اﺛﺮﺑﺨﺸﯽ ﺣﺮﮐﺖدرﻣﺎﻧﯽ ﺑﺮ ﺧﻄﺎﻫﺎي ادراك دﯾﺪاري– ﺣﺮﮐﺘﯽ داﻧﺶآﻣﻮزان داراي اﺧﺘﻼل ﯾﺎدﮔﯿﺮي ﺧﺎص در ﻣﺪارس ﺷﻬﺮ ﺗﻬﺮان

The effectiveness of movement therapy on visual-motor perceptual errors of students with special learning disabilities in schools in Tehran

ﭼﮑﯿﺪه ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ اﺛﺮﺑﺨﺸﯽ ﺣﺮﮐﺖدرﻣﺎﻧﯽ ﺑﺮ ﺧﻄﺎﻫﺎي دﯾﺪاري- ﺣﺮﮐﺘﯽ داﻧﺶ آﻣﻮزان داراي اﺧﺘﻼل ﯾﺎدﮔﯿﺮي ﺧﺎص در ﻣﺪارس ﺷﻬﺮ ﺗﻬﺮان ﺑﻮد. اﯾﻦ ﭘﮋوﻫﺶ در ﻗﺎﻟﺐ ﯾﮏ ﭘﮋوﻫﺶ ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ ﺑﺎ ﮔﺮوه ﮔﻮاه و در ﭼﻬﺎرﭼﻮب ﯾﮏ ﻃﺮح ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺑﺮاي دو ﮔﺮوه آزﻣﺎﯾﺸﯽ و ﮔﻮاه اﺟﺮا ﺷﺪ. ﮔﺮوه ﻧﻤﻮﻧﻪ 30 ﻧﻔﺮ از داﻧﺶ آﻣﻮزان ﭘﺴﺮ ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮي ﺧﺎص ﺳﺎﮐﻦ ﺷﻬﺮ ﺗﻬﺮان ﺑﻮدﻧﺪ ﮐﻪ ﺑﻪﺻﻮرت ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺳﭙﺲ ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮔﻮاه در ﻫﺮ ﮔﺮوه 15 ﻧﻔﺮ ﺟﺎﯾﮕﺰﯾﻦ ﺷﺪﻧﺪ. ﻣﯿﺰان ﺧﻄﺎﻫﺎي دﯾﺪاري ﺣﺮﮐﺘﯽ ﺷﺮﮐﺖﮐﻨﻨﺪﮔﺎن در اﯾﻦ ﭘﮋوﻫﺶ ﺗﻮﺳﻂ آزﻣﻮن دﯾﺪاري- ﺣﺮﮐﺘﯽ ﺑﻨﺪرﮔﺸﺘﺎﻟﺖ در ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺳﻨﺠﯿﺪه ﺷﺪ. ﻣﺪاﺧﻠﻪ ﺑﺮﻧﺎﻣﻪ ﺣﺮﮐﺖدرﻣﺎﻧﯽ ﺑﺮ روي ﮔﺮوه آزﻣﺎﯾﺶ ﺑﻪ ﻣﺪت 12 ﺟﻠﺴﻪ 90 دﻗﯿﻘﻪاي و ﺳﻪ روز در ﻫﻔﺘﻪ اﺟﺮا ﮔﺮدﯾﺪ. ﭘﺲ از اﺗﻤﺎم ﺑﺮﻧﺎﻣﻪ ﺣﺮﮐﺖدرﻣﺎﻧﯽ از ﻫﺮ دو ﮔﺮوه ﭘﺲآزﻣﻮن ﺑﻪ ﻋﻤﻞ آﻣﺪ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﮐﻮارﯾﺎﻧﺲ ﻧﺸﺎن داد ﻣﯿﺰان ﺧﻄﺎﻫﺎي دﯾﺪاري ﺣﺮﮐﺘﯽ ﮔﺮوه آزﻣﺎﯾﺶ ﮐﺎﻫﺶ ﻣﻌﻨﺎداري در ﺳﻄﺢ اﻃﻤﯿﻨﺎن )0/05

The aim of this study was to evaluate the effectiveness of movement therapy on visual-motor errors of students with special learning disabilities in schools in Tehran. This research was conducted in the form of a quasi-experimental study with a control group and within the framework of a pre-test and post-test design for both experimental and control groups. The sample group consisted of 30 male students with special learning disabilities living in Tehran who were selected by cluster random sampling and then randomly assigned to the experimental and control groups, 15 in each group. The rate of visual-motor errors of the participants in this study was measured by the visual-motor test of Gestalt port in pre-test and post-test. Movement therapy program intervention was performed on the experimental group for 12 sessions of 90 minutes three days a week. After the end of the movement therapy program, the post-test was performed for both groups. The results of analysis of covariance showed that the rate of visual-motor errors in the experimental group decreased significantly at the confidence level (P <0.05). Therefore, it can be said that movement therapy can reduce the rate of visual-motor errors in students with special learning disabilities.