طراحی برنامۀ آموزش کارکردهای اجرایی و بررسی میزان اثربخشی آن بر ارتقای همدلی در کودکان مبتلا به اختلال طیف اوتیسم با عملکرد بالا

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.

2 دانشیار، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران

چکیده

پژوهش حاضر با هدف طراحی و تعیین اثربخشی بستۀ آموزشی کارکردهای اجرایی بر ارتقای همدلی در کودکان با اختلال طیف اوتیسم با عملکرد بالا انجام شد. این پژوهش از نظر هدف کاربردی است و روش آن نیمه‌آزمایشی با پیش‌آزمون-پس‌آزمون همراه با گروه کنترل است. جامعۀ آماری پژوهش، کودکان دارای اختلال اوتیسم 6 تا 12 ساله ارومیه‌ای (274 نفر) در سال تحصیلی 1399-1398 از مدرسۀ استثنایی کودکان اوتیسم هستند. از کل جامعۀ هدف، به روش نمونه‌گیری در دسترس، 40 نفر اوتیسم با عملکرد بالا با استفاده از مقیاس تشخیص اوتیسم گیلیام (GARS) انتخاب شدند و به‌صورت تصادفی در دو گروه آزمایش (20 نفر) و کنترل (20 نفر) قرار گرفتند. سپس مقیاس همدلی شناختی و عاطفی کودکان گریفت (GEM) توسط والدین هردو گروه تکمیل شد. پس از اجرای پیش‌آزمون، گروه آزمایش به مدت 24 جلسه آموزش داده شد، و این بار پس‌آزمون اجرا شد. تجزیه و تحلیل داده‌ها با استفاده از نرم‌افزار SPSS و با روش تحلیل کوواریانس یک‌راهه انجام گرفت. اطلاعات به‌دست‌آمده نشان‌دهندۀ تفاوت معنادار بین دو گروه کنترل و آزمایش در نمرات متغیر پس‌آزمون و همدلی بعد از تعدیل تأثیر پیش‌آزمون همدلی است (1/0<P). براساس این پژوهش می‌توان گفت با ارتقای کارکردهای اجرایی می‌توان همدلی را افزایش داد.

کلیدواژه‌ها

عنوان مقاله [English]

Planning an Executive Functions Curriculum and Evaluating Its Effectiveness on Improving the Empathy in Children with High Performance Autism Spectrum Disorder

نویسندگان [English]

  • farhad ghadiri 1
  • esmaeil soleimani 2
1 PhD Student of Psychology, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran. student
2 Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia,
چکیده [English]

This study aims to plan and detect the effectiveness of the educational package of executive functions on improving the empathy in children with a high-performance autism spectrum disorder. In term of purpose, this research is applied, and the research method is semi-experimental with a post-test–pre-test with a control group. The statistical population consists of children with autism disorder aged 6 to 12 years old in Urmia (274 people) in the academic year of 2019–20 from the exceptional school for children with autism. Out of the statistical population, 40 high-performance autism children were selected using Gilliam Autism Rating Scale (GARS) and randomly assigned to two experimental (20) and control (20) groups. Then, the Griffith cognitive and emotional empathy scale (GEM) was filled out by the parents of both groups. After the pre-test, the experimental group was trained for twenty-four sessions, and the post-test was performed. The data was analyzed using SPSS software and univariate analysis of covariance. The data showed a significant difference between the control and experimental groups in terms of the post-test scores and empathy scores after adjusting the effect of the pre-test of Empathy (p < 0.01). Based on this study, it can be propposed that improving executive functions can increase the levels of empathy.

کلیدواژه‌ها [English]

  • Executive Functions
  • Empathy
  • Autism

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فصل‌نامه پژوهش‌های کاربردی روانشناختی
دوره 12، شماره 1
خرداد 1400
صفحه 227-245

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