طراحی برنامه آموزش کارکردهای اجرایی و بررسی میزان اثربخشی آن بر ارتقای نظریه ذهن در کودکان با اختلال طیف اوتیسم با عملکرد بالا

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﻃﺮاﺣﯽ و ﺗﻌﯿﯿﻦ اﺛﺮﺑﺨﺸﯽ ﺑﺴﺘﮥ آﻣﻮزﺷﯽ ﮐﺎرﮐﺮدﻫﺎی اﺟﺮاﯾﯽ ﺑﺮ ارﺗﻘﺎی ﺳﻄﻮح ﻧﻈﺮﯾﻪ ذﻫﻦ در ﮐﻮدﮐﺎن ﺑﺎ اﺧﺘﻼل ﻃﯿﻒ اوﺗﯿﺴﻢ ﺑﺎ ﻋﻤﻠﮑﺮد ﺑﺎﻻ اﻧﺠﺎم ﺷﺪ. روش ﭘﮋوﻫﺶ، ﻧﯿﻤﻪآزﻣﺎﯾﺸﯽ ﺑﺎ ﭘﯿﺶآزﻣﻮن ﭘﺲآزﻣﻮن ﻫﻤﺮاه ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎری ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﮐﻮدﮐﺎن دارای اﺧﺘﻼل اوﺗﯿﺴﻢ 6 ﺗﺎ 12 ﺳﺎﻟﻪ ﻣﺪرﺳﻪ وﯾﮋه اﺧﺘﻼل اوﺗﯿﺴﻢ ﺷﻬﺮ اروﻣﯿﻪ (274 ﻧﻔﺮ)، در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 98-99 را ﺷﺎﻣﻞ ﻣﯿﺸﺪ از ﺑﯿﻦ ﺟﺎﻣﻌﻪ ﻫﺪف، ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮی در دﺳﺘﺮس، ﺗﻌﺪاد 40 ﻧﻔﺮ اوﺗﯿﺴﻢ ﺑﺎ ﻋﻤﻠﮑﺮد ﺑﺎﻻ ﺑﺎ اﺳﺘﻔﺎده از ﻣﻘﯿﺎس ﺗﺸﺨﯿﺺ اوﺗﯿﺴﻢ ﮔﯿﻠﯿﺎم اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه آزﻣﺎﯾﺶ(20) و ﮐﻨﺘﺮل (20) ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﺳﭙﺲ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻧﻈﺮﯾﻪ ذﻫﻦ ﻫﻮﺗﭽﯿﻨﺰ، ﺗﻮﺳﻂ واﻟﺪﯾﻦ ﻫﺮ دو ﮔﺮوه ﺗﮑﻤﯿﻞ ﮔﺮدﯾﺪ. ﭘﺲ از اﺟﺮای ﭘﯿﺶآزﻣﻮن، ﮔﺮوه آزﻣﺎﯾﺶ ﺗﺤﺖ آﻣﻮزش ﺑﺮﻧﺎﻣﻪ ﮐﺎرﮐﺮدﻫﺎی اﺟﺮاﯾﯽ ﻗﺮار ﮔﺮﻓﺖ، اﯾﻦ ﺑﺮﻧﺎﻣﻪ ﺗﻮﺳﻂ ﭘﮋوﻫﺸﮕﺮان ﻃﺮاﺣﯽ ﺷﺪ ﮐﻪ ﺷﺎﻣﻞ 24 ﺟﻠﺴﻪ ﺑﻮد ﮐﻪ در آن 4 ﻣﻬﺎرت(ﺣﺎﻓﻈﻪ ﮐﺎری، ﺑﺎزداری، اﻧﻌﻄﺎفﭘﺬﯾﺮی و ﺗﻮﺟﻪ) آﻣﻮزش داده ﻣﯽ ﺷﺪ، در اﯾﻦ ﻣﺮﺣﻠﻪ ﮐﻮدﮐﺎن ﮔﺮوه ﮐﻨﺘﺮل ﻫﯿﭻ آﻣﻮزﺷﯽ درﯾﺎﻓﺖ ﻧﮑﺮدﻧﺪ و دوﺑﺎره ﭘﺲآزﻣﻮن اﺟﺮا ﺷﺪ و دادهﻫﺎی ﺑﻪدﺳﺖ آﻣﺪه از ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﯿﻞ ﮐﻮارﯾﺎﻧﺲ ﻣﻮرد ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺖ. ﺗﻔﺎوت ﻣﻌﻨﯽداری ﺑﯿﻦ دو ﮔﺮوه ﮐﻨﺘﺮل و آزﻣﺎﯾﺶ در ﻧﻤﺮات ﻣﺘﻐﯿﺮ ﭘﺲآزﻣﻮن و ﻧﻈﺮﯾﻪ ذﻫﻦ ﺑﻌﺪ از ﺗﻌﺪﯾﻞ ﺗﺄﺛﯿﺮ ﭘﯿﺶ آزﻣﻮن ﻧﻈﺮﯾﻪ ذﻫﻦ ﺑﻪدﺳﺖ آﻣﺪ. ﺑﺮ اﺳﺎس اﯾﻦ ﭘﮋوﻫﺶ ﻣﯽﺗﻮان ﻣﻄﺮح ﮐﺮد ﮐﻪ ﺑﺎ ارﺗﻘﺎءﮐﺎرﮐﺮدﻫﺎی اﺟﺮاﯾﯽ ﻣﯽﺗﻮان ﺳﻄﻮح ﻧﻈﺮﯾﻪ ذﻫﻦ را اﻓﺰاﯾﺶ داد.

Designing a Curriculum for Executive Functions and Evaluating its Effectiveness on Improving the Theory of Mind in Children with High Performance Autism Spectrum Disorder

Objective: The purpose of this study was to design and determine the effectiveness of educational package of executive functions on improving the levels of theory of Mind in children with high Performance autism spectrum disorder. Method: The research method is semiexperimental with posttest pretest with control group. The statistical population of the present study was children with autism disorder aged 6 to 12 years in Urmia (274 people) in the academic year of 201920 were from the exceptional school for children with autism, out of the target population, Out of the total target population 40 highperformance autism were selected using Gilliam Autism Rating Scale(Gilliam,1995) and randomly assigned to two experimental (20) and control (20) groups, and the Hutchins Mind Theory Questionnaire(Hutchins et al., 2012) was completed by parents of both groups. After performing the pretest, the experimental group was trained in the executive functions program. The program was designed by researchers and consisted of 24 sessions in which 4 skills (working memory, inhibition, flexibility and attention training) were taught, At this stage, the children in the control group did not receive any training. The posttest was performed again and the data obtained from the pretest and posttest were analyzed using analysis of covariance.Results: The data showed a significant difference(p < 01) between the control and test groups in the posttest of variable theory of Mind scores after adjusting the effect of pretest of theory of Mind .Conclusion: Based on this study, it can be suggested that improving the executive functions can increase the levels of theory of Mind.