اثربخشی آموزش ذهن‌آگاهی بر ظرفیت حافظه ی فعال کودکان نارساخوان: مطالعه ی موردی

هدف از این پژوهش، تعیین اثربخشی آموزش ذهن‌آگاهی بر ظرفیت حافظۀ فعال کودکان نارساخوان به روش مطالعۀ موردی با طرح a-b بود. نمونۀ این پژوهش، سه دختر نارساخوان پایۀ چهارم ابتدایی بودند که به‌طور تصادفی از میان کودکانی انتخاب شدند. این کودکان در سال تحصیلی 1400-1399 به مراکز مشاوره شهر شیراز ارجاع و به‌عنوان نارساخوان تشخیص داده شده بودند. ابزارهای پژوهش عبارت از مقیاس هوش وکسلر کودکان (1986) و آزمون حافظۀ فعال پیکرینگ و کثرکول (2001) بود. برنامۀ ذهن‌آگاهی به مدت ده جلسۀ 90 دقیقه‌ای آموزش داده شد. برای تجزیه و تحلیل داده‌ها از آزمون t زوجی استفاده شد. نتایج نشان داد که برنامۀ آموزش ذهن‌آگاهی بر تقویت ظرفیت حافظۀ فعال کودکان نارساخوان در سه مولفۀ مجری مرکزی، حلقۀ واج‌شناختی و صفحۀ دیداری_ فضایی تاثیر معنادار داشته است. بر اساس یافته‌‌ها پیشنهاد می‌شود معلمان و درمانگران از تکنیک‌های ذهن‌آگاهی به‌عنوان یک روش مستقل یا مکمل روش‌های درمانی دیگر در راستای تقویت ظرفیت حافظۀ فعال کودکان نارساخوان استفاده کنند.

the effectiveness of mindfulness training on working memory capacity of children with dyslexia: a case study

this study aimed to determine the effectiveness of mindfulness training on working memory capacity of children with dyslexia in a case study with a-b design. the study sample comprised three fourth-grade girls with dyslexia who were randomly selected from the children referred to shiraz counseling centers in the academic year 2020-2021. the research tools were wechsler intelligence scale for children (1986), and pickering and gathercole’s (2001) working memory test. mindfulness program was instructed in ten 90-minutes sessions. paired t-test was used to analyze the data. the results indicated that mindfulness training program had a significant effect on improving the working memory capacity of children with dyslexia in three components: central executive, phonological loop and visual spatial sketchpad. according to the findings, it is suggested that teachers and therapists use mindfulness techniques as an independent method or complementary to other treatment methods to strengthen the working memory capacity of children with dyslexia.the most common and important learning disability is dyslexia (maughan et al., 2009(. a child with dyslexia distorts words and uses them interchangeably and only understands some of what is read (hallahan et al., 2020).the theory of deficiency in working memory is among theories proposed in the field of developmental etiology of dyslexia, which has received a lot of attention and acceptance today. (nevo and breznitz, 2011).working memory is an essential component for normal reading. people who have more working memory capacity are able to keep more parts of the processing levels in mind while reading and thus perform better in terms of semantic integration in the text. the results of various studies have shown that dyslexic students have poor working memory (moura et al, 2015; papalia, 2013; pennington, 2009; swanson et al, 2009.research findings have shown that many factors related to students’ memory are effective in their academic progress, a most important of which is mindfulness skills.kabat-zinn (2003) has defined mindfulness as paying attention in a specific and purposeful way in the present time without judgment or prejudice. mindfulness implicitly refers to awareness, attention and remembering. in fact, conscious attention to the present moment and therefore, selective attention is promoted in mindfulness training, thereby strengthening working memory (awh et al., 2000).a review of the research background indicates that attention deficit and working memory deficit are the core of learning disabilities in general and dyslexia in particular.