تاثیرآموزش نوروفیدبک بر عملکرد خواندن و حافظه فعال دانش آموزان مبتلا به اختلال خواندن

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کمیته پژوهشی دانشجویان. دانشجوی کارشناسی ارشد کاردرمانی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

2 دکتری کاردرمانی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

3 کارشناس ارشد کاردرمانی، عضو هیئت علمی گروه کاردرمانی. دانشکده علوم توانبخشی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

4 دانشجوی دکترای نوروساینس، عضو کادر اموزشی گروه آموزشی کاردرمانی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

5 کارشناس ارشد آمار زیستی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

چکیده

مقدمه و اهداف
اختلالات خواندن یکی از مشکلات عصب-شناختی است که سبب بروز مشکلات تحصیلی، روان­شناختی برای دانش­آموزان مبتلا می­شود. یکی از تکنیک­های درمانی در حوزه اختلال یادگیری ویژه خواندن جهت نرمال­سازی امواج مغزی این کودکان، روش نوروفیدبک است. هدف از پژوهش حاضر بررسی اثربخشی نوروفیدبک بر عملکرد خواندن و حافظه فعال دانش آموزان مبتلا به اختلال خواندن است.
مواد و روش­ها
مطالعه حاضر به روش نیمه­آزمایشی به‌صورت پیش‌آزمون- پس‌آزمون با گروه کنترل انجام شد. با استفاده از روش نمونه­گیری در دسترس از کلیه دانش­آموزان مبتلا به اختلال خواندن شهرستان تربت‌حیدریه در سال تحصیلی 95-1394 تعداد 36 دانش­آموز مبتلا به اختلال یادگیری نوع خواندن انتخاب که به دو گروه همتای 18 نفره­ی (سن، جنس، هوش بهر) آزمایش و کنترل تقسیم شدند. در مرحله پیش‌آزمون و پس‌آزمون از آزمون­های نما و حافظه فعال وکسلر استفاده شد. دانش­آموزان گروه مداخله در کنار آموزش تحصیلی که جزء کارهای روتین مراکز اختلالات بود، 20 جلسه آموزش نوروفیدبک در بازه‌ی زمانی 40 دقیقه­ای به‌­صورت 4 جلسه در هفته دریافت کردند. گروه کنترل نیز علاوه بر روش آموزش تحصیلی کودکان نارساخوان، 20 جلسه 40 دقیقه­ای که به‌صورت چهار روز در هفته انجام شد، آموزش نوروفیدبک غیرواقعی را دریافت کردند. برای تجزیه‌ و تحلیل نتایج از آزمون آماری تحلیل کوواریانس یک متغیره (حافظه فعال) و تحلیل کوواریانس چندمتغیره (عملکرد خواندن) استفاده شد.
یافته­ها
نتایج نشان داد برنامه آموزش نوروفیدبک سبب ارتقاء حافظه فعال (0001/0>p) و تمامی مؤلفه‌های عملکرد خواندن (0001/0>p) به‌جز مؤلفه آزمون نشانه­های مقوله (05/0<p) و نامیدن تصاویر (05/0<p) درس دانش آموزان در گروه آزمایش شده است.
نتیجه­گیری
بنابراین استفاده از این روش در درمان افراد مبتلا به اختلال خواندن در کنار سایر روش­های درمانی پیشنهاد می‌گردد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effectiveness of Neurofeedback Training on Reading Performanceand Working Memory in Students with Dyslexia

نویسندگان [English]

  • Amir Sabaghi 1
  • Mahdi Rezaee 2
  • Navid Mirzakhani 3
  • Ashkan Irani 4
  • Seyyed Mahdi Tabatabaee 5
1 Student Research Committee, MSc Student in Occupational Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Science, Tehran, Iran
2 PhD in Occupational Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Science, Tehran, Iran
3 MSc in Occupational Therapy, School of Rehabilitation, Shahid BeheshtiUniversity of Medical Science, Tehran, Iran
4 Phd Student in Neuroscience, Department of Occupational Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran
5 MSc in Biostatistics, School of Rehabilitation, Shahid Beheshti University of Medical Science, Tehran, Iran
چکیده [English]

ABSTRACT
Background and Aim: Reading disorder is one of the neurocognitive problems that causes academic, psycho-cognitive problems for students suffering from this problem. Neurofeedback is one of the therapeutic techniques in the field of reading disorder for normalizing brain waves. The aim of the present study was to investigate the effectiveness of neurofeedback training on reading performance and working memory of the students with dyslexia.
Materials and Methods: The design used in the current study was quasi-experimental design including pretest-posttest and a control group. Using available sampling method, 36 students with reading disorders were selected from among all students with dyslexia in Torbat Heydarieh city in 1394-95 academic year, divided into two parallel ,age) gender, intelligence) groups of control and experimental with 18 students in each group. In the pretest and posttest, the Wechsler memory and Nema tests were used. Also, in addition to the academic teaching, as a part of routine practice of in the disability centers, the experimental group received 20 sessions of therapeutic; training neurofeedback for four sessions )each session lasted for 40 minutes(. In addition to receiving the academic training of dyslexia, the control group received 20 sessions of sham therapeutic training neurofeedback, four sessions a week, each session lasting for 40 minutes. To analyze the results, a variable analysis of covariance (working memory) and multivariable analysis of covariance (reading performance) were used.
Results: The findings showed that neurofeedback training improved the working memory (p<0.0001) and all the components of reading performance (p<0.0001) except for testing issue marks (p>0.05) and naming images components (p>0.05) in students.
Conclusion: Based on the findings of the current study, it is suggested that this therapeutic method be used along with other therapeutic methods.

کلیدواژه‌ها [English]

  • Dyslexia
  • Working memory
  • Neurofeedback
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