اثربخشي بازي درماني شناختي رفتاري بر كاهش مشكلات نوشتاري دستخط و رياضي دانش آموزان مبتلا به ناتواني هاي خاص يادگيري

TheEffectiveness ofCognitive-BehavioralPlay Therapy on Reducing Handwriting and Math Problems in Students with Special Learning Disabilities

ﭼﮑﯿﺪه ﮐﻮدﮐﺎن ﻣﺒﺘﻼ ﺑﻪ ﻧﺎﺗﻮاﻧﯽ ﯾﺎدﮔﯿﺮي ﮔﺮوه ﻧﺎﻫﻤﮕﻮﻧﯽ را ﺷﮑﻞ ﻣﯽدﻫﻨﺪ. وﺟﻪ اﺷﺘﺮاﮐﯽ ﮐﻪ در ﺑﯿﻦ ﻫﻤﮥ آﻧﻬﺎ وﺟﻮد دارد اﯾﻦ اﺳﺖ ﮐﻪ ﻫﻤﮥ آﻧﻬﺎ در ﯾﺎدﮔﯿﺮي دروس ﻣﺸﮑﻞ دارﻧﺪ. ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺗﻌﯿﯿﻦ ﺟﻬﺖ اﺛﺮﺑﺨﺸﯽ ﺑﺎزيدرﻣﺎﻧﯽ ﺷﻨﺎﺧﺘﯽ رﻓﺘﺎري ﺑﺮ ﮐﺎﻫﺶ ﻣﺸﮑﻼت ﻧﻮﺷﺘﺎري دﺳﺖﺧﻂ و رﯾﺎﺿﯽ داﻧﺶآﻣﻮزان ﻣﺒﺘﻼ ﺑﻪ ﻧﺎﺗﻮاﻧﯽﻫﺎي ﺧﺎص ﯾﺎدﮔﯿﺮي ﺑﻮد. ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﯾﮏ ﻣﻄﺎﻟﻌﮥ ﻧﯿﻤﻪآزﻣﺎﯾﺸﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن، ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮔﻮاه ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان ﭘﺴﺮ ﻣﻘﻄﻊ ﺳﻮم اﺑﺘﺪاﯾﯽ ﺷﻬﺮ اﯾﻼم در ﺳﺎل 1400 اﺳﺖ ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي در دﺳﺘﺮس ﺗﻌﺪاد 20 ﻧﻔﺮ )10 ﻧﻔﺮ در ﮔﺮوه آزﻣﺎﯾﺸﯽ و 10 ﻧﻔﺮ در ﮔﺮوه ﮐﻨﺘﺮل( ﺑﻪﻋﻨﻮان ﺣﺠﻢ ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﮔﺮدﯾﺪ. اﺑﺰار ﮔﺮدآوري دادهﻫﺎ ﭘﺮﺳﺶﻧﺎﻣﮥ ﮐﻮﺳﻨﺞ و ﻫﻤﮑﺎران )2012(، ﺳﯿﺎﻫﻪ ﺑﺮرﺳﯽ ﻣﺸﮑﻼت دﺳﺖﺧﻂ و آزﻣﻮن ﺗﺸﺨﯿﺺ ﺣﺴﺎب ﻧﺎرﺳﺎﯾﯽ و آزﻣﻮن ﻋﻤﻠﮑﺮد رﯾﺎﺿﯽ ﺑﺮاي اﺧﺘﻼل رﯾﺎﺿﯽ و ﭘﺮوﺗﮑﻞ ﺑﺎزيدرﻣﺎﻧﯽ ﺷﻨﺎﺧﺘﯽ- رﻓﺘﺎري ﺑﻮد. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﭼﻨﺪ ﻣﺘﻐﯿﺮي ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد ﮐﻪ ﺑﺎزيدرﻣﺎﻧﯽ ﺷﻨﺎﺧﺘﯽ رﻓﺘﺎري ﺑﺮ ﮐﺎﻫﺶ ﻣﺸﮑﻼت ﻧﻮﺷﺘﺎري دﺳﺖﺧﻂ و رﯾﺎﺿﯽ و ﻣﺆﻟﻔﻪﻫﺎي رﯾﺎﺿﯽ داﻧﺶآﻣﻮزان ﻣﺒﺘﻼ ﺑﻪ ﻧﺎﺗﻮاﻧﯽﻫﺎي ﺧﺎص ﯾﺎدﮔﯿﺮي ﻣﺆﺛﺮ ﺑﻮده اﺳﺖ. ﺑﻨﺎﺑﺮاﯾﻦ ﻣﯽﺗﻮان ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﮐﻪ آﻣﻮزش ﺑﺎزيدرﻣﺎﻧﯽ ﺷﻨﺎﺧﺘﯽ رﻓﺘﺎري در ﺑﻬﺒﻮد ﻣﺸﮑﻼت ﻧﻮﺷﺘﺎري دﺳﺖﺧﻂ و رﯾﺎﺿﯽ داﻧﺶآﻣﻮزان ﻣﺒﺘﻼ ﺑﻪ اﺧﺘﻼل ﯾﺎدﮔﯿﺮي اﺛﺮ ﺑﺨﺶ اﺳﺖ و آﻧﻬﺎ را ﺑﺮاي ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﻣﺴﺎﺋﻞ دوران ﺗﺤﺼﯿﻞ آﮔﺎه ﻣﯽﺳﺎزد.

Children with learning disabilities form a heterogeneous group. Their common denominator is that they all have difficulty in learning school subjects. The present study determines the effectiveness of cognitive-behavioral play therapy on reducing handwriting and math problems in students with special learning disabilities. Method: The present study was a quasi-experimental with a pretest- posttest design with a control group. The statistical population includes all male students in the third grade of primary school in Ilam in 1400. Using the available sampling method, 20 people (10 people in the experimental group and 10 people in the control group) were selected as the sample size. The research tools were Kosanj et al.'s (2012) questionnaire, handwriting problem checklist, failure test, and mathematical performance test for math disorder and cognitive-behavioral play therapy protocol. Data were analyzed using multivariate analysis of covariance. The results showed that cognitive-behavioral play therapy effectively reduced handwriting and math problems and mathematical components of students with special learning disabilities. Therefore, it can be said that teaching the cognitive-behavioral play therapy can solve the handwriting and math writing problems in students with learning disabilities and can inform them to deal with problems during school.