پديد آورندگان :
ميرزايي رنجبر، ركسانا دانشگاه اصفهان - دانشكدهٔ علوم تربيتي و روان شناسي , نوروزِي، قاسم دانشگاه اصفهان - دانشكدهٔ علوم تربيتي و روان شناسي , عابدي، احمد دانشگاه اصفهان - دانشكدهٔ علوم تربيتي و روان شناسي , عاشوري، محمد دانشگاه اصفهان - دانشكدهٔ علوم تربيتي و روان شناسي
كليدواژه :
فرا تحليل , بازي درماني , مشكلات رفتاري , نارسايي‌هاي تحولي و ذهني
چكيده فارسي :
هدف: بازي يكي از روش‌هاي مهم آموزشي و درماني براي كودكان داراي نارسايي‌هاي تحولي و ذهني است، چراكه اغلب اين كودكان با مشكلات رفتاري عمده‌اي مواجه هستند. اين پژوهش فراتحليلي با هدف بررسي اثربخشي مداخلات مبتني‌بر بازي‌درماني بر مشكلات رفتاري كودكان داراي نارسايي‌هاي تحولي و ذهني در ايران انجام شد.
روش‌بررسي: پژوهش حاضر از نوع فراتحليل است. قبل از تحليل اندازه اثر اختلاف ميانگين‌ها، از روش پريزما براي مشخص‌كردن درخت تصميم‌گيري استفاده شد. سپس با استفاده از تكنيك فراتحليل، اندازه اثر مداخلات مبتني‌بر بازي‌درماني مشخص گرديد. يازده مطالعه از 18 مطالعهٔ انجام‌شده در ايران كه در پايگاه اطلاعات علمي جهاد دانشگاهي، بانك اطلاعات مقالات علوم پزشكي ايران، پژوهشگاه اطلاعات، گوگل اسكالر و مدارك علمي ايران و بانك اطلاعات نشريات كشور در سال‌هاي 1381 تا 1396نمايه شده بودند و با توجه به ملاك‌هاي ورود و خروج و همچنين از نظر روش‌شناسي مورد قبول بودند، گردآوري و فراتحليل شدند. ابزار پژوهش فهرست وارسي فرا تحليل بود و براي تحليل داده‌هاي توصيفي و محاسبهٔ اندازه‌اثر پژوهش‌ها از نرم‌افزار جامع فرا تحليل استفاده شد.
يافته‌ها: يافته‌هاي پژوهش نشان داد كه ميزان اندازه اثر اختلاف ميانگين‌ها مداخلات مبتني‌بر بازي‌درماني بر مشكلات رفتاري 0/61 (0/001≥P) بود كه بر اساس جدول كوهن، بالا است.
نتيجه‌گيري: يافته‌هاي اين پژوهش فراتحليلي از تأثير مداخلات مبتني‌بر بازي‌درماني بر مشكلات رفتاري كودكان داراي نارسايي‌هاي تحولي و ذهني حمايت مي‌كند؛ بنابراين به نظر مي رسد كه برنامه‌هاي آموزشي مبتني بر بازي‌درماني مي‌تواند به عنوان روشي مناسب براي كاهش مشكلات رفتاري در مراكز آموزشي كشور نظير مدارس استفاده شود.
چكيده لاتين :
Background & Objective: Intellectual and developmental disability is widely recognized as one of the most common disabilities. Most
professionals rely on criteria from the American Psychiatric Association (APA), Diagnostic and Statistical Manual Disorders, Fifth Edition
(DSM-5), to determine whether an individual has intellectual and developmental disabilities. Intellectual and developmental disability is
characterized by significant limitations both in intellectual functions and adaptive behaviors as expressed in conceptual, social, and practical
adaptive skills. This disability originates before 18 years old. Children with intellectual and developmental disabilities have limitations in
cognitive function and deficits in their skills in several areas such as friendships, emotion, cognitive, motor, psychosocial, language, and specific
activities. Limitations in social skills is a common characteristic in children with intellectual and developmental disabilities, since intellectual
and developmental disabilities effects on cognitive development as well as behavior skills. Unfortunately, the negative social status experienced
by children with intellectual and developmental disabilities is difficult to overcome and is usually long-lasting. Adding to their socialization
problems, many children with intellectual and developmental disabilities also have behavioral problems and social difficulties with their parents,
siblings, and teachers. The enduring nature of social reaction easily leads to social isolation. It seems that play therapy could reduce the behavioral
problems of children with intellectual and developmental disabilities. The play is one method for treating children with intellectual and
developmental disabilities because these children are often facing with main behavior problems. In recent years, intervention results of children
with intellectual and developmental disabilities have been examined in many studies. One of the effective interventions for this group of children
is intervention based on play therapy. In some clinical trials and different studies have been measured the effectiveness of an intervention based
on play therapy on the problems behaviors in children with intellectual and developmental disabilities. Pay attention to that results of these
researches are different. Therefore, the use of meta-analysis in this area is necessary. The purpose of the present study was to investigate the rate
of the effect size of the efficacy of an intervention based on play therapy on the behavioral problems and social skills of children with intellectual
and developmental disabilities. This meta-analysis research aimed to determine the effectiveness of an intervention based on play therapy on the
problems behaviors in children with intellectual and developmental disabilities in Iran.
Methods: The present research was a meta-analysis study. Before effect size of mean difference analysis, to determine the decision tree model
was used PRISMA method. So, at this research by using a technique of meta-analysis to integrate the results of different studies, to determine
the effect size of intervention based on play therapy. 11 studies of 18 studies were done in Iran, published at SID, IranMedex, IranDoc, Google
Scholar and Magiran during 2001-2018 and accepted pay attention to inclusion and exclusion criteria and also methodology were collected and
analyzed through meta-analysis. The research tool was a meta-analysis checklist. The effect size of each research calculated with having mean,
variance and standard deviation of the group. For descriptive information was used meta-analysis checklist and for analyses of data was used
effect size technique. For assessment of publication bias was used funnel chart, for assessment expected confidence rate was used number failsafe
and for investigation of the heterogeneity of effect size was used Q Cochran’s test. Data were analyzed through the descriptive statistics and
studies effect size using comprehensive meta-analysis (CMA) software.
Results: The study findings showed that the effect size of mean difference intervention based on play therapy on the problems behaviors was 0.
61 (p≤0. 001) which according to Cohen’s table was high.
Conclusion: Findings of this meta-analysis research support of the effectiveness of an intervention based on play therapy on the problems
behaviors in children with intellectual and developmental disabilities. Therefore, intervention based on play therapy can reduce behavioral
problems and improve the social skills of children with intellectual and developmental disabilities. Then, it is recommended that planning play
therapy for children with intellectual and developmental disabilities receives serious attention. It seems that the educational programs based on
play therapy can be used as a method for a decrease of behavioral problems of these children in training centers such as schools.
