نوع مقاله: مقاله پژوهشی
نویسندگان
1 گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
2 دانشیار گروه روانشناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
3 استادیار گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده روانشناسی، دانشگاه اصفهان، اصفهان، ایران.
4 عضو هیئت‌علمی گروه مهندسی پزشکی، دانشکده فنی و مهندسی، دانشگاه اصفهان، اصفهان، ایران.
چکیده
هدف این پژوهش، مقایسة اثربخشی واقعیت مجازی با نوروفیدبک بر کمبود توجه دانش‌آموزان دارای اختلال نقص توجه/بیش‌فعالی بود. روش پژوهش، نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون، کنترل و پیگیری بود. جامعة آماری عبارت بود از دانش‌آموزان 7 تا 12 سال مقطع ابتدایی دارای اختلال نقص توجه/بیش‌فعالی شهر اصفهان در سال تحصیلی 98-97 که از بین آنها 48 نفر به شیوة هدفمند انتخاب و با رعایت معیارهای ورود به شیوة تصادفی به 3 گروه واقعیت مجازی، نوروفیدبک و کنترل (هر گروه 16 نفر) گمارده شدند. آزمون اسنپ–4 فرم والدین (1981) برای سنجش نقص توجه آزمودنی‌ها توسط مادران آنها تکمیل گردید. گروه آزمایش واقعیت مجازی تعداد 10 جلسة سه‌دقیقه‌ای مداخله نرم‌افزار واقعیت مجازی و گروه آزمایش نوروفیدبک تعداد 30 جلسة 45 دقیقه‌ای نوروفیدبک دریافت کردند. گروه کنترل هیچ مداخله‌ای دریافت نکرد. سپس از هر دو گروه پس‌آزمون و پیگیری به عمل آمد. نتایج نشان داد که واقعیت مجازی و نوروفیدبک در بهبود توجه مؤثر هستند، اثرات آنها در مرحلة پیگیری نیز ماندگار است و تفاوت بین میانگین‌های گروه‌های آزمایش با گروه کنترل معنی‌دار است (001/0>p). شواهد به‌دست‌آمده نشان می‌دهند که واقعیت مجازی و نوروفیدبک در بهبود توجه دانش‌آموزان مبتلا در هر دو مرحله مؤثر هستند و تفاوت بین گروه‌های واقعیت مجازی و نوروفیدبک معنی‌دار نیست (05/0<p).
کلیدواژه‌ها
عنوان مقاله [English]
Comparison of the effectiveness of virtual reality therapy with neurofeedback on attention deficit of ADHD elementary students
نویسندگان [English]
- Mehdi Tabrizi 1
- Gholamreza Manshaee 2
- Amir Ghamarani 3
- Javad Rasti 4
1 Counseling Department, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran.
2 Associate professor, Islamic Azad University, Isfahan (Khorasgan) branch, Isfahan, Iran.
3 Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran.
4 Department of Biomedical Engineering, Faculty of Engineering, University of Isfahan, Isfahan, Iran.
چکیده [English]
The purpose of this study was to compare the effectiveness of virtual reality with neurofeedback on attention deficit of students with attention deficit / hyperactivity disorder. The research method was quasi-experimental with pretest, posttest, control and follow up design. The statistical population consisted of 7-12 years-old elementary school students with attention deficit / hyperactivity disorder in Isfahan city in the school year of 1397-98 from which 48 subjects purposely selected based on entrance criteria and randomly assigned into virtual reality, neurofeedback and control groups (each 16 students). The SNAP-4 Parent Form (1981) was completed to measure students' attention deficit by their mothers. The virtual reality experiment group received 10 three-minute sessions of virtual reality software intervention and the neurofeedback experiment group received 30 neurofeedback sessions of 45 minutes each. The control group received no intervention. Then, post-test and after two months, follow-up measure were done. The results showed that virtual reality and neurofeedback are effective in improving attention, their effects are persistent in the follow-up phase, and the difference between the mean of the experimental and the control groups is significant (p <0.001). The obtained results show that virtual reality and neurofeedback are effective in improving the attention of affected students in both stages and the difference between virtual reality and neurofeedback groups is not significant (p <0.05).
کلیدواژه‌ها [English]
- virtual reality
- neurofeedback
- attention deficit
- Elementary School Students
- ADHD
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