شیوع اختلال یادگیری غیرکلامی در دانش‌آموزان دختر

محورهای موضوعی : روان‌شناسی بالینی

مریم یوسفی ¹ , معصومه پورمحمدرضای تجریشی ² , عنایت‌اله بخشی ³

1 - کارشناس ارشد روان‌شناسی و آموزش کودکان استثنایی دانشگاه علوم توان بخشی و سلامت اجتماعی
2 - دانشیار گروه روان‌شناسی و آموزش کودکان استثنایی دانشگاه علوم توان بخشی و سلامت اجتماعی
3 - استاد گروه آمار زیستی دانشگاه علوم توان بخشی و سلامت اجتماعی

تاریخ دریافت : 1400/10/15 تاریخ پذیرش : 1400/10/15 تاریخ انتشار : 1400/07/01

کلید واژه: شیوع, ابتدایی, اختلال یادگیری غیرکلامی,

چکیده مقاله :

هدف از انجام این پژوهش تعیین شیوع اختلال یادگیری غیرکلامی در دانش آموزان دختر بود. پژوهش حاضر از نوع توصیفی و مقطعی بود و نمونه‌ها شامل 354 دختر در پایة تحصیلی چهارم، پنجم، و ششم ابتدایی در شهر کرج بودند که به شیوة تصادفی طبقه ای نمونه گیری شد و با مقیاس کم توانی های یادگیری غیرکلامی کودکان (گلدشتاین، 2002) ارزیابی و از میان آن ها، 13 نفر را،که نمرة 30 و بالاتر در مقیاس به دست آوردند به عنوان افراد مشکوک به اختلال شناسایی کردیم. آن ها به مقیاس سومین ویرایش هوشی وکسلر کودکان (ولگر، 2002) پاسخ دادند و با توجه به کسب هوش بهر کلی 85 و بالاتر و اختلاف 10 نمره و بیشتر بین هوش بهر کلامی و عملی، 3 نفر از دانش آموزان دختر (1 نفر از هر پایة تحصیلی) تشخیص اختلال یادگیری غیرکلامی دریافت کردند. داده ها با استفاده از آزمون یو مان_ویتنی تحلیل شد و نتایج نشان داد که میزان شیوع اختلال یادگیری غیرکلامی در دانش آموزان دختر %85/0 است و بنابر شواهد پژوهش حاضر می‌توان نتیجه گرفت با توجه به شیوع نسبتاً بالای اختلال یادگیری غیرکلامی در دانش آموزان دبستانی می توان با اجرای برنامه های مداخله ای بهنگام از مشکل تحصیلی، رفتاری و شغلی آن ها در سال های آتی جلوگیری کرد.

چکیده انگلیسی:

This study aimed to determine the prevalence of nonverbal learning disorders in female students. The research method was descriptive and cross-sectional. Participants comprised 354 female students from fourth, fifth, and sixth grades in elementary schools in Karaj and were selected by stratified random sampling using the Children Nonverbal Learning Disabilities Scale (Goldstein, 2002). 13 students who got ≥30 points on the Scale were diagnosed at-risk to a nonverbal learning disorder. Then, they answered to Wechsler Intelligence Scale for Children-3rd revision (Woolger, 2001). 3 students were diagnosed as having a nonverbal learning disorder according to their total intelligence quotient equals to ≥85, ≥10 point difference between their verbal intelligence quotient and practical intelligence quotient. Data were analyzed by The Mann-Whitney U test. The results indicated that 0.85% of female students had a nonverbal learning disorder. The findings suggested that regarding the almost high prevalence of nonverbal learning disorders in elementary students, we can accomplish early intervention programs to prevent their academic, behavioral, and occupational problems in the future.

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