اثر بخشی بازی درمانی بر اختلالات نوشتن در کودکان مبتلا به اختلال نارسائی توجه / بیش فعالی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی بالینی، دانشگاه آزاد اسلامی واحد شیراز،ایران

2 کارشناسی ارشد روانشناسی روانشناسی بالینی، دانشگاه علوم پزشکی زاهدان

3 کارشناس پرستاری،مرکز تحقیقات روانپزشکی و علوم رفتاری،دانشگاه علوم پزشکی مشهد

4 کاشناس ارشد روانشناسی ،دانشگاه آزاد سیرجان

چکیده

مقدمه : مطالعه حاضر با هدف تعیین اثربخشی بازی درمانی بر اختلالات نوشتاری کودکان مبتلا به اختلال نارسایی توجه/بیش فعالی انجام شد.
روش کار:روش پژوهش حاضر آزمایشی با استفاده از طرح پیش آزمون – پس آزمون با گروه کنترل بود. جامعه آماری پژوهش حاضر شامل کلیه دانش آموزان پسر مقطع ابتدائی ناحیه 2 مشهد در سال تحصیلی(1394-95) بودند.  نمونه ای شامل 30 نفر از دانش آموزان پسر پایه سوم ابتدایی مبتلا به اختلال نارسایی توجه/ بیش فعالی از مدارس ابتدائی مشهد  انتخاب و به صورت تصادفی در دوگروه (15 نفر گروه آزمایش و15نفر گروه کنترل ) جایگزین شدند. ابزار جمع آوری اطلاعات شامل فرم ویژه والدین پرسشنامه علائم مرضی کودکان (CSI-4) ، و آزمون اختلال نوشتن فلاح چای بود. گروه آزمایش به مدت 10 جلسه ( 40دقیقه ،2بار در هفته و به مدت 2 ماه) تحت مداخله قرار گرفت و گروه کنترل هیچ مداخله‎ای را دریافت نکرد. سپس مجددا از هر دو گروه آزمون اختلال نوشتاری به عمل آمد.
یافته ها: نتایج حاصل از روش تحلیل کوواریانس نشان داد که بازی درمانی بر بهبود املاء نویسی،  بهبود دستخط و بهبود ترکیب نوشتارکودکان مبتلا به اختلال نارسایی توجه/ بیش فعالی موثر است.
نتیجه گیری: با توجه به یا فته های پژوهش می توان نتیجه گرفت  بازی درمانی از طریق بهبود توجه و کارکرد های شناختی دیگر موجب اصلاح خطای املاء می شود. همچنین تببین دیگر یافته بدست آمده این است که بازی درمانی از طریق کاهش علایم بیش فعالی/ نقص توجه باعث بهبود خطای املا نویسی شده است

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Play Therapy on Writing Disorders in Children with Attention Deficit / Hyperactivity Disorder

نویسندگان [English]

  • Reyhaneh Mehrabi 1
  • Fateme Eslami 2
  • Sarakhaton Teymorzadeh 3
  • Afsane Golzari 4
1 PhD Student of Clinical Psychology, Islamic Azad University, Shiraz Branch, Iran
2 M.Sc, Clinical Psychology, Zahedan University of Medical Sciences
3 Nursing Expert, Psychiatry and Behavioral Sciences Research Center, Mashhad University of Medical Sciences
4 Senior Psychologist, Sirjan Azad University
چکیده [English]

Introduction:In this study, the effectiveness of play therapy in children with attention deficit / hyperactivity disorder was studied.
Metod:In this experimental method, a sample of 30 male3 grader students with attention deficit / hyperactivity disorder were selected from Mashhad primary schools and then randomly assigned to two groups (15 experimental groups and 15 control group). The data gathering instruments included Child Symptom Inventories (CSI-4) teacher‘s form and Fallahchay writing disorder test. The play therapy was administered for experimental group in 10 sessions (40 minutes twise a week for 2months) and control group received no intervention and then again the writing disorder test was performed from both groups.
Results:The results of ANCOVA analysis showed that play therapy is effective on improving spelling, handwriting and writing combination in children with attention deficit / hyperactivity.
Conclusion: According to the research findings or findings, it can be concluded that play therapy can improve spelling error by improving attention and other cognitive functions. Also found is that play therapy has improved spelling error by reducing the symptoms of attention deficit / hyperactivity disorder.

کلیدواژه‌ها [English]

  • Play therapy
  • writing disorders
  • children with Attention Deficit / Hyperactivity

 

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