اثربخشی تحریک مستقیم مغز از روی جمجمه tDCS توام با آموزش ذهن آگاهی بر کارکردهای اجرایی و افسردگی کودکان دارای اختلال خواندن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی، واحد بیرجند، دانشگاه آزاد اسلامی، بیرجند، ایران.

2 دانشیار، گروه روانشناسی، واحد بیرجند، دانشگاه آزاد اسلامی، بیرجند، ایران.(نویسنده مسئول)

3 استادیار گروه روانشناسی، واحد بیرجند، دانشگاه آزاد اسلامی، بیرجند، ایران و دپارتمان روانپزشکی، دانشگاه علوم پزشکی زاهدان، زاهدان، ایران

4 استادیار، گروه روانشناسی، واحد بیرجند، دانشگاه آزاد اسلامی، بیرجند، ایران.

چکیده

مقدمه
نقص در کارکردهای اجرایی همچون مهارت های تنظیم رفتار (بازداری، انتقال توجه، کنترل هیجان) و مهارت های فراشناخت (برنامه ریزی، سازمان دهی مواد، نظارت، حافظه کاری، آغازگری) و ضعف در خواندن، نوشتن و ریاضیات از علایم رایج در اختلالات یادگیری است. پژوهش حاضر با هدف اثربخشی تحریک مستقیم مغز از روی جمجمه  (tDCS) توام با آموزش ذهن آگاهی بر کارکردهای اجرایی و افسردگی کودکان دارای اختلال خواندن می­باشد.
روش کار
طرح پژوهش حاضر از نوع نیمه آزمایشی با پیش آزمون-پس آزمون و گروه کنترل بود. جامعه آماری، شامل کلیه دانش آموزان دارای اختلال خواندن دوره دوم ابتدایی بود که توسط معلمان به مرکز اختلالات یادگیری تابان در شهرستان سراوان در پاییز و زمستان سال تحصیلی 1399- 1398 ارجاع شده بودند که تعداد، 45 نفر به روش تصادفی به عنوان نمونه انتخاب شدند. ابزار گردآوری داده در این پژوهش، پرسشنامه مشکلات یادگیری کلورادو، پرسشنامه کارکردهای اجرایی BRIEF ( فرم والدین) و پرسشنامه ذهن آگاهی کودک و نوجوان گرکو و بائر می­باشد. برای تجزیه و تحلیل اطلاعات بعد از جمع آوری پرسشنامه ها، گزارش شاخص های توصیفی و بررسی مفروضه های لازم، از تحلیل تحلیل کوواریانس در بسته نرم­افزاری spss22 استفاده شد. نتایج
یافته‌ها نشان داد مسیر مستقیم کمال‌گرایی به کیفیت خواب (15/0) مثبت و معنادار است. مسیر مستقیم کمال‌گرایی به اضطراب (27/0) مثبت و معنادار است. و بر اساس شکل یک، همچنین، مسیر اضطراب به کیفیت خواب (540/0)  مثبت و معنادار است.
نتیجه گیری: نتایج نشان داد که تحریک فراجمجمه ای مغز با استفاده از جریان مستقیم الکتریکی (TDCS) بر مشکلات یادگیری (خواندن، حساب کردن، شناخت اجتماعی، اضطراب اجتماعی، عملکردهای فضایی) و کارکردهای اجرایی (مهارتهای تنظیم رفتار و مهارتهای فراشناخت) موثر بوده است.

کلیدواژه‌ها


عنوان مقاله [English]

The effectiveness of direct brain stimulation on tDCS combined with mindfulness training on executive functions and depression in children with reading disorders

نویسندگان [English]

  • Abdolsalam Nosrat 1
  • Fatemeh Shahabizadeh 2
  • Mohammad Reza Hormozi 3
  • Qasem Ahi 4
1 PhD Student, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran.
2 Associate Professor, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran.(Corresponding Author)
3 Assistant Professor, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran and Department of Psychiatry, Zahedan University of Medical Sciences, Zahedan, Iran
4 Assistant Professor, Departent of Psychology, Birjand Branch, Islamic Azad Uniuersity, Birjand, Iran.
چکیده [English]

Learning is an important tool for human adaptation to their living environment. Learning to read requires the acquisition of certain skills, some of which are prerequisites for reading and some of which develop as reading progresses. Reading is an instrumental skill for learning, and we use instrumental skills as a means to achieve other goals; Such as using reading skills to understand and learn math problems. Thus, inability to read correctly and fluently can affect the development of many sub-reading skills such as word coping skills and word recognition skills (Shokouhi Yekta, Pirzadi and Parand, 1400). In the present age, special learning disability is known as the most obvious cause of severe academic learning problems. In the present age, special learning disability is known as the most obvious cause of severe academic learning problems. In the present age, special learning disability is known as the most obvious cause of severe academic learning problems.

کلیدواژه‌ها [English]

  • Individual Factors
  • Marital Adjustment
  • Qualitative Study
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