مقایسه اثربخشی آموزش کارکردهای اجرایی مبتنی بر بازی های رایانه ای و یکپارچگی حسی بر علائم نارساخوانی دانش آموزان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
نارساخوانی شایع ترین نوع اختلال یادگیری است، حدود 80 درصد مشکلات یادگیری را در برمی گیرد. هدف پژوهش حاضر مطالعه اثربخشی تقویت کارکردهای اجرایی مبتنی بر بازی های رایانه ای در مقایسه با تقویت یکپارچگی حسی بود. مطالعه حاضر در قالب یک طرح آزمایشی با طرح پیش آزمون-پس آزمون با کنترل و پیگیری انجام شد. جامعه آماری، تمام دانش آموزان با اختلال یادگیری دوره ابتدایی منطقه 2 و 5 تهران در سال 1400-1399 بودند. تعداد 30 دانش آموز 8 تا 11 ساله نارساخوان که معیارهای ورود به مطالعه را دارا بودند به صورت نمونه گیری در دسترس انتخاب، از لحاظ سن، جنسیت، هوشبر همگن شدند، به صورت تصادفی ساده در سه گروه 10 نفره قرار گرفتند. شرکت کنندگان در پیش آزمون، پس آزمون و پیگیری با استفاده از مقیاس هوش وکسلر کودکان نسخه چهارم، آزمون نارساخوانی، ان بک و نیمرخ حسی ارزیابی شدند. بعد از 4 ماه مرحله پیگیری اجرا شد. به طور تصادفی، گروه آزمایش اول، مداخله آموزش کارکردهای اجرایی مبتنی بررایانه و گروه آزمایش دوم مداخله یکپارچگی حسی حرکتی را به مدت 20 جلسه 30 دقیقه ای دریافت کردند. پس از اتمام پژوهش مداخله ها بر روی کنترل اجرا شد. داده ها با روش تحلیل واریانس دوعاملی آمیخته بررسی شد. نتایج نشان دادند علائم نارساخوانی در مرحله پس آزمون و پیگیری، بین گروه های (بازی رایانه ای، یکپارچگی حسی، کنترل) تفاوت معنادار داشتند (p<.001). هر دو مداخله بر علائم نارساخوانی دانش آموزان مؤثر بودند، مداخله تمرین های یکپارچگی حسی تأثیر پایدارتری بر علائم نارساخوانی داشت. درنهایت، توجه به الگوهای پردازش حسی و راهبردهای درمانی در تشخیص و آموزش دانش آموزان نارساخوان نتایج مؤثری دارد.The Comparison of the Effectiveness of Executive Functions Training Based on Computer Games and Sensory Integration on Students’ Dyslexia Symptoms
Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was conducted using an experimental design with a pre-test, post-test, control group, and follow-up stage. The study's statistical population included all elementary school students with learning disabilities in districts 2 and 5 of Tehran in January and February 2021. Thirty dyslexic students aged between 8 and 11 years, who met the inclusion criteria, were homogenized based on age, gender, and intelligence. They were then randomly divided into three groups of ten. Participants in the pre-test, post-test, and follow-up stages were evaluated using various tests such as WISC-4, dyslexia, n-back, and Sensory Profile 2. After four months, a follow-up stage was carried out. The first group received a computer-based executive function intervention, while the second group received a sensory-motor integration intervention for 20 sessions of 30 minutes. At the end of the study, the interventions were performed on the control group. Data were analyzed using two-factor analysis of variance. The results showed that there were significant differences between the three groups in both post-test and follow-up stages of dyslexia symptoms (p <.001). Both interventions were effective in reducing dyslexia symptoms, although sensory integration exercises had a more lasting effect on this disorder's symptoms. Finally, paying attention to sensory processing patterns and therapeutic strategies in diagnosing and educating dyslexic students could lead to effective results.
Extended
Introduction
The term "dyslexia" refers to a reading disability characterized by difficulties with accurate and fluent word recognition, reading speed or fluency, decoding and spelling abilities, and poor reading comprehension (American Psychiatric Association, 2013). There is a close relationship between the ability to read and executive functions. Executive functions are a set of skills such as decision-making, planning, inhibition, and organization, requiring high-order cognitive abilities such as attention, working memory, language, perception, and creative thinking (Hoskyn, Iarocci, Young, 2017). Computer-based executive functions training is one the new treatments that has an interdisciplinary nature, and through cognitive training, it tries to improve the brain plasticity and provides lasting improvements (O'Connel, Bellgrove, Robertson, 2007, quoted in Khanzadeh, Latif Zanjani and Taher, 2017).
The concepts of sensory integration theory come from human development, psychological neuroscience, and occupational therapy. Its purpose is to correct students' problems using a combination of sensory dimensions in the educational process. According to Ayres' theory, a sensory integration disorder is the primary cause of learning failures, and overcoming this disorder can facilitate learning (Mirzakhani, Shahbazi, and Alizadeh, 2108). Correct and timely diagnosis and implementation of educational and rehabilitative interventions are crucial to overcome this disorder. No studies have demonstrated the effect of sensory integration and executive functions on students with dyslexia, making it an important topic for research. To fill this gap, this study was conducted to examine the impact of sensory integration and executive functions on students with dyslexia.
Literature Review
According to past studies, students with dyslexia have been shown to be deficient in executive functions (Akyürek & Bumin, 2019; Fisher et al., 2019). Computer-based strategies are a rehabilitation treatment for students with learning disabilities that aim to improve their working memory, executive functions, and reading performance, as noted in the study by Ranjbar et al. (2018). Peters et al. (2021) investigated the impact of video game training on text reading accuracy in students with dyslexia. The findings indicated that visual attention can have a significant impact on reading performance. Sensory-motor integration exercises are a rehabilitation strategy that can help students with learning disabilities. According to the study by Sadati Firouzabadi and Abbasi (2017), sensory-motor integration can alleviate reading problems in students with learning disabilities.
Methodology
This study is an experimental design with a pre-test, a post-test, and a follow-up phase. The population consists of all students with learning disabilities in the elementary school in the 2nd and 5th districts of Tehran during the 2019-2020 school year. In this study, 30 students aged 8-11 with dyslexia who met the inclusion criteria were selected randomly by convenient sampling. After sampling, participants were homogenized in terms of variables such as age, gender, and intelligence. They were then randomly divided into three groups of 10 people. Participants were evaluated in the pre-test, post-test, and follow-up using the Wechsler Intelligence Scale for Children, Fourth Edition, Dyslexia Screening Test, n-back paradigm, and Sensory Profile. After 4 months, the follow-up phase was implemented. Randomly, the first group received computer-based executive function training for 20 30-minute sessions, and the second experimental group received a sensory-motor integration intervention for the same period. After the research was completed, the control group received the intervention.
Conclution
The aim of this study was to compare the effectiveness of two interventions, computer-based executive functions training and sensory integration, on students with dyslexia. The results indicated that both interventions were beneficial but sensory integration intervention had a more long-lasting effect. Previous research has shown that computer-based executive functions training and visual skills-based computer games can improve dyslexia symptoms, as reported in previous studies by Pourfarehmand and Taher (2019) in terms of visual-auditory perception and reading speed, and García-Redondo et al. (2019) regarding attention. Additionally, cognitive training through computer games aims to teach cognitive functions by focusing on neurobiological processes and structural changes in brain neurons related to executive functions. Visual skills-based computer games foster brain plasticity, leading to improved learning.
The theoretical basis offers an explanation for the effects of sensory integration intervention on dyslexia symptoms based on brain plasticity mechanisms. Brain plasticity indicates that learning is what the human brain does best. Learning changes the brain because it can respond to any new behavior, experience, or stimulation. By understanding how the brain learns, we can optimize educational resources. The effects of sensory integration on dyslexia symptoms may be attributed to brain plasticity and flexibility. The intervention is designed based on unique sensory patterns, providing an attractive and creative learning environment that helps students respond to the demands of their daily lives, as reported in previous studies by Alizadeh Zarei and Maleki (2016).
However, limitations of this study include the small sample size, geographical region, and sample loss due to the COVID-19 pandemic. Further research should be conducted in other groups and regions in students with other learning disorders such as dyscalculia and dysgraphia. Additionally, educational workshops should be held for counselors, psychologists, and teachers to learn how to use these interventions. Elementary school teachers should focus on antecedents of reading such as strengthening executive functions and sensory-motor integration exercises.
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