چکیده:
ﻫﺪف: ﺧﻮدﻧﻈﺎرﺗﯽ ﺟﺰ ﻣﮑﻤﻞ و ﻻزم ﻓﺮاﯾﻨﺪ ﯾﺎدﮔﯿﺮی و ﯾﮏ ﻣﮑﺎﻧﯿﺴﻢ ﻣﻬﻢ در ﺗﺤﻮل و ﭘﯿﺸﺮﻓﺖ ﻓﺮد اﺳﺖ ﮐﻪ ﺑﻪ ﺻﻮرت ارادی اﻧﺠﺎم ﻣﯽ ﺷﻮد و ﺗﻨﻈﯿﻢ دروﻧﯽ رﻓﺘﺎر اﺳﺖ و ﻓﺮاﯾﻨﺪی اﺳﺖ ﮐﻪ در ﻧﺘﯿﺠﻪ آن ﮐﻮدک از رﻓﺘﺎر ﻧﺎﻣﻨﻈﻢ و ﻧﺎﻗﺺ و ﻧﻘﺺ ﻋﻤﻠﮑﺮد ﺧﻮد آﮔﺎه ﺷﺪه و در ﺟﻬﺖ اﺻﻼح آن اﻗﺪام ﻣﯽ ﮐﻨﺪ در ﻃﯽ اﯾﻦ ﻓﺮاﯾﻨﺪ ﺑﻪ ﮐﻮدک آﻣﻮزش داده ﻣﯽ ﺷﻮد ﮐﻪ وﻗﻮع رﻓﺘﺎر را ﺛﺒﺖ و ﮐﻨﺘﺮل ﮐﻨﺪ. اﯾﻦ راﻫﺒﺮد در ﮔﺮوه ﻫﺎی ﻣﺨﺘﻠﻒ ﮐﻮدﮐﺎن اﺳﺘﺜﻨﺎﯾﯽ از ﺟﻤﻠﻪ ﮐﻮدﮐﺎن ﺑﺎ ﻧﺎﺗﻮاﻧﯽ ﻫﺎی ﯾﺎدﮔﯿﺮی، ﮐﻢ ﺗﻮان ذﻫﻨﯽ و داﻧﺶ آﻣﻮزان ﺑﺎ ﻣﻌﻠﻮﻟﯿﺖ ﻫﺎی ﺷﺪﯾﺪ رﻓﺘﺎری و. . . ﻣﻤﮑﻦ اﺳﺖ ﻣﻨﺠﺮ ﺑﻪ اﻓﺰاﯾﺶ ﯾﺎ ﮐﺎﻫﺶ رﻓﺘﺎر ﺷﻮد. ﻫﺪف اﯾﻦ ﻣﻘﺎﻟﻪ ﺑﺮرﺳﯽ راﻫﺒﺮد ﺧﻮدﻧﻈﺎرﺗﯽ در ﮐﻮدﮐﺎن اﺳﺘﺜﻨﺎﯾﯽ ﻣﯽ ﺑﺎﺷﺪ. روش ﺑﺮرﺳﯽ: در اﯾﻦ ﭘﮋوﻫﺶ ﻣﻄﺎﻟﻌﺎت ﻣﺮﺗﺒﻂ را ﺑﻪ وﺳﯿﻠﻪ ی ﺟﺴﺘﺠﻮ در ﭘﺎﯾﮕﺎه داده ﻫﺎی ﮐﺎﻣﭙﯿﻮﺗﺮی ,ISI, SIENCEDIRECT, ,ELSEVIER , SPRINGER, ,MEDLINE PUMED,SCOPOS ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار دادﯾﻢ. ﭘﮋوﻫﺶ ﻫﺎی ﻣﺮﺗﺒﻂ دﯾﮕﺮ ﻧﯿﺰ در ﺧﻼل ﺑﺮرﺳﯽ ﻣﻨﺎﺑﻊ ﯾﺎﻓﺖ ﺷﺪه اوﻟﯿﻪ ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻧﺘﺎﯾﺞ: در اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﻣﺎ 50 ﻣﻘﺎﻟﻪ را ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار دادﯾﻢ. اﯾﻦ ﭘﮋوﻫﺶ ﻫﺎ ﻧﺸﺎن دادﻧﺪ ﮐﻪ اﮐﺜﺮ ﮐﻮدﮐﺎن اﺳﺘﺜﻨﺎﯾﯽ ﻋﻤﻠﮑﺮد ﭘﺎﯾﯿﻦ ﺗﺮ از ﻫﻨﺠﺎر در اﺟﺮای اﯾﻦ راﻫﺒﺮد ﺑﺮ روی ﺗﮑﺎﻟﯿﻒ و ﻋﻤﻠﮑﺮدﺷﺎن داﺷﺘﻪ اﻧﺪ. ﺑﺤﺚ: ﺑﺘﺎﺑﺮاﯾﻦ ﻫﻤﺎﻧﻄﻮر ﮐﻪ ﮔﻔﺘﻪ ﺷ ﺑﯿﺸﺘﺮ ﮐﻮدﮐﺎن اﺳﺘﺜﻨﺎﯾﯽ آﮔﺎﻫﯽ و ﺷﻨﺎﺧﺘﯽ ﻧﺴﺒﺖ ﺑﻪ رﻓﺘﺎرﻫﺎ و ﻋﻤﻠﮑﺮدﻫﺎی ﺧﻮد ﻧﺪارﻧﺪ و ﻫﻤﯿﻦ ﻣﺴﺎﻟﻪ ﺑﻪ ﺑﺮوز رﻓﺘﺎرﻫﺎی ﻧﺎﻣﻨﺎﺳﺐ در ﻣﻮﻗﻌﯿﺖ ﻫﺎی ﮔﻮﻧﺎﮔﻮن، ﺗﻮﺳﻂ اﯾﻦ ﮐﻮدﮐﺎن ﻣﻨﺠﺮ ﻣﯽ ﺷﻮد، ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻫﻤﯿﺘﯽ ﮐﻪ اﯾﻦ ﻣﺴﺎﻟﻪ در ﮐﺎرﮐﺮدﻫﺎی ﺗﺤﺼﯿﻠﯽ و ﺳﺎزﮔﺎری اﺟﺘﻤﺎﻋﯽ اﯾﻦ ﮐﻮدﮐﺎن دارد، اﺳﺘﻔﺎده از راﻫﺒﺮد ﺧﻮد ﻧﻈﺎرﺗﯽ، آﮔﺎﻫﯽ ﮐﻮدﮐﺎن ﺑﺮ ﻋﻤﻠﮑﺮدﻫﺎ و رﻓﺘﺎرﺷﺎن را اﻓﺰاﯾﺶ داده و در ﻧﻬﺎﯾﺖ ﺑﻪ ﺧﻮد ﮐﻨﺘﺮﻟﯽ رﻓﺘﺎرﻫﺎی ﺧﻮد ﻣﻨﺠﺮ ﻣﯽ ﺷﻮد و ﺑﻨﺎﺑﺮاﯾﻦ آﻣﻮزش راﻫﺒﺮد ﺧﻮد ﻧﻈﺎرﺗﯽ ﺑﻪ ﮐﻮدﮐﺎن ﻣﯽ ﺗﻮاﻧﺪ ﺧﺪﻣﺖ ارزﺷﻤﻨﺪی در ﭘﯿﺸﮕﯿﺮی و درﻣﺎن ﮐﻮدﮐﺎن اﺳﺘﺜﻨﺎﯾﯽ و ﺳﺎﯾﺮ ﮐﻮدﮐﺎن ﻋﺎدی ﻣﺤﺴﻮب ﺷﻮد.
خلاصه ماشینی:
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