شیوع اختلال یادگیری غیرکلامی در دانش‌آموزان دختر

روانشناسی تحولی: روانشناسان ایرانی

دوره 18، شماره 69، مهر 1400، صفحه 23-36   

نوع مقاله: علمی پژوهشی

نویسندگان

مریم یوسفی¹؛ معصومه پورمحمدرضای تجریشی^{* 2}؛ عنایت‌اله بخشی³

¹کارشناس ارشد روان‌شناسی و آموزش کودکان استثنایی دانشگاه علوم توان بخشی و سلامت اجتماعی

²دانشیار گروه روان‌شناسی و آموزش کودکان استثنایی دانشگاه علوم توان بخشی و سلامت اجتماعی

³استاد گروه آمار زیستی دانشگاه علوم توان بخشی و سلامت اجتماعی

چکیده

هدف از انجام این پژوهش تعیین شیوع اختلال یادگیری غیرکلامی در دانش­آموزان 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 طبقه­ای نمونه­گیری شد و با مقیاس کم­توانی­های یادگیری غیرکلامی کودکان (گلدشتاین، 2002) ارزیابی و از میان آن­ها، 13 نفر را،که نمرة 30 و بالاتر در مقیاس به دست آوردند به عنوان افراد مشکوک به اختلال شناسایی کردیم. آن­ها به مقیاس سومین ویرایش هوشی وکسلر کودکان (ولگر، 2002) پاسخ دادند و با توجه به کسب هوش­بهر کلی 85 و بالاتر و اختلاف 10 نمره و بیشتر بین هوش­بهر کلامی و عملی، 3 نفر از دانش­آموزان دختر (1 نفر از هر پایة تحصیلی) تشخیص اختلال یادگیری غیرکلامی دریافت کردند. داده­ها با استفاده از آزمون یو مان_ویتنی تحلیل شد و نتایج نشان داد که میزان شیوع اختلال یادگیری غیرکلامی در دانش­آموزان دختر %85/0 است و بنابر شواهد پژوهش حاضر می‌توان نتیجه گرفت با توجه به شیوع نسبتاً بالای اختلال یادگیری غیرکلامی در دانش­آموزان دبستانی می­توان با اجرای برنامه­های مداخله­ای بهنگام از مشکل تحصیلی، رفتاری و شغلی آن­ها در سال­های آتی جلوگیری کرد.

کلیدواژه‌ها

ابتدایی؛ اختلال یادگیری غیرکلامی؛ شیوع

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