چکیده:
ﻫﺪف اﻳﻦ ﭘﮋوﻫﺶ ﺗﻌﻴﻴﻦ ﺗﺎﺛﻴﺮ ﻣﺪاﺧﻠﻪ ﻫـﺎی ﻧﻮروﺳـﺎﻳﻜﻮﻟﻮژی درAbstract: Aim: This study investigated the impact of the -ﻛﺎرآﻣﺪی ﺧﻮاﻧﺪن و ﻧﻮﺷﺘﻦ داﻧﺶ آﻣـﻮزان ﻧﺎرﺳـﺎﺧﻮان ﺗﺤـﻮﻟﻲ ﻧـﻮع زﺑـﺎنneuropsychological intervention (HAS) on the reading and writingefficiency of linguistic dyslexic students. Method of a case study. ﺷﻨﺎﺧﺘﻲ ﺑﻮد. روش ﭘﮋوﻫﺶ ﺷـﻴﻮه ﺗـﻚ آزﻣـﻮدﻧﻲ ﺑـﻮد و 4 ﻧﻔـﺮ از داﻧـﺶFour dyslexic students of linguistic type were selected from a آﻣﻮزان ﻧﺎرﺳﺎ ﺧﻮان ﻧﻮع زﺑـﺎن ﺷـﻨﺎﺧﺘﻲ ﻛـﻪ در ﭘﺎﻳـﻪﻫـﺎی ﺳـﻮم و ﭼﻬـﺎرمcommunity of students in the third and fourth grade of elementary دﺑﺴﺘﺎن ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﻴﻞ ﺑﻮدﻧﺪ، ﺑﻪ ﻃﻮر ﺗﺼﺎدﻓﻲ از ﻣﻴﺎن ﻣﺪارس اﺑﺘﺪاﻳﻲschool through random sampling. First in order to determine theintelligence quotient of linguistic dyslexic students Wechsler ﭘﺎﻳﻪ ﻫﺎی ﺳﻮم و ﭼﻬﺎرم ﻣﻨﻄﻘﻪ ﺳﻪ ﺷـﻬﺮ ﺗﻬـﺮان اﻧﺘﺨـﺎب ﺷـﺪﻧﺪ. اﺑﺘـﺪا ﺑـﻪIntelligence Scale Was administered individually. Then in order to ﻣﻨﻈﻮر ﺗﻌﻴﻴﻦ ﺑﻬﺮه ﻫﻮﺷـﻲ، آزﻣـﻮن ﻫﻮﺷـﻲ و ﻛـﺴﻠﺮ ﻛﻮدﻛـﺎن ﺑـﻪ ﺻـﻮرتdiagnostec and determine the level of their reading and writing اﻧﻔﺮادی و ﺳﭙﺲ ﺑﻪ ﻣﻨﻈﻮر ﺗـﺸﺨﻴﺺ و ﺗﻌﻴـﻴﻦ ﺳـﻄﺢ ﺗﻮاﻧـﺎﻳﻲ ﺧﻮاﻧـﺪن وability were used from Reading disorders scales. Then dyslexicsubjects were allocated to 2 groupe (2 subjects in an experimental ﻧﻮﺷﺘﻦ آﻧﺎن، آزﻣﻮن ﻫﺎی اﺧﺘﻼل ﺧﻮاﻧﺪن و ﻧﻮﺷﺘﻦ اﺟﺮاء ﺷﺪ. ﺳﭙﺲ ﭼﻬـﺎرgroup and 2 subjects in a control groupe). Pretests were then آزﻣﻮدﻧﻲ ﻧﺎرﺳﺎ ﺧﻮان ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﻲ، دو ﻧﻔﺮ در ﮔﺮوه آزﻣﺎﻳﺸﻲ و دو ﻧﻔﺮadministered after which the linguistic type experimental subjectsreceived neuropsychological intervention (HAS) through 20 در ﮔﺮوه ﮔﻮاه ﻗﺮار داده ﺷﺪﻧﺪ. آزﻣﻮدﻧﻲ ﻫـﺎی آزﻣـﺎﻳﺶ در ﻃـﻲ 02 ﺟﻠـﺴﻪsessions (each week 3 sessions and each session 45 minutes). ﺗﺤﺖ ﻣﺪاﺧﻠﻪ ﺑﺎ روش ﻫﺎی درﻣﺎﻧﻲ ﻧﻮروﺳﺎﻳﻜﻮﻟﻮژی ﻗﺮار ﮔﺮﻓﺘﻨﺪ. آزﻣـﻮدﻧﻲControl subjects, did not receive any intervention. In addition, ﻫﺎی ﮔﻮاه ﻣﺪاﺧﻠﻪ ای درﻳﺎﻓﺖ ﻧﻜﺮدﻧﺪ. ﭘﺲ از ﭘﺎﻳﺎن ﻣـﺪاﺧﻼت، از آزﻣـﻮدﻧﻲafter neuropsychological intervention, post-tests and follow uptests were administered for all subjects. Therefore subjects were ﻫﺎی ﻫﺮ دو ﮔﺮوه آزﻣﺎﻳﺸﻲ و ﮔﻮاه، ﭘﺲ آزﻣﻮن و آزﻣﻮن ﭘﻴﮕﻴـﺮی ﺑـﻪ ﻋﻤـﻞevaluated before intervention, after intervention and three months آﻣﺪ. ﻳﺎﻓﺘﻪ ﻫﺎ ﻧﺸﺎن داد ﻛﻪ اوﻻ ﻣﺪاﺧﻠﻪ ﻫـﺎی ﻧﻮروﺳـﺎﻳﻜﻮﻟﻮژی ﺑـﺮ ﻣﺒﻨـﺎیlater in the follow up stage. Data was analyzed using descriptive ﻣﺪل ﺗﻌﺎدل ﺧﻮاﻧﺪن ﺑﻴﻜـﺮ ﻣﻮﺟـﺐ اﻓـﺰاﻳﺶ ﻣﻴـﺰان دﻗـﺖ و درک ﺧﻮاﻧـﺪنstatistical methods. Results showed that neuropsychologicalintervention based on Baker's balance model of reading, increased آزﻣﻮدﻧﻲ ﻫﺎی ﮔﺮوه آزﻣﺎﻳﺸﻲ ﻧﺴﺒﺖ ﺑﻪ آزﻣﻮدﻧﻲ ﻫـﺎی ﮔـﺮوه ﮔـﻮاه ﺷـﺪه وreading accuracy and comprehension of students suffering from .ﻣﻴﺰان ﺳﺮﻋﺖ ﺧﻮاﻧﺪن و ﺗﻌﺪاد ﺧﻄﺎﻫﺎی اﻣﻼﻳﻲ آﻧﺎن ﻧﻴﺰ ﻛﺎﻫﺶ ﻳﺎﻓﺘﻪ اﺳﺖdevelopmental dyslexia of the linguistic type. Follow up testsindicated the permanence of the effects of neuropsychological ﺛﺎﻧﻴﺎ، ﻛﺎرﺑﺮد اﻳﻦ ﺷﻴﻮه ﻫﺎی درﻣﺎﻧﻲ ﻣﻮﺟﺐ ﭘﺎﻳﺪاری اﺛﺮات درﻣـﺎن )ﭘـﺲ ازinterventions after duration of three months. In addition, speed of ﮔﺬﺷﺖ 4 ﻣﺎه ( در اﻳﻦ ﮔﺮوه از ﻛﻮدﻛﺎن ﺷﺪه اﺳﺖ. ﻧﺘﻴﺠﻪ ﮔﻴﺮی: اﺳﺘﻔﺎدهreading and the number of their dictation mistake decreased. ( ﻣـﻲ ﺗﻮاﻧـﺪ ﻣﻴـﺰان ﻛﺎرآﻣـﺪیHAS) از ﺑﺴﺘﻪ آﻣﻮزﺷـﻲ ﻧﻮروﺳـﺎﻳﻜﻮﻟﻮژیConclusion: neuropsychological intervention Can increasereading and writing efficiency of linguistic dyslexic students. It is ﺧﻮاﻧﺪن و ﻧﻮﺷﺘﻦ داﻧﺶ آﻣﻮزان ﻧﺎرﺳﺎﺧﻮان ﺗﺤـﻮﻟﻲ ﻧـﻮع زﺑـﺎن ﺷـﻨﺎﺧﺘﻲ راrecommended that learning disability professional and اﻓﺰاﻳﺶ دﻫﺪ. ﺑﺮ ﻣﺒﻨﺎی ﻧﺘﺎﻳﺞ اﻳﻦ ﭘﮋوﻫﺶ ﻣﻲ ﺗﻮان ﺑﻪ ﻣﺘﺨﺼـﺼﺎن اﺧـﺘﻼلpsychologists administer Baker's neuropsychological treatmentmethods for the improvement of reading and writing efficiency in ﻫﺎی ﻳﺎدﮔﻴﺮی و روان ﺷﻨﺎﺳﺎن ﭘﻴﺸﻨﻬﺎد ﻧﻤﻮد ﻛﻪ ﺑﺎ اﺳﺘﻔﺎده از اﻳﻦ روش ﻫﺎstudents suffering from developmental dyslexia. در ﺟﻬﺖ ﺑﻬﺒﻮد ﻋﻤﻠﻜﺮد ﺧﻮاﻧﺪن و ﻧﻮﺷﺘﻦ داﻧـﺶ آﻣـﻮزان ﻧﺎرﺳـﺎﺧﻮان ﻧـﻮع .زﺑﺎن ﺷﻨﺎﺧﺘﻲ ﺑﻜﻮﺷﻨﺪKey Word: linguistic dyslexic students, neuropsychologicalintervention (HAS) Primary school, reading and writing efficiency
خلاصه ماشینی:
"ﻓﺼﻠﻨﺎﻣﻪ روان ﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی Journal of Applied Psychology 2009Autumn, Vol. 3, No. 3(11), 7-19 7-19 ،1388 ﺳﺎل3، ﺷﻤﺎره 3)11(، ﭘﺎﻳﻴﺰ اﺛﺮ ﻣﺪاﺧﻠﻪ ﻫﺎی ﻧﻮروﺳﺎﻳﻜﻮﻟﻮژی در ﻛﺎرآﻣﺪی ﺧﻮاﻧﺪن و ﻧﻮﺷﺘﻦ داﻧﺶ آﻣﻮزان اﺑﺘﺪاﻳﻲ دﭼﺎر ﻧﺎرﺳﺎﺧﻮاﻧﻲ ﺗﺤﻮﻟﻲ ﻧﻮع زﺑﺎن ﺷﻨﺎﺧﺘﻲ: ﻣﻄﺎﻟﻌﻪ ﺗﻚ آزﻣﻮدﻧﻲ The effects of neuropsychological intervention (HAS) on reading and writing efficiency of linguistically dyslexic students: Single case study F.
ﻧﻤﻮدارﻫﺎی ﺗﻮزﻳﻊ ﻓﺮاواﻧﻲ دﻗﺖ ،درک، و ﺳﺮﻋﺖ ﺧﻮاﻧﺪن و ﺗﻌﺪاد ﺧﻄﺎﻫﺎی اﻣﻼﺋﻲ آزﻣﻮدﻧﻲ ﻫﺎی آزﻣﺎﻳﺸﻲ و ﮔﻮاه )2(a2,b ﻧﻤﻮدار ﺗﻮزﻳﻊ ﻓﺮاواﻧﯽ دﻗﺖ ﺧﻮاﻧﺪن ﺁزﻣﻮدﻧﯽ ﺁزﻣﺎﻳﺸﯽ2 aو ﺁزﻣﻮدﻧﯽ ﮔﻮاﻩ2b ﻧﻤﻮدار ﺗﻮزﻳﻊ ﻓﺮاواﻧﯽ ﺧﻄﺎﯼ اﻣﻼﻳﯽ ﺁزﻣﻮدﻧﯽ ﺁزﻣﺎﻳﺶ 2 aو ﺁزﻣﻮدﻧﯽ ﮔﻮاﻩ 2b 52 12 02 91 91 81 81 61 61 51 51 51 ﺁزﻣﻮدﻧﯽ ﺁزﻣﺎﻳﺶ 2a 41 41 21 ﺁزﻣﻮدﻧﯽ ﺁزﻣﺎﻳﺶ ﺁزﻣﻮدﻧﯽ ﮔﻮاﻩ 2b 01 01 2a 8 7 ﺁزﻣﻮدﻧﯽ ﮔﻮاﻩ 2b 6 5 4 5 2 3 3 0 0 ﺧﻄﺎﯼ ﺧﻄﺎﯼ ﺧﻄﺎﯼ دﻗﺖ ﺧﻮاﻧﺪن)ﭘﺲ دﻗﺖ ﺧﻮاﻧﺪن)ﭘﻴﺶ دﻗﺖ اﻣﻼﻳﯽ)ﭘﻴﺶ اﻣﻼﻳﯽ)ﭘﺲ اﻣﻼﻳﯽ)ﭘﻴﮕﻴﺮﯼ( ﺁزﻣﻮن( ﺁزﻣﻮن( ﺧﻮاﻧﺪن)ﭘﻴﮕﻴﺮﯼ( ﺁزﻣﻮن( ﺁزﻣﻮن( ﻧﻤﻮدار ﺗﻮزﻳﻊ ﻓﺮاواﻧﯽ ﺧﻄﺎﯼ اﻣﻼﻳﯽ ﺁزﻣﻮدﻧﯽ ﺁزﻣﺎﻳﺶ 2 aو ﺁزﻣﻮدﻧﯽ ﮔﻮاﻩ 2b ﻧﻤﻮدار ﺗﻮزﻳﻊ ﻓﺮاواﻧﯽ ﺳﺮﻋﺖ ﺧﻮاﻧﺪن ﺁزﻣﻮدﻧﯽ ﺁزﻣﺎﻳﺶ 2 aو ﺁزﻣﻮدﻧﯽ ﮔﻮاﻩ 2b 052 632 032 81 002 61 61 51 51 41 41 051 ﺁزﻣﻮدﻧﯽ ﺁزﻣﺎﻳﺶ 2a 831 731 531 631 21 ﺁزﻣﻮدﻧﯽ ﮔﻮاﻩ 2b ﺁزﻣﻮدﻧﯽ ﺁزﻣﺎﻳﺶ 001 01 2a 8 ﺁزﻣﻮدﻧﯽ ﮔﻮاﻩ 2b 7 05 6 5 4 0 2 ﺳﺮﻋﺖ ﺳﺮﻋﺖ ﺳﺮﻋﺖ ﺧﻮاﻧﺪن)ﭘﻴﺶ ﺧﻮاﻧﺪن)ﭘﺲ ﺧﻮاﻧﺪن)ﭘﻴﮕﻴﺮﯼ( 0 ﺁزﻣﻮن( ﺁزﻣﻮن( ﺧﻄﺎﯼ اﻣﻼﻳﯽ)ﭘﺲ ﺧﻄﺎﯼ اﻣﻼﻳﯽ)ﭘﻴﺶ ﺧﻄﺎﯼ ﺁزﻣﻮن( ﺁزﻣﻮن( اﻣﻼﻳﯽ)ﭘﻴﮕﻴﺮﯼ( ﺑﺤﺚ و ﻧﺘﻴﺠﻪ ﮔﻴﺮی ﻳﺎﻓﺘﻪ ﻫﺎی اﻳﻦ ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﻛﻪ اﺳﺘﻔﺎده از ﺷﻴﻮه ﻫﺎی درﻣﺎﻧﻲ ﻧﻮروﺳﺎﻳﻜﻮﻟﻮژی، ﻣﻮﺟﺐ اﻓﺰاﻳﺶ ﻣﻴﺰان ﻛﺎرآﻣﺪی ﺧﻮاﻧﺪن و ﻧﻮﺷﺘﻦ داﻧﺶ آﻣﻮزان ﻧﺎرﺳﺎﺧﻮان ﺗﺤﻮﻟﻲ ﻧﻮع زﺑﺎن ﺷﻨﺎﺧﺘﻲ ﺷﺪه اﺳﺖ."