اثربخشی آموزش یکپارچگی حسی_ حرکتی بر خود پنداشت و نارسایی توجه کودکان مبتلا به نقص توجه بیش فعالی

نویسندگان
مجید پورفرج
راحیل عرب
دانشگاه آزاد اسلامی
چکیده


چکیده

مقدمه: از مشکلات کودکان مبتلا به نقص توجه بیش فعالی غیر از نقص توجه، خودپنداره تضعیف شده است. لذا هدف از پژوهش حاضر بررسی اثربخشی آموزش یکپارچگی حسی _ حرکتی بر خود پنداشت و نارسایی توجه درکودکان مبتلا به نقص توجه بیش فعالی بود.

مواد وروش ها: روش پژوهش حاضر، نیمه آزمایشی با طرح پیش آزمون و پس آزمون با گروه کنترل بود. جامعه آماری شامل کلیه کودکان بیش فعال (7- 11سال) ساری در سال 1400 بودند. نمونه آماری در این پژوهش شامل 30 نفر کودکان بیش فعال مراجعه کننده به کلینیک های تخصصی کودکان بیش فعال شهر ساری (15 نفر برای گروه کنترل و 15 نفر برای گروه آزمایش) که به شیوه نمونه گیری غیر تصادفی در دسترس به صورت هدفمند انتخاب شدند. ابزارگرد آوری داده ها ﭘﺮﺳﺸﻨﺎﻣﻪ نارسایی توجه ﺳﻮاری و مقیاس خود پنداشت کودکان پیرز و هریس بود. تجزیه و تحلیل داده ها با استفاده از نرم افزار spss نسخه 26 انجام شد. در این پژوهش برای تجزیه و تحلیل داده های بدست آمده و برای بررسی همه فرضیه ها و تعیین تاثیر مداخله بر روی گروه آزمایش و ارزیابی تفاضل نمرات دو گروه در فاصله پیش آزمون و پس آزمون از تجزیه و تحلیل کوواریانس چند متغیره (MANCOVA) استفاده شد.

یافته ها: نتایج ضرایب اتا حاکی از آن است که 71 درصد از بهبود نمرات در خودپنداشت و 75 درصد بهبودی توجه کودکان گروه آزمایش را می توان به تأثیر آموزش یکپارچگی حسی _ حرکتی نسبت داد.

نتیجه گیری: نتایج به دست آمده از پژوهش بیانگر آن است که آموزش یکپارچگی حسی _ حرکتی بر خود پنداشت و نارسایی توجه کودکان مبتلا به نقص توجه بیش فعالی تاثیر دارد.




کلیدواژه‌ها
کلید واژه: آموزش یکپارچگی حسی _ حرکتی
خود پنداشت
نارسایی توجه
کودکان مبتلا به نقص توجه بیش فعالی

عنوان مقاله English

Effectiveness of sensory-motor integration training on self-concept and attention deficit in attention-deficit/ hyperactive children Rahil Arab, Majid Pourfaraj

نویسندگان English

majid pourfaraj
rahil Arab
چکیده English



Abstract

Introduction: Among the problems of children with attention-deficit hyperactivity disorder other than attention deficit disorder, self-concept is weakened. Therefore, the purpose of this study was to investigate the effectiveness of sensory-motor integration training on self-concept and attention deficit in hyperactive children.

Materials and Methods: The method of the current research was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all hyperactive children (7-11 years old) living in Sari city in 2022. The statistical sample in this research includes 30 hyperactive children referred to specialized clinics for hyperactive children in Sari City (15 people for the control group and 15 people for the experimental group) who were selected using non-random sampling. The method of diagnosis by a physician and psychologist at the hyperactivity center. The data collection tool was the questionnaire on attention deficit disorder and the self-concept scale of the Pirez and Harris children. Data analysis was performed using SPSS software version 26. In this research, a multivariate analysis of covariance (MANCOVA) was used to analyze the obtained data, check all hypotheses to determine the effect of the intervention on the experimental group and evaluate the difference in the scores of the two groups in the pre-test and post-test intervals.

Results: The results of the eta coefficients indicate that 71% of the improvement in self-concept scores and 75% of the improvement in the attention of children in the experimental group can be attributed to the effect of sensory-motor integration training.

Conclusion: The results demonstrate that sensory-motor integration training affects self-esteem and attention deficit in hyperactive children.




کلیدواژه‌ها English

Keywords: sensory-motor integration training
self-concept
attention deficit
hyperactive children
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