اثربخشی توان‌بخشی شناختی بر حافظه فعال و دیداری دانش‌آموزان نارسانویس

مقدمه: با توجه به تاثیرات نارسانویسی در بعد روان‌شناختی دانش‌ آموزان مبتلا و مشکلات شدید یادگیری تحصیلی، مطالعه حاضر با هدف تعیین اثربخشی توان‌بخشی شناختی بر حافظه فعال و دیداری دانش‌ آموزان نارسانویسی انجام شد.روش کار: پژوهش حاضر نیمه ‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون با دوره پیگیری همراه با گروه کنترل بود. جامعه پژوهش شامل تمامی دانش ‌آموزان دختر پایه دوم و سوم ابتدایی مبتلا به اختلال نارسانویسی شهر تهران در سال تحصیلی 1401-1400 بودند که از مدارس عادی به مراکز آموزشی و توان‌بخشی مشکلات ویژه یادگیری ارجاع داده‌شده بودند؛ که از بین آنها 28 نفر انتخاب شدند و به ‌صورت تصادفی در دو گروه آزمایش و کنترل جای‌دهی شدند. دانش ‌آموزان به مقیاس تشخیصی نارسانویسی یعقوبی و همکاران (1400)، آزمون حافظه فعال n-back (2001) و آزمون حافظه دیداریkim karad  (1945) پاسخ دادند. سپس گروه آزمایش برنامه آموزش توان‌بخشی شناختی را دریافت کردند، ولی برای گروه کنترل فقط آموزش‌های مدرسه ارائه شد. برای تحلیل داده‌ها از آزمون اندازه‌گیری مکرر با نرم‌افزار spss نسخه 24 در سطح معنا‌داری 0.05 استفاده شد.یافته‌ها: نتایج نشان داد که برنامه توان‌بخشی شناختی بر بهبود حافظه فعال و دیداری دانش‌ آموزان نارسانویس موثر بود و نتایج در دوره پیگیری، پایدار بود (0.01>p).نتیجه‌گیری: پیشنهاد می‌شود جهت بهبود حافظه فعال و دیداری دانش ‌آموزان نارسانویس، رویکرد توان‌بخشی شناختی در مراکز آموزشی و تربیتی مورد استفاده قرار گیرد.

the effectiveness of cognitive rehabilitation on working and visual memory of students with dysgraphia

introductionone of the critical disorders in learning problems is writing disorder or dysgraphia (1). working memory plays a role in reading and writing disorders (2). active memory is described as a short-term cognitive system that allows information to be temporarily stored for simultaneous processing or close to the reference, so active memory has been considered one of the essential concepts in the neuroscience area (3). on the other hand, the problems of children with dysgraphia in the visual-spatial component may cause problems for them in doing homework, reading maps spatially, or copying the contents of the visual-spatial active memory from the board (4). today, cognitive rehabilitation is one of the non-pharmacological treatments for developing cognitive abilities in children with learning disabilities (18). cognitive rehabilitation therapy is an approach to increase children’s abilities and executive functions in attention, memory, inhibition and organization, planning and decision-making, and the like employed to treat and rehabilitate cognitive disorders and therapeutic services to strengthen damaged or replaced domains. it provides new models to compensate for the disorder (21). considering the effects of dysgraphia on the psychological aspect of affected students, and on the other hand, research gods in this field, conducting such studies and using the results of these studies in the field of prevention and reduction of problems associated with dysgraphia in children and adolescents is one of the crucial needs of research in any country. therefore, any study, diagnosis and identification, prevention, control, and treatment will be valuable. accordingly, the present study aimed to determine the effectiveness of cognitive rehabilitation on the working and visual memory of dysgraphia students.methodsthe present study was semi-experimental with a pre-test and post-test design with a follow-up period with a control group. the research population included all second and third-grade female students with dysgraphia in tehran, iran, in the academic year of 2021-2022, who were referred from regular schools to educational and rehabilitation centers for special learning problems. among them, 28 people were selected and randomly placed in two experimental and control groups. moreover, they responded to yaqoubi et al.’s dysgraphia diagnostic scale (1400), n-back (2001), and kim karad’s visual memory test (1945). then, the experimental group received the cognitive rehabilitation training program, but only school training was provided to the control group. for data analysis, a repeated measurement test was used with spss version 24 software at a significance level 0.05.resultsaccording to the study results, in the experimental group, six people (42.9 subjects) were eight years old, and eight people (57.1 percent) were nine years old, but in the control group, seven people (50 percent) were eight years old, and seven people (50 percent) were nine years old. based on obtained the results, the average scores of the attention and response inhibition variables in the cognitive rehabilitation treatment group were increased compared to the control group in the post-test and follow-up stages compared to the pre-test stage. besides, based on the results of repeated measures analysis of variance, the difference between attention scores (p<0.01) and response inhibition variable (p<0.01) is significant in the three stages of the research. the results revealed that 99.3% and 75.5% of the individual differences in the attention and response inhibition variables were related to the difference between the two groups, respectively. in addition, the interaction between research stages and group membership is also significant in all research variables (p<0.01). in other words, the difference between scores in all research variables in the three stages of research in two groups is significant. thus, it can be concluded that cognitive rehabilitation treatment has been effective in the attention and response inhibition of dysgraphia students. the results of pairwise comparisons of the mean difference in the three stages of the test showed that in the cognitive rehabilitation treatment group, the difference between the average scores of the pre-test stage and the post-test and follow-up stages is significant (p<0.01), indicating both the effectiveness of the treatment and the stability of the effects of the treatment with time passes. the difference between the scores of the post-test phase and the scores of the follow-up phase is also significant (p<0.01). in the control group, the difference between the scores of the pre-test stage and the post-test and follow-up stages, and between the scores of the post-test stage and the follow-up scores, is insignificant (p<0.05). based on this, it is concluded that the cognitive rehabilitation