بررسی اثربخشی بازتوانی شناختی رایانه‌یار بر مولفه‌های حافظة فعال دانش‌آموزان با اختلال نارسایی توجه/ بیش فعالی

پژوهش حاضر باهدف بررسی اثربخشی بازتوانی شناختی رایانه‌یار بر مولفه‌های حافظة فعال دانش آموزان با اختلال نارسایی توجه/ بیش فعالی انجام شد. روش این پژوهش نیمه آزمایشی با طرح پیش‍آزمون_پس‍آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل تمامی دانش آموزان پسر با اختلال نارسایی توجه-بیش فعالی شهر تهران بود. برای انتخاب نمونه از بین همه دانش آموزان پسر دچار اختلال نارسایی توجه-بیش فعالی شهر تهران، 30 نفر از آن‌ها که در محدوده سنی 7 تا 12 سال (محصل در مقطع ابتدایی) بودند با توجه به ملاک‌های ورود با روش نمونه‌گیری هدفمند به‌عنوان نمونه انتخاب شدند و به‌طور تصادفی در دو گروه آزمایش و گروه کنترل قرار گرفتند. ابزار پژوهش شامل پرسشنامه رفتاری کانر و آزمون حافظه ارقام هوش وکسلر کودکان بود. برنامه توان‎بخشی شناختی رایانه یار کاپیتان لاگ به مدت 10 جلسه 60 دقیقه‍ای و دو بار در هفته برای گروه آزمایش اجرا شد. نتایج تحلیل کوواریانس نشان داد برنامه بازتوانی شناختی رایانه‌یار موجب بهبود مولفه‌های حافظة فعال دانش آموزان با اختلال نارسایی توجه/ بیش فعالی شده است (0.05>p) و می‍تواند به‌عنوان روشی مناسب در بهبود حافظه فعال این دانش آموزان به کار رود.

investigating the effectiveness of computer-aided cognitive rehabilitation on working memory components of students with attention deficit/hyperactivity disorder

abstractthe present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. the statistical population of the research included all male students with attention deficit hyperactivity disorder in tehran. to select a sample from among all male students suffering from attention deficit hyperactivity disorder in tehran, 30 of them were in the age range of 7 to 12 years old (students in elementary school) according to the inclusion criteria using the purposeful sampling method. they were selected as samples and were randomly divided into two experimental and control groups. the research tools included connor’s behavioral questionnaire and the wechsler iq memory test for children. the cognitive rehabilitation program of yar captain log computer was implemented for 10 sessions of 60 minutes and twice a week for the experimental group. the results of the covariance analysis showed that the computerized cognitive rehabilitation program has improved the active memory components of students with attention-deficit/hyperactivity disorder (p<0.05) and can be used as a suitable method to improve the active memory of these students.keywords: computer-aided cognitive rehabilitation, working memory, students, attention deficit/hyperactivity disorder.   extended abstractintroductionattention deficit/hyperactivity disorder is one of the most common neuropsychological disorders known in children and adolescents, and longitudinal studies have shown that this disorder is generally stable during development (tandon and perjika, 2017). worldwide, this disorder affects about 8 to 12% of children under 12 years of age (ronald et al., 2021). but research showed that the prevalence of this disorder among children in iran is 10 to 12%. (rafiei et al., 2019). this disorder of attention deficit/hyperactivity disorder is associated with extensive negative consequences (american psychiatric association, 2013). this disorder leads to disorder in various fields and affects not only the individual but also the structure of the family and society. (schneider et al., 2019) one of the areas in which children with attention deficit/hyperactivity disorder have problems and have a lot of failure is working memory (michelini et al., 2023)active memory is a systematic structure that connects short-term and long-term memory functions with other cognitive and emotional dimensions. to put it more clearly, active memory means keeping information in the mind and performing continuous activities on it in the shortest possible time (criter et al., 2022. (in general, active memory is divided into two parts: visual active memory and auditory active memory. visual working memory is a part of fundamental function of working memory that allows temporary storage and manipulation of visual information related to an ongoing or imminent behavior or activity (gambarota and sessa, 2019). active auditory memory also refers to the process of keeping sounds in the mind for short periods of time when sounds do not exist in the environment for a relatively long period of time (kamar et al., 2016). today, active memory as one of the most important and fundamental issues has attracted the attention of many researchers (perez martin et al., 2017; quoted by fathabadi et al., 2019).although there is evidence of the beneficial and effective effects of stimulant drugs such as ritalin for improving the symptoms of attention deficit/hyperactivity disorder and reducing cognitive problems with attention deficit/hyperactivity disorder, the problem is that some other evidence shows that the symptoms of this disorder recur immediately after stopping the drug, and in addition, parents avoid giving the drug to their children due to the fear of stigma and side effects of the drugs (killo et al., 2018). therefore, the importance of dealing with non-pharmacological treatments to improve the complications of this disorder has become more and more in the spotlight, and among them, non-invasive approaches based on computer-based cognitive rehabilitation can be mentioned to improve cognitive performance, including the working memory of these children. (zinali and mirzadeh, 2018)although many studies have pointed to the effectiveness of cognitive rehabilitation on improving the cognitive performance of students with attention deficit/hyperactivity disorder, and also many studies have pointed to the effectiveness of computer-based cognitive rehabilitation on improving the cognitive performance of other groups, unfortunately, the role of computer use in the cognitive rehabilitation of children with attention deficit/hyperactivity disorder has been neglected, therefore, in view of the above, the present study fills the research gap in this field and is also important from the practical point of view, and the question of the present study is this: is computer-aided cognitive rehabilitation effective on the working memory of students with attention deficit/hyperactivity disorder? literature reviewin line with the current research, zare et al. (2019) showed in a research that computerized cognitive rehabilitation is effective in improving the working memory and cognitive flexibility of children with learning disabilities. ranjbar et al. (2019) showed in a research