It is worth noting that ethical principles, including free participation in the research, non–disclosure of information, confidentiality, and the right to withdraw from the research at any time, were consistently observed throughout the research process. In the present study, the following tools were used to collect data. The data were analyzed using covariance analysis and SPSS software, version 26, at a significance level of 0.05. Results: The results showed that, after controlling for the effect of pretest scores, there were significant differences between the experimental group and the control group in the posttest, regarding the mean posttest scores of dependent variables related to visual working memory (p=0.049) and cognitive flexibility (p<0.001). Conclusion: Based on the study results, cognitive rehabilitation treatment improves the visual working memory and cognitive flexibility in female students with dyslexia. Therefore, counselors and therapists can utilize cognitive rehabilitation interventions while working with students with dyslexia. توان‌بخشی شناختی, حافظهٔ کاری دیداری, انعطاف‌پذیری شناختی, دانش‌آموزان نارساخوان Cognitive rehabilitation, Visual working memory, Cognitive flexibility, Dyslexic students 45 45 http://jdisabilstud.org/browse.php?a_code=A-12-2040-2&slc_lang=fa&sid=1 Arezoo Mohammadi آرزو محمدی arezoomohammadi125@gmail.com 100319475328460066662 100319475328460066662 No PhD Student in General Psychology, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran دانشجوی دکتری روان‌شناسی عمومی، گروه روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران Sayed Ali Marashi سید علی مرعشی sayedalimarashi@scu.ac.ir 100319475328460066661 100319475328460066661 Yes Associate Professor, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran دانشیار، گروه روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران Sayed Esmaeil Hashemi سید اسماعیل هاشمی esmaeil2140@yahoo.com 100319475328460066663 100319475328460066663 No Professor, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran استاد، گروه روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران