fa اثربخشی آموزش مهارت های اجتماعی مبتنی بر الگوی شناختی پردازش اطلاعات اجتماعی بر کاهش مشکلات رفتاری دانش‌آموزان کم توان ذهنی تخصصي Special پژوهشي Research <div style="text-align: justify;"><span style="display: none;">&nbsp;</span><span style="display: none;">&nbsp;</span><span style="display: none;">&nbsp;</span><span style="font-family:IRANsans;"><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA" style="font-size:10.0pt"><span style="color:blue">زمینه و هدف:</span></span></b> <span lang="FA" style="font-size:10.0pt">افراد کم&shy;توان ذهنی افزون &shy;بر مشکلاتی در زمینه&shy; یادگیری و تحصیل، دارای مشکلات رفتاری ناشی از ضعف در فرایندهای شناختی</span> <span lang="FA" style="font-size:10.0pt">اجتماعی نیز هستند. پژوهش حاضر با هدف تعیین اثربخشی مدل شناختی پردازش اطلاعات اجتماعی بر کاهش مشکلات رفتاری دانش &shy;آموزان با کم&shy;توانی ذهنی انجام شد.</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"><b><span lang="FA" style="font-size:10.0pt"><span style="color:blue">روش:</span></span></b> <span lang="AR-SA" style="font-size:10.0pt">روش پژوهش حاضر از نوع شبه‌تجربی </span><span lang="FA" style="font-size:10.0pt">با طرح پیش &shy;آزمون- پس &shy;آزمون با گروه گواه و پیگیری دو‌ماهه بود. جامعه آماری این مطالعه شامل تمامی دانش&shy;آموزان دختر ۹ تا ۱۳ سال با کم&shy; توانی ذهنی شهر اراک در سال 1403 بود. تعداد 36 نفر از این دانش&shy; آموزان با بهره هوشی 55 تا 70 از یکی از مدارس استثنایی به روش نمونه‌گیری در دسترس انتخاب و به&shy;صورت تصادفی ساده در دو گروه آزمایش و گواه </span><span lang="AR-SA" style="font-size:10.0pt">(هر گروه 18 نفر) </span><span lang="FA" style="font-size:10.0pt">قرار گرفتند. برای جمع‌آوری داده‌ها </span><span lang="AR-SA" style="font-size:10.0pt">در مرحله پیش‌آزمون، پس‌آزمون و پیگیری از آخررین نسخه اعتباریابی شده</span> <span lang="FA" style="font-size:10.0pt">پرسشنامه مشکلات رفتاری- فرم معلمان (راتر، 1967)</span> <span lang="AR-SA" style="font-size:10.0pt">در ایران استفاده شد.</span> <span lang="FA" style="font-size:10.0pt">گروه آزمایش طی ۱۵ جلسه&shy;۶۰ دقیقه &shy;ای برنامه آموزشی مهارت اجتماعی را بر اساس مدل شناختی اجتماعی کرک و داج دریافت کردند</span> <span lang="AR-SA" style="font-size:10.0pt">و گروه گواه در فهرست انتظار بودند</span><span lang="FA" style="font-size:10.0pt">.</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"><b><span lang="FA" style="font-size:10.0pt"><span style="color:blue">یافته &shy;ها:</span></span></b> <span lang="FA" style="font-size:10.0pt">نتایج</span> <span lang="AR-SA" style="font-size:10.0pt">تحلیل واریانس با اندازه‌گیری مکرر </span><span lang="FA" style="font-size:10.0pt">نشان داد آموزش مهارت اجتماعی بر کاهش مشکلات رفتاری دانش &shy;آموزان اثربخش بود </span><span lang="AR-SA" style="font-size:10.0pt">(598/0<b>=</b></span></span></span></span></span></span><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><m:omath><m:ssup><m:ssuppr></m:ssuppr></m:ssup></m:omath></span></span></span></span></span><span style="font-family:IRANsans;"><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><m:omath><m:ssup><m:ssuppr><m:ctrlpr></m:ctrlpr></m:ssuppr><m:e></m:e></m:ssup></m:omath><m:omath><m:ssup><m:e><i><span dir="LTR"><m:r>&eta;</m:r></span></i></m:e><m:sup><span dir="LTR"><m:r><m:rpr><m:scr m:val="roman"><m:sty m:val="p"></m:sty></m:scr></m:rpr>2</m:r></span></m:sup></m:ssup></m:omath><span style="font-size:11.0pt"><span style="line-height:107%"><span style="position:relative"><span style="top:4.0pt"> </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt">، 001/0<b>=</b></span>p<span lang="AR-SA" style="font-size:10.0pt">، 57/50<b>=₍</b>_{68، 2)}</span>F<span lang="AR-SA" style="font-size:10.0pt">).</span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Zar""></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="color:blue">نتیجه&shy; گیری:</span></span></span></b> <span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="line-height:107%">آموزش مهارت‌های اجتماعی مبتنی بر مدل شناختی پردازش اطلاعات اجتماعی توانسته است با بهبود در مراحل پردازش شناختی از جمله تفسیر دقیق‌تر نشانه‌های اجتماعی، انتخاب پاسخ‌های سازش‌یافته‌تر و تقویت مهارت‌های حل مسئله اجتماعی، به کاهش مشکلات رفتاری دانش‌آموزان دختر با کم‌توانی ذهنی منجر شود؛ بنابراین پیشنهاد می‌شود از این مدل آموزشی در مدارس به‌عنوان روی‌آوردی مؤثر برای کاهش مشکلات رفتاری و ارتقای سازش‌یافتگی اجتماعی کودکان کم‌توان ذهنی استفاده شود.</span></span><br> <span style="display: none;">&nbsp;</span><span style="display: none;">&nbsp;</span><span style="display: none;">&nbsp;</span></span></div> <div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:blue">Background and Purpose:</span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> Students with intellectual disabilities (ID) often face not only academic and learning challenges but also behavioral problems rooted in deficits in social-cognitive processing. The present study aimed to investigate the effectiveness of the Social Information Processing (SIP) cognitive model in reducing behavioral problems in students with ID.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#0000cc">Method:</span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> This quasi-experimental study employed a pretest-posttest-follow-up design with one experimental and one control group. The statistical population consisted of all female students aged 9 to 13 years with ID in Arak during the 2024&ndash;2025 academic year. A total of 36 students</span></span><b> </b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">with an IQ range of 55&ndash;70 was selected through convenience sampling from an exceptional school and randomly assigned to experimental and control groups (n = 18 student in each group). At the pre-test, post-test, and follow-up phases, the most recently validated version of the Rutter Teacher&rsquo;s Behaviour Questionnaire (RTBQ) in Iran was administered. The experimental group received a 15-session, 60-minute per session social skills training program based on the Crick and Dodge social-cognitive model, while the control group remained on a waitlist.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#0000cc">Results:</span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> Repeated measures ANOVA showed a significant reduction in behavioral problems in the experimental group compared to the control group (F_{(2, 68)} = 50.57, <i>p</i> <.001, <i>&eta;</i>&sup2; =.598), indicating the effectiveness of the intervention.</span></span></span></span></span></span><br> <b><span style="font-size:10.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""><span style="color:#0000cc">Conclusion:</span></span></span></span></b><span style="font-size:10.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""> Social skills training based on the cognitive model of social information processing was found to reduce behavioral problems among female students with ID by improving key stages of cognitive processing, including more accurate interpretation of social cues, selection of more adaptive responses, and enhancement of social problem-solving skills. Therefore, it is recommended that this model be implemented in schools as an effective approach to decreasing behavioral difficulties and promoting social adjustment in children with ID.</span></span></span><span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:blue">Background and Purpose:</span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> Students with intellectual disabilities (ID) often face not only academic and learning challenges but also behavioral problems rooted in deficits in social-cognitive processing. The present study aimed to investigate the effectiveness of the Social Information Processing (SIP) cognitive model in reducing behavioral problems in students with ID.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#0000cc">Method:</span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> This quasi-experimental study employed a pretest-posttest-follow-up design with one experimental and one control group. The statistical population consisted of all female students aged 9 to 13 years with ID in Arak during the 2024&ndash;2025 academic year. A total of 36 students</span></span><b> </b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">with an IQ range of 55&ndash;70 was selected through convenience sampling from an exceptional school and randomly assigned to experimental and control groups (n = 18 student in each group). At the pre-test, post-test, and follow-up phases, the most recently validated version of the Rutter Teacher&rsquo;s Behaviour Questionnaire (RTBQ) in Iran was administered. The experimental group received a 15-session, 60-minute per session social skills training program based on the Crick and Dodge social-cognitive model, while the control group remained on a waitlist.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#0000cc">Results:</span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> Repeated measures ANOVA showed a significant reduction in behavioral problems in the experimental group compared to the control group (F_{(2, 68)} = 50.57, <i>p</i> <.001, <i>&eta;</i>&sup2; =.598), indicating the effectiveness of the intervention.</span></span></span></span></span></span><br> <b><span style="font-size:10.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""><span style="color:#0000cc">Conclusion:</span></span></span></span></b><span style="font-size:10.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""> Social skills training based on the cognitive model of social information processing was found to reduce behavioral problems among female students with ID by improving key stages of cognitive processing, including more accurate interpretation of social cues, selection of more adaptive responses, and enhancement of social problem-solving skills. Therefore, it is recommended that this model be implemented in schools as an effective approach to decreasing behavioral difficulties and promoting social adjustment in children with ID.</span></span></span></div> مدل شناختی پردازش اطلاعات اجتماعی, مشکلات رفتاری, کم توانی ذهنی, آموزش مهارت‌های اجتماعی Social information processing model, behavioral problems, intellectual disability, social skills training 45 58 http://childmentalhealth.ir/browse.php?a_code=A-10-2049-2&slc_lang=fa&sid=1 Fatemeh Hosseini فاطمه حسینی fatemehhsn0@gmail.com 100319475328460018668 0009-0007-2918-835x No Faculty of Humanities, University of Kashan, Iran گروه روان شناسی، دانشکده علوم انسانی، دانشگاه کاشان، ایران Majid Sadoughi مجید صدوقی sadoughi@kashanu.ac.ir 100319475328460018669 100319475328460018669 Yes Department of Psychology, Faculty of Humanities, University of Kashan, Iran گروه روان شناسی، دانشکده علوم انسانی، دانشگاه کاشان، ایران