اثربخشي تمرين هاي حركتي ريتميك بر كاركردهاي اجرايي دانش آموزان كم توان ذهني

The Effectiveness of Rhythmic Movement Practices on Executive Functions of Students with Intellectual Disability

پژوهش حاضر با هدف تعيين اثربخشي تمرين هاي حركتي ريتميك بر كاركردهاي اجرايي دانش آموزان پسر كم توان ذهني انجام شد. اين پژوهش يك مطالعه ي شبه آزمايشي با طرح پيش آزمون-پس آزمون و گروه كنترل بود. جامعه آماري اين پژوهش، تمام دانش آموزان كم توان ذهني مشغول به تحصيل سال 1393-1394 شهر تهران بود و نمونه اين پژوهش، 27 دانش آموز پسر با كم تواني ذهني مقطع ابتدايي بودند كه با روش نمونه گيري در دسترس از مدارس شهر تهران انتخاب و 13 نفر از آن ها در گروه آزمايشي و 14 نفر ديگر در گروه كنترل جايگزين شدند. گروه آزمايشي در 10 جلسه تمرين (در طول 3 هفته) و هر جلسه 40 دقيقه شركت كردند درحالي كه گروه كنترل در اين جلسات شركت نكردند. دانش آموزان كم توان ذهني با استفاده از آزمون عصب روان شناختي كوليج مورد ارزيابي قرار گرفتند و داده ها با استفاده از تحليل كوواريانس با به كارگيري نرم افزار SPSS نسخه 19 تحليل شد. نتايج نشان داد كه تمرين هاي حركتي ريتميك مي تواند بر كاركردهاي اجرايي دانش آموزان كم توان ذهني اثر مثبت و معنا داري داشته باشد.

Aim: The object of the present study was to determine the effectiveness of rhythmic movement practices on executive functions of male students with intellectual disability. Methods: The present research was a quasi-experimental study by pre-test, post-test design and with control group. 27 male students with educable intellectual disability were selected by convenience sampling method from the elementary schools of Tehran city. They were divided into experimental and control group. 13 students were in experimental group and 14 students were in control group. The experimental group participated in rhythmic movement practices in 10 sessions (three sessions weekly, each lasted for 40 minutes), while control group did not. The students were evaluated by Coolidge Neuropsychological Inventory and data were analyzed by covariance analysis through SPSS version 19. Results: The results indicated that the rhythmic movement practices has improved executive functions of students with intellectual disability. It is suggested that specialists improve executive functions of students with intellectual disability by designing and implementing the rhythmic movement practices. Conclusion: According to the findings, the results of this study were in line with other studies conducted on other groups of exceptional people in order to improve the effectiveness of motor exercises on executive work.