اثربخشي برنامه توان‌بخشي رايانه‌اي اختلال پردازش شنيداري مركزي بر ادراك شنيداري و املاي دانش‌آموزان با اختلال خواندن

Efficacy of computer-assisted rehabilitation program for central auditory processing disorder on auditory perception and dictation of students with reading disorder

پيشينه پژوهش در حوزه دانش‌آموزان با اختلال خواندن نشان مي‌دهد كه توان‌بخشي اختلال پردازش شنيداري مركزي، نقشي اساسي در بهبود اين اختلال و نيز بهبود ادراك شنيداري در كودكان دارد. با وجود اين كمتر پژوهشي به نقش رايانه و بازي‌هاي رايانه‌اي در آموزش و توانبخشي اين كودكان پرداخته است.. هدف: پژوهش حاضر با هدف بررسي اثربخشي برنامه توان‌بخشي رايانه‌اي اختلال پردازش شنيداري مركزي بر ادراك شنيداري و املاي دانش‌آموزان با اختلال خواندن انجام شد. روش: اين پژوهش يك تحقيق شبه‌آزمايشي بود كه بصورت پيش‌آزمون، پس‌آزمون و پيگيري طراحي و با يك گروه گواه انجام شد. جامعه آماري پژوهش حاضر شامل تمامي دانش‌آموزان پايه دوم ابتدايي بود كه در سال تحصيلي 1398-1397 به مراكز اختصاصي ناتواني‌هاي يادگيري شهر تهران ارجاع داده شده بودند. حجم نمونه 36 نفر بود كه به شيوه در دسترس انتخاب و به شيوه تصادفي در دو گروه آزمون و گواه گمارش شدند. ابزار پژوهش سياهه مشكلات شنيداري فيشر (1976)، آزمون اعداد دايكوتيك (1393)، آزمون گفتار در نويز (2015)، آزمون‌ ادراك شنيداري (حسن‌زاده، 1381) و آزمون املا (وزارت آموزش و پرورش، 1397) بودند. براي تحليل داده‌ها از آناليز واريانس مختلط استفاده شد. يافته ­ها: نتايج حاصل از پژوهش نشان داد گروه آزمايش و گواه در متغيرهاي ادراك شنيداري و املا با هم تفاوتي معني‌دار دارند (0/001

Research background in students with reading disorders shows that central auditory processing disorder has a major role in improving this disorder as well as improving auditory perception in children. However, less research has been done on the role of computers and computer games in the education and rehabilitation of these children. Aims: The present research was conducted with the goal of examining the efficacy of a computer-assisted rehabilitation program for central auditory processing disorder on auditory perception and dictation of students with reading disorder. Methods: This study was a quasi-experimental study with pre-test, post-test design and follow-up with a control group. The statistical population of the present study included all students in the second grade of elementary school who were referred to special centers for learning disabilities in Tehran in the academic year 2016-2017. To select the sample, using the available sampling method, among the children who met the inclusion criteria, 36 students were selected by the available method and randomly assigned to the experimental and control groups. The research instruments were Fisher’s Auditory Problems Checklist (1976), Dichotic Digit test (2015), Speech in Noise test (2015), Auditory Perception (Hassanzadeh, 2015) and Dictation tests (Ministry of Education, 2018). In order to analyze the obtained data, the Repeated Measures ANOVA was used. Results: The findings showed that there was a significant difference between the experimental group and the control group in the variables of Auditory Perception and Dictation (p˃ 0.001). The results also demonstrated that not only there existed a significant difference between the two groups, but that the main effect of the time factor was significant for the variables of Auditory Perception and Dictation (p˃ 0.001) and there was a significant difference between the mean scores of Auditory Perception and Dictation variables in the pretest, posttest and follow-up. Conclusion: Due to the obtained results, it can be concluded that the computer-assisted rehabilitation program for central auditory processing disorder improves auditory perception and spelling problems of students with reading disorders.