Quarterly Journal of Child Mental Health
فصلنامه سلامت روان کودک
J Child Ment Health
Literature & Humanities
http://childmentalhealth.ir
1
admin
2423-3552
2476-5740
10.66224/jcmh
fa
jalali
1405
4
1
gregorian
2026
7
1
13
2
online
1
fulltext
fa
اثربخشی توانبخشی شناختی رایانهمحور در کاهش اجتناب شناختی و بهبود عملکرد تحصیلی در کودکان با اختلال یادگیری ویژه
The Effectiveness of Computer-Based Cognitive Rehabilitation in Reducing Cognitive Avoidance and Improving Academic Performance in Children with Specific Learning Disorder
تخصصي
Special
پژوهشي
Research
<span style="color:#000000;"><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,"sans-serif""><b><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">زمینه و هدف:</span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">اختلال یادگیری ویژه علاوه بر افت تحصیلی، با الگوهای مقابلهای ناسازگار مانند اجتناب شناختی همراه است. پژوهش حاضر با هدف بررسی اثربخشی توانبخشی شناختی رایانهمحور بر کاهش اجتناب شناختی و بهبود عملکرد تحصیلی کودکان دارای اختلال یادگیری ویژه انجام شد.</span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,"sans-serif""><b><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">روش:</span></span></b><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar""> پژوهش حاضر از نوع شبه­تجربی با طرح پیشآزمون- پسآزمون با گروه گواه بود. </span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">جامعه آماری تمامی کودکان 6-12ساله اختلال یادگیری ویژه در شهر تهران در سال تحصیلی </span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">۱۴۰۳-۱۴۰۴</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">بود که با روش نمونهگیری دسترس، </span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">۳۰</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">کودک انتخاب و بهصورت تصادفی در دو گروه </span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">۱۵</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">نفری جایدهی شدند. گروه آزمایش طی 10 جلسه 45 دقیقهای، برنامه توانبخشی شناختی رایانهمحور را دریافت کرد. ابزار پژوهش پرسشنامههای</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">عملکرد تحصیلی (درتاج، 1384) و اجتناب شناختی (سکستون و داگاس، 2004) بود. تجزیه و تحلیل </span></span></span></span></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:107%"><span style="font-family:"B Zar"">داده­ها</span></span></span></span><span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,"sans-serif""><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar""><span style="color:#000000;">، با تحلیل </span><a><span style="color:#000000;">کوواریانس</span></a></span></span></span></span></span></span></span></span></span><span style="color:#000000;"><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,"sans-serif""><span lang="FA" style="font-size:8.0pt"><span style="font-family:"Arial","sans-serif""> </span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">تکمتغیره و چندمتغیره </span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">با استفاده از </span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">SPSS-27</span></span> <span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">انجام شد.</span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,"sans-serif""><b><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">یافتهها:</span></span></b> <span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">یافتهها نشان داد با کنترل اثر پیشآزمون، مداخله توانبخشی شناختی رایانهمحور منجر به افزایش معنادار عملکرد تحصیلی </span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">(0001/</span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">0</span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">P</span></span><b><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">=</span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">، 16/17</span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">F</span></span><b><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">=</span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">)</span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar""> و کاهش معنادار اجتناب شناختی </span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">(0001/</span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">0</span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">P</span></span><b><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">=</span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">، 40/33</span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">F</span></span><b><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">=</span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar"">)</span></span> <span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">در گروه آزمایش شد. همچنین، نتایج تحلیل چندمتغیره نشاندهنده بهبود معنادار در تمامی مؤلفههای عملکرد تحصیلی و کاهش تمامی مؤلفههای اجتناب شناختی در گروه آزمایش نسبت به گروه گواه بود (05/0></span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">P</span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar"">).</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Zar""></span></span></span></span></span></span></span><br>
<b><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="line-height:107%"><span style="font-family:"B Zar"">نتیجهگیری:</span></span></span></b></span><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="line-height:107%"><span style="font-family:"B Zar""><span style="color:#000000;"> بر اساس نتایج این پژوهش، توانبخشی شناختی رایانهمحور با تقویت زیربناهای شناختی و ایجاد تجربه موفقیت، میتواند روشی مؤثر برای ارتقای عملکرد تحصیلی و کاهش اجتناب شناختی در کودکان دارای اختلال یادگیری ویژه باشد. بنابراین، استفاده از این مداخله نوین در مراکز آموزشی و توانبخشی جهت ارتقای تحصیلی و شناختی این کودکان پیشنهاد میش</span><a><span style="color:#000000;">ود.</span></a></span></span></span>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,"sans-serif""><b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">Background and Purpose:</span></span></b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""> Specific learning disorder is associated not only with academic decline but also with maladaptive coping patterns such as cognitive avoidance. The present study aimed to investigate the effectiveness of computer-based cognitive rehabilitation in reducing cognitive avoidance and improving academic performance among children with specific learning disorder.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,"sans-serif""><b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">Method:</span></span></b> <span style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">This study was quasi-experimental with a pre-test-post-test design, a control group. The statistical population included all 6–12-year-old children with specific learning disorder in Tehran City in the academic year 2024–2025. Through convenience sampling, 30 children were selected and randomly assigned to two groups of 15 participants. The experimental group received a computer-based cognitive rehabilitation program in ten 45-minute sessions. The research instruments in<span style="color:#000000;">cluded the Academic Performance Questionnaire (APQ) (Dortaj, 2005) and the Cognitive Avoidance Questionnaire (CAQ) (Sexton and Dugas, 2004). The data was analyzed using univariate and multivariate analysis of covariance and SPSS-27 </span><a><span style="color:#000000;">software</span></a></span></span><span style="color:#000000;"><span style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif"">.</span></span></span></span></span></span></span><br>
<span style="color:#000000;"><span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,"sans-serif""><span style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""> <b>Results:</b> The results showed that, after controlling for pretest effects, computer-based cognitive rehabilitation led to a significant increase in academic performance (F=17.16, P=0.0001) and a significant reduction in cognitive avoidance (F=33.40, P=0.0001) in the experimental group. Moreover, the results of multivariate analysis indicated significant improvement in all components of academic performance and significant reduction in all components of cognitive avoidance in the experimental group compared with the control group (P<0.05).</span></span></span></span></span></span><br>
<b><span style="font-size:10.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman","serif"">Conclusion: </span></span></span></b></span><span style="font-size:10.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman","serif""><span style="color:#000000;">Based on these findings, computer-based cognitive rehabilitation, by strengthening cognitive foundations and creating successful learning experiences, can be considered an effective method for improving academic performance and reducing cognitive avoidance in children with specific le</span>arning disorder. Therefore, the use of this innovative intervention is recommended in educational and rehabilitation centers to enhance the academic and cognitive functioning of these children.</span></span></span>
اجتناب شناختی، اختلال یادگیری ویژه، توانبخشی شناختی رایانهمحور، عملکرد تحصیلی
Cognitive avoidance, specific learning disorder, computer-based cognitive rehabilitation, academic performance
130
150
http://childmentalhealth.ir/browse.php?a_code=A-10-2368-1&slc_lang=fa&sid=1
Akbar
Atadokht
اکبر
عطادخت
100319475328460019493
100319475328460019493
No
University of Mohaghegh Ardabili
دانشگاه محقق اردبیلی
Masoumeh
Hasani
معصومه
حسنی
100319475328460019494
100319475328460019494
No
University of Mohaghegh Ardabili
دانشگاه محقق اردبیلی
Fatemeh
Bohlulzadeh
فاطمه
بهلول زاده
100319475328460019495
100319475328460019495
No
University of Mohaghegh Ardabili
دانشگاه محقق اردبیلی
Zahra
Rostami
زهرا
رستمی
100319475328460019496
100319475328460019496
No
Islamic Azad University, Ardabil Branch
دانشگاه آزاد اسلامی واحد اردبیل
Mahsa
Razmi
مهسا
رزمی
mahsarazmi200@gmail.com
100319475328460019497
100319475328460019497
Yes
University of Mohaghegh Ardabili
دانشگاه محقق اردبیلی