كليدواژه :
نوروفيدبك , توجه پيوسته , اضطراب رياضي , اختلال يادگيري رياضي
چكيده فارسي :
زمينه و هدف: دانش‌آموزان با اختلال يادگيري رياضي در توجه پيوسته و اضطراب رياضي مشكلاتي دارند؛ بنابراين پژوهش حاضر با هدف تعيين اثربخشي نوروفيدبك بر عملكرد توجه پيوسته و اضطراب رياضي در دانش‌آموزان پسر با اختلال يادگيري رياضي انجام شد.
روش بررسي: اين پژوهش از نوع نيمه‌آزمايشي با پيش‌آزمون و پس‌آزمون با گروه گواه بود. جامعهٔ آماري را تمامي دانش‌آموزان پسر مبتلا به اختلال يادگيري رياضي، مراجعه‌كننده به چند مركز تخصصي اختلالات يادگيري در شهر تهران در سال تحصيلي 97ـ1396 تشكيل دادند. از ميان آن‌ها تعداد سي دانش‌آموز در مقاطع چهارم و پنجم ابتدايي به‌روش در‌دسترس انتخاب شدند و به‌طور تصادفي در گروه آزمايش و گروه گواه (هر گروه پانزده نفر) قرار گرفتند. براي گروه آزمايش به‌مدت بيست جلسهٔ 60دقيقه‌اي، دو روز در هفته درمان نوروفيدبك انجام پذيرفت. گروه گواه هيچ آموزشي دريافت نكرد. هر دو گروه در موقعيت پيش‌آزمون و پس‌آزمون با آزمون رايانه‌اي عملكرد پيوسته و آزمون اضطراب رياضي (لانگ، 2001) ارزيابي شدند. براي تحليل داده‌ها از آزمون تحليل كوواريانس چندمتغيره با سطح اطمينان 95درصد (0٫05=a) در نرم‌افزار SPSS نسخهٔ 23 استفاده شد.
يافته‌ها: بين گروه‌هاي آزمايش و گواه در آزمون عملكرد پيوسته (تعداد پاسخ صحيح، خطاي حذف، خطاي پاسخ، زمان واكنش) و اضطراب رياضي تفاوت معنا‌داري مشاهده شد (0٫001>p)؛ بدين‌معنا كه نوروفيدبك در بهبود عملكرد توجه پيوسته و كاهش اضطراب رياضي در دانش‌آموزان مبتلا به اختلال يادگيري رياضي مؤثر بوده است.
نتيجه‌گيري: براساس يافته‌هاي پژوهش حاضر، نوروفيدبك مي‌تواند به‌عنوان روشي مناسب با عوارض جانبي بسيار محدود براي افراد با اختلال يادگيري رياضي به‌منظور بهبود عملكرد توجه پيوسته و كاهش اضطراب رياضي آن‌ها استفاده شود.
چكيده لاتين :
Background & Objectives: One of the most essential factors in students’ educational failure is learning disabilities. The Specific Learning Disorder (SLD) of dyscalculia refers to an inability in the skills related to calculation despite the individual being endowed with normal intelligence and adequate training. Treatment interventions in children with SLDs during primary school can help reduce some of their problems.
A relatively novel method that, accompanied by other therapies, provides multiple clinical confirmations is neurofeedback. Thus, the present
study aimed to investigate the effect of neurofeedback on continuous attention performance and math anxiety in students with dyscalculia.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population consisted of all
male students with dyscalculia referring to several special centers of SLDs in Tehran City, Iran, in the 2017–2018 academic year; of them, 30
students in the fourth and fifth grades of the elementary school who were eager to participate in the study were selected through convenience
sampling method. Subsequently, the study subjects were randomly assigned into the experimental and control groups (n=15/group). The inclusion
criteria of the research were studying in the fourth or fifth grade; male gender; possessing normal intelligence, and the diagnosis of an SLD, like
dyscalculia by a psychiatrist and according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Editions (DSM–
5). The exclusion criterion of the study was the presence of sensorymotor disorders. The experimental group received twenty 60–minute
neurofeedback treatment twice a week; however, the control group received no training. The present study applied two treatment protocols; the
first of which was alpha/theta protocol at Pz point aiming at increasing alpha and decreasing theta. The second protocol was to reinforce beta
(15 to 18 Hz) and Sensorimotor Rhythm (SMR) (12–15 Hz), as well as to inhibit theta (4–7 Hz) and high beta (22–28 Hz) in C3 and C4 regions.
Furthermore, both study groups were evaluated in pretest and posttest phases by the Continuous Performance Test (CPT) and the Lang Math
Anxiety Scale. Data analysis was conducted in SPSS using Multivariate Analysis of Covariance (MANCOVA).
Results: There was a significant difference between the experimental and control groups in the continuous performance test data, including the
number of correct answers (p<0.001), omission error (p<0.001), response error (p<0.001), and reaction time (p<0.001), as well as mathematical
anxiety (p<0.001); therefore, neurofeedback could effectively improve continuous attention and reduce math anxiety in the explored students
with dyscalculia. In the continuous performance test, the neurofeedback group, compared with the controls, demonstrated less omission error
(mean±SD scores of the experimental group: 2.26±1.09 & control group: 4.26±1.03), less response error (mean±SD scores of the experimental
group: 3.20±0.67 & controls: 5.33±1.58), and less reaction time (mean±SD scores of the experimental group: 453.26±19.51 & controls:
690.26±25.86). However, they obtained more correct answers (mean±SD scores of the experimental group: 139.93±2.98 & controls:
127.06±3.15). Besides, math anxiety decreased in the neurofeedback group, compared with the control group (mean±SD scores of the
experimental group: 5.06±1.09 & controls: 7.53±1.84).
Conclusion: Based on the present research findings, neurofeedback can be used as a suitable treatment with very limited adverse effects for
individuals with dyscalculia. Considering the significance of mathematics in the educational systems, the application of neurofeedback is suggested as a manner to reduce the failure of executive functions in schools.
