اثربخشی مداخلۀ زودهنگام مبتنی بر پروژه کویین بر آماده‌سازی شناختی-کلامی و یادگیری‌ اجتماعی-هیجانی کودکان با عملکرد هوشی مرزی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری رشته روان‌شناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.

2 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران

3 دانشیار گروه روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشکده روانشناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران

4 دانشیار گروه روانشناسی بالینی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران

چکیده

مقدمه و اهداف
پژوهش حاضر با هدف بررسی اثربخشی آموزش زودهنگام مبتنی بر پروژه Quinn بر آمادگی شناختی، کلامی و یادگیری‌ اجتماعی-هیجانی کودکان با عملکرد هوشی مرزی انجام گرفت.
مواد و روش ­ها
پژوهش نیمه­ آزمایشی با طرح پیش‌آزمون-پس‌آزمون و پیگیری با گروه کنترل بود. جامعه آماری دانش‌آموزان مقطع پیش‌دبستانی با عملکرد هوشی مرزی در شهر اصفهان بودند. نمونه پژوهش شامل مادران 30 کودک مقطع پیش‌دبستانی با عملکرد هوشی مرزی بود که به شیوه در دسترس انتخاب و به شیوه تصادفی در دو گروه آزمایش و گواه گمارش شدند. ابزارهای پژوهش شامل مقیاس عملکرد بین‌المللی لایتر، مقیاس هوش وکسلر کودکان پیش‌دبستانی و ارزیابی یادگیری اجتماعی-هیجانی بود. آموزش زودهنگام مبتنی بر پروژه Quinn طی 8 جلسه بر روی گروه آزمایش اجرا گردید. داده‌های پژوهش با استفاده از روش آماری تحلیل واریانس با اندازه‌گیری مکرر مورد تجزیه­‌و­تحلیل قرار گرفت.
یافته­ ها
بر اساس یافته‌های پژوهش حاضر می‌توان اظهار داشت که اثرات اصلی عضویت گروهی (آموزش زودهنگام مبتنی بر پروژه Quinn در مقابل عدم ارائه آموزش) در گروه‌ها از نظر نمرات آمادگی شناختی، کلامی و یادگیری‌ اجتماعی-هیجانی تفاوت معنا‌داری را نشان می‌دهد (0/05>P).
نتیجه ­گیری
با توجه به نتایج پژوهش کنونی می‌توان دریافت که آموزش زودهنگام مبتنی بر پروژه Quinn موجب افزایش نمرات آمادگی شناختی، کلامی و یادگیری‌ اجتماعی-هیجانی کودکان با عملکرد هوشی مرزی می‌شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effectiveness of Early Intervention based on the Quinn Project on Cognitive, Verbal, and Socio-Emotional Learning of Children with Borderline Intellectual Functioning

نویسندگان [English]

  • Mozhgan Rasoulian 1
  • Mohammadali Nadi 2
  • Ahmad Abedi 3
  • Ilnaz Sajadian 4
1 Ph.D Student, Educational Psychology, Department of Educational Science and Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
2 Associate Professor, Department of Educational Science and Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
3 Associate Professor, Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran
4 Associate Professor, Department of Clinical Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
چکیده [English]

Background and Aims: The purpose of the present study was to investigate the effectiveness of early education based on Quinn project on cognitive, verbal, and social-emotional learning in children with borderline intelligence performance.
Materials and Methods: The present semi-experimental with pretest-posttest design and follow-up with control group study was performed on 30 pre-school students with borderline IQ in Isfahan selected via convenience sampling who were randomly assigned to experimental and control groups. Research tools included the International Lighter Performance Scale and Wechsler Intelligence Scale for Preschool Children together with evaluation of socio-emotional learning. Early training based on the Quinn project was administered to the experimental group for eight sessions. Data were analyzed using repeated measure ANOVA.
Results: Based on the findings, it can be stated that the main effects of group membership (early intervention based on Quinn project vs. no intervention) in groups showed significant differences in the scores of cognitive, verbal, and socio-emotional learning scores (P <0.05).
Conclusion: According to the results of the current study, it can be concluded that early education based on Quinn project increases the scores of cognitive, verbal, and socio-emotional learning scores of children with borderline IQ.

کلیدواژه‌ها [English]

  • Borderline Intellectual Functioning
  • Cognitive
  • verbal
  • Social-emotional learning
  • Quinn project
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