تأثیر آموزش بازی گروهی بر رفتار سازشی دختران و پسران کم‌توان ذهنی آموزش‌پذیر
محورهای موضوعی : تربیتیآرزو شاه میوه اصفهانی 1 , منصوره بهرامی پور 2 , طاهره حیدری 3 , سالار فرامرزی 4
1 - دانشجوی دکترای دانشگاه اصفهان
2 - عضو هیأت علمی دانشگاه آزاد اسلامی اصفهان (خوراسگان)
3 - کارشناس ارشد روان‌شناسی دانشگاه اصفهان
4 - عضو هیأت علمی دانشگاه اصفهان
کلید واژه: آموزش بازی گروهی, کم‌توانی ذهنی, رفتار سازشی,
چکیده مقاله :
هدف از انجام این پژوهش بررسی تأثیر آموزش بازی گروهی بر رفتار سازشی پسران و دختران کم‌توان ذهنی آموزش‌پذیر است. روش پژوهش نیمه‌تجربی به‌صورت پیش‌آزمون ـ پس‌آزمون با گروه گواه بود. جامعۀ آماری همۀ دانش‌آموزان کم‌توان ذهنی پایۀ اول، دوم و سوم ابتدایی شهر اصفهان و روش نمونه‌گیری، خوشه‌ای چندمرحله‌ای تصادفی بود. نمونۀ این پژوهش 40 کودک کم‌توان ذهنی بود که به‌طور تصادفی در دو گروه 20 نفری آزمایش (10 دختر، 10 پسر) و گواه (10 دختر، 10 پسر) قرار گرفتند. ابزار پژوهش عبارت از مقیاس رفتار سازشی واینلند (دال، 1965) بود. پس از اجرای پیش‌آزمون بر روی دو گروه گواه و آزمایش، کودکان کم‌توان ذهنی گروه آموزش 8 جلسۀ یک‌ساعته بازی‌های گروهی را در مدرسه آموزش دیدند و سپس پس‌آزمون بر روی هر دو گروه انجام گرفت. نتایج تحلیل کواریانس نشان داد که آموزش بازی‌های گروهی بر رفتار سازشی این کودکان، مؤثر بوده است (0001/0P < ). ضمن اینکه بین دو گروه دختر و پسر در میانگین نمرات پس‌آزمون رفتار سازشی مقیاس رفتار سازشی واینلند تفاوت معناداری مشاهده نشد. نتایج این پژوهش نشان می‌دهد که آموزش بازی‌های گروهی قادر به افزایش رفتار سازشی دانش‌آموزان کم‌توان ذهنی است.
The purpose of this research was to determine the effect of group play training on adaptive behavior of educable mentally disabled students. The statistical population of this study included all students with intellectual disability in grades 1, 2, 3 of educable primary schools in Isfahan. The sample included 40 students (20 boys and 20 girls) who were selected by multi-stage cluster sampling. Then they were randomly divided into two groups: the experimental (10 girls and 10 boys) and control (10 girls and 10 boys) groups. The instrument used in this research was, Vineland Social Maturity Scale (Doll, 1965). The pretest was administered to both the experimental and control groups. Then experimental group received the group play training for 8 sessions, each, one hour. Then post-test administered. The results of co-variance analyses showed that group play training had a significant effect on adaptive behavior of these children (P < 0.0001). Also, the results showed that there was no significant difference between girl's and boy's mean scores of Vineland social maturity scale in post test. The finding showed that the group play training could increase adaptive behavior in students with intellectual disabilities (P < .0001).
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