مقایسه‌ی ویژگی‌های عصب- روان‌شناختی در کودکان پیش دبستانی عادی و مبتلا به اختلال هماهنگی رشدی

نوع مقاله : مقاله های پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد، گروه کودکان با نیازهای خاص، دانشکده‌ی علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران

2 استادیار، گروه کودکان با نیازهای خاص، دانشکده‌ی علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران

3 کارشناس ارشد، گروه کودکان با نیازهای خاص، دانشکده‌ی علوم تربیتی و روان‌شناسی،دانشگاه اصفهان، اصفهان، ایران

چکیده

مقدمه: کودکان مبتلا به اختلال هماهنگی رشدی در فعالیت‌های حرکتی دچار مشکل هستند. مشخصه‌‌ی اصلی این اختلال، نارسایی‌های حرکتی است. این کودکان علاوه بر مشکلات حرکتی، در حوزه‌های دیگر نیز با مشکلاتی مواجهند. هدف این پژوهش، بررسی و مقایسه‌ی ویژگی‌های عصب- روان‌شناختی بود که طی آن کارکرد اجرایی و توجه و عملکرد‌های حسی- حرکتی، زبان، حافطه و یادگیری مورد بررسی قرار گرفت.روش‌ها: پژوهش حاضر به شیوه‌ی علی- مقایسه‌ای اجرا شده است. جامعه‌ی آماری شامل کلیه‌ی کودکان پیش دبستانی 6 ساله‌ی شهر اصفهان بود. آزمودنی‌ها شامل 50 کودک مبتلا به اختلال هماهنگی رشدی و 50 کودک عادی بود که با روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. برای جمع‌آوری داده‌‌ها از پرسش‌نامه‌ی عصب- روان‌شناختی Connor و برای تجزیه و تحلیل داده‌ها از آزمون MANOVA استفاده شد.یافته‌ها: بین ویژگی‌های عصب- روان‌شناختی (کارکرد اجرایی و توجه و عملکردهای حسی- حرکتی، زبان، حافظه و یادگیری)کودکان مبتلا به اختلال هماهنگی رشد و کودکان عادی، تفاوت معنی‌دار مشاهده شد (05/0 > P برای همه‌ی موارد).نتیجه‌گیری: این پژوهش نشان داد کودکان مبتلا به اختلال هماهنگی رشدی در حوزه‌های عصب-روان‌‌شناختی متفاوتند و در مقایسه با کودکان عادی در سطح پایین‌تری قرار دارند و مشکلات حرکتی نیمرخ عصب-روان‌شناختی این گروه از کودکان را تحت تأثیر قرار داده است.

کلیدواژه‌ها

عنوان مقاله [English]

Comparing the Neuropsychological Features in Preschool Children with and without Developmental Coordination Disorder (DCD)

نویسندگان [English]

  • Morteza Mahmoudi 1
  • Ahmad Abedi 2
  • Eghbal Shafie 3
  • Ahmad Yarmohamadyan 2
  • Valiollah Karamimanesh 3
  • Azimehsadat Fatemi 1
1 MSc Student, Department of Psychology of Exceptional Children, School of Education Sciences and Psychology, University of Isfahan, Isfahan, Iran
2 Assistant Professor, Department of Psychology of Exceptional Children, School of Education Sciences and Psychology, University of Isfahan, Isfahan, Iran
3 Department of Psychology of Exceptional Children, School of Education Sciences and Psychology, University of Isfahan, Isfahan, Iran
چکیده [English]

Background: Children with developmental coordination disorder (DCD) have difficulty in motor activity. Motor impairment is the main feature of this disorder. In addition to the movement problems, these children interfere with other areas of difficulty. The aim of this study was to compare the neuropsychological characteristics such as executive function and attention and sensory-motor functions, language, memory and learning in preschool children with and without developmental coordination disorder.Methods: In this causal-comparative study, the preschool children at the age of 6 years in Isfahan city, Iran, were enrolled. 50 children with developmental coordination disorder and 50 children without it were selected by multi-stage cluster sampling. Data were collected using Conner neuropsychological questionnaire and analyzed using multivariate analysis of variance (MANOVA).Findings: There were significant differences between neuropsychological characteristics (executive function and attention and sensory-motor functions, language, memory and learning) in children with and without developmental coordination disorder (P < 0.05 for all).Conclusion: This study showed that children with developmental coordination disorder in comparison with normal children are at a lower level of neuropsychological characteristics and suffer from movement problems.

کلیدواژه‌ها [English]

  • Developmental Coordination Disorder
  • Neuropsychological features
  • Preschools

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مجله دانشکده پزشکی اصفهان
دوره 31، شماره 265 - شماره پیاپی 265
بهمن و اسفند 1392
صفحه 2063-2080

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سابقه مقاله

  • تاریخ دریافت: 09 مرداد 1392
  • تاریخ بازنگری: 12 آبان 1403
  • تاریخ پذیرش: 17 فروردین 1401

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