اثربخشي تلفيق روش آموزش چند حسي و يكپارچگي حسي بر علايم اختلال خواندن و نوشتن دانش آموزان دوره ابتدايي

Effectiveness of integrating multisensory training and sensory integration on signs of reading and writing among students at elementary schools

هدف پژوهش حاضر تعيين اثر آموزش كنترل خشم بر پرخاشگري و ابراز وجود در دانش آموزان ابتدايي داراي مشكلات جسمي – حركتي بود . طرح پژوهش از نوع طرحهاي نيمه آزمايشي بود . جامعه پژوهش 350 نفر دانش آموزان داراي مشكلات جسمي – حركتي شهر تهران بودند كه از بين آنها تعدادي با توجه به نظر معلم پرخاشگر تشخيص داده شده و از بين آنها 30 نفر تصادفي به عنوان نمونه انتخاب شدند و به دو گروه 15 نفري تقسيم شدند . ابزار پژوهش خرده آزمون هاي پرخاشگري CSI – 4 و پرخاشگري و ابراز وجود اليوت و گرشام بود . پيش آزمون در دو فرم والد و معلم از هر دو گروه گرفته شد . پس از آن گروه آزمايش در معرض مداخله قرار گرفته و 10 جلسه آموزش ديدند . در پايان پس آزمون از هر دو گروه گرفته شد . نتايج آزمون هاي توصيفي و t مستقل نشان داد كه اين آموزشها موثر بوده و منجر به كاهش پرخاشگري و افزايش ابزار وجود كودكان جسمي – حركتي شد

The present research is intended to determine the effectiveness of integrating of multi-sensory teaching methods and sensory integration practices on the symptoms of reading and writing disorders of Elementary students. This research was quasi- experimental, pretest-posttest design with control group. The research participants were divided as two experimental and control groups as the available sample. Measurement tools include researcher-made spelling test and reading tests (front). The experimental group received sensory integration training programs and multi-sensory teaching methods; however, the subjects in the control group didn’t receive intervention. Results of findings were analyzed using statistical software SPSS and covariance analysis. The results showed that mean scores of pre-test of reading and writing of experimental group were higher than post-scores of reading and writing of control group. Overall, the obtained findings in this study indicates that using multi-sensory teaching integrated methods and sensory integration practices improved the symptoms of reading disorder (understanding the text and reducing reading error) and writing disorder(auditory memory, visual memory, sensitivity listening, attention and learning difficulties)in students in the experimental group.