اثر بخشی آموزش حافظه فعال بر بهبود (شاخص توجه و تمرکز) کودکان با اختلال طیف اتیسم
  •   آرشیو : نسخه بهار 1403 - جلد اول
  •   کد پذیرش : 12127
  •   موضوع : روانشناسی بالینی
  • نویسنده/گان : | محمد جواد همتی، آسیه اکبری
  •   زبان : فارسی
  •   نوع مقاله : پژوهشی
  •   چکیده مقاله به فارسی : زمینه و هدف: از علائم اصلی کودکان دارای اختلال طیف اتیسم اختلال در کارکرد های اجرایی و مولفه های آن می باشد. این پژوهش اثر بخشی آموزش حافظه فعال را بر بهبود (شاخص توجه و تمرکز) بررسی می کند. روش بررسی: در یک مطالعه تک آزمودنی با طرح ABAسه کودک با اختلال طیف اتیسم در سن 11-6 سال به روش نمونه گیری در دسترس، در پژوهش شرکت کردند. کارکرد اجرایی آنها ۳ نوبت پیش از شروع مداخله با فاصله زمانی ۲ هفته،4 نوبت طی مداخله و۳ نوبت پس از مداخله به وسیله پرسشنامه درجه بندی رفتاری کارکرد اجرایی (BRIEF)، توسط والدین ارزیابی شد. مداخله شامل آموزش حافظه فعال با استفاده از نرم افزار روبوممو در 24 جلسه (3 بار در هفته و هر جلسه 30 دقیقه) بود. برای تفسیر نتایج از تحلیل دیداری، درصد داده های غیر همپوش (PND)، اندازه اثر استفاده شد. یافته ها: برنامه مداخله ای مورد نظر موجب بهبود شاخص توجه و تمرکز با اندازه اثر )61/4، 89/1، 65/3) در آزمودنی¬ها شد. تغییرات بدست آمده در هر 3 آزمودنی مثبت بود (اندازه اثر بالاتر از 8/0).
    نتیجه گیری: به نظر می رسد آموزش حافظه فعال می¬تواند (شاخص توجه و تمرکز) را در کودکان با اختلال طیف اتیسم ارتقاء دهد.
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  •   کلمات کلیدی به فارسی : حافظه فعال، توجه و تمرکز، اختلال طیف اتیسم.
  •   چکیده مقاله به انگلیسی : Background: One of the main symptoms of children with autism is disorder in executive functions and its components. This study investigates the effectiveness of working memory training on executive functions in children with high-function autism spectrum disorder.
    Methods: In a single-subject study with ABA design, three children with ASD, the age range of 11-6 years, by available sampling method participated in the study. Their executive function was assessed 3 times before the intervention with 2 weeks interval, 4 times during the intervention and 3 times after the intervention using the Behavioral Rating Inventory of Executive function (BRIEF) by the parents. Intervention consisted of working memory training using Robo memo software in 24 sessions (3 times a week and each session 30 minutes). Visual analysis, The percentage of non overlapping data (PND), and effect size were used to interpret the results. Results: The intervention program also improved Attention and concentration index with effect sizes (4.61, 1.89, 3.65) The changes were in all 3 subjects were positive (effect size greater than 0.8). Conclusion: It seems that working memory training can enhance executive functions and its components (Attention and concentration) in children with autism spectrum disorder.
  •   کلمات کلیدی به انگلیسی : Working Memory, Attention and concentration, Autism spectrum disorder
  •  صفحات : 1-11
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