اثربخشی مداخله آموزشی- درمانی مبتنی بر توانمندسازی مغز بر اختلال دیکته نویسی: پژوهش مورد منفرد

هدف از پژوهش حاضر بررسی اثربخشی مداخله آموزشی- درمانی مبتنی بر توانمندسازی مغز بر اختلال دیکته نویسی بود. شرکت‌کننده این پژوهش، یک دانش آموز پسر پایه سوم یکی از دبستان‌های شهر قوچان بود که پس از مصاحبه با معلم، اجرای آزمون و چک لیست ارزیابی دیکته، به روش نمونه‌گیری هدفمند انتخاب شد. از آزمون دیداری-حرکتی بندر- گشتالت (bvmgt) و آزمون ترسیم آدمک گودیناف- هریس (ghdap) برای سنجش هوش استفاده شد. نتایج نشان داد که شرکت کننده از هوش طبیعی برخوردار است. در این پژوهش از روش مورد منفرد و طرح a-b-a استفاده شد. بدین صورت که پس از خط پایه، مداخلات آغاز شد و طی 12 جلسه انفرادی 45 دقیقه ای، مداخله آموزشی- درمانی جهت درمان اختلال دیکته نویسی به شرکت کننده در پژوهش ارائه شد. یک هفته پس از پایان مداخلات دو آزمون دیکته با فاصله سه روز از شرکت کننده در پژوهش گرفته شد. یافته‌ها نشان داد که مداخله آموزشی- درمانی مبتنی بر توانمندسازی مغز بر بهبود اختلال دیکته نویسی موثر است. به نظر می‌رسد با ارائه این مداخله می‌توان اختلال دیکته نویسی دانش آموزان را بهبود داد. استفاده از پروتکل آموزشی- درمانی به معلمان و درمانگران اختلالات یادگیری توصیه می‌شود.

effectiveness of educational-therapeutic intervention based on brain empowerment on dysgraphia: a single-subject research

learning disabilities refer to difficulties that arise in the process of acquiring specific skills such as reading, writing, mathematics, or comprehending concepts. these disabilities are typically attributed to differences in brain functioning and, despite the presence of average or above-average intelligence, individuals may struggle to learn certain skills. learning disabilities may persist throughout an individual's lifetime; however, with early diagnosis and appropriate interventions, it is possible to enhance the individual's functional abilities (lyon, 1996; wong, 2004).dysgraphia is considered a significant writing disorder that is applied to students who, despite having normal intelligence, exhibit significant difficulties in writing. dysgraphia involves the inability to effectively match sounds with the corresponding letters that need to be written (bakhshayesh et al., 2014). this disorder accounts for 30% of all learning disabilities (abrishami zade, 2017). consequently, the treatment of this disorder is of paramount importance. it appears that not all errors made by students in dictation are of the same type, and thus, a single approach cannot be employed to address all of them. therefore, recording, analyzing, categorizing, and determining the frequency of errors at the outset is essential and serves as a foundation for selecting an appropriate therapeutic approach (sadollahi et al., 2010).although studies emphasize the importance of addressing dysgraphia, a review of the literature reavealed that research simultaneously examining foundational therapeutic exercises and error-specific interventions remains limited. conducting such a study appears to make significant contribution to enriching the theoretical and empirical literature on dysgraphia. foundational therapeutic exercises, as outlined in educational resources for learning disabilities (such as those by tabrizi et al., 2024), include activities aimed at improving balance (e.g., airplane exercise), enhancing interhemispheric brain coordination (e.g., butterfly exercise, scissors exercise, moving interlocked fingers), strengthening hand-eye coordination (e.g., basketball dribbling, simultaneous scribbling with both hands), sensory integration (e.g., converting auditory to motor by following the therapist's movement commands, auditory to visual by following the therapist's visual commands, auditory to verbal by following the therapist's verbal commands, visual to verbal by naming what the child sees in an image, and tactile to verbal by touching objects and guessing them with eyes closed), and finally, enhancing spatial visualization (e.g., completing the other half of a shape or word). additionally, appropriate exercises have been suggested based on the specific types of dictation errors. the aim of the present study was to investigate the effectiveness of an educational-therapeutic intervention based on brain empowerment in addressing dysgraphia.methodthis study is applied research employing a single-case a-b-a design. given the targeted nature of the exercises designed to reduce spelling errors, this design was selected for the intervention. the statistical population of this research comprised all third-grade students from one of the elementary schools in the city of quchan (a city in iran). following an interview with the classroom teacher, five students who performed poorly in dictation but exhibited optimal performance in other subjects were selected. subsequently, the dictation notebooks of these students, containing dictations written up to that point in the academic year, were evaluated by the researchers using a researcher-developed dictation assessment checklist. students exhibiting at least four types of spelling errors (e.g., illegible