fa اثربخشی بسته آموزشی مبتنی بر غلبه طرفی بر بازداری، انتقال توجه و کنترل هیجانی در کودکان 7 تا 12 ساله دارای اختلال یادگیری تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">مقدمه</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">:</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">پژوهش حاضر با هدف تعیین اثربخشی بسته آموزشی مبتنی بر غلبه طرفی بر مولفه&shy;های بازداری، انتقال توجه و کنترل هیجانی در کودکان 7 تا 12 ساله دارای اختلال یادگیری انجام شد.</span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">روش پژوهش: پژوهش حاضر با هدف تعیین اثربخشی بسته آموزشی مبتنی بر غلبه طرفی بر مولفه&shy;های بازداری، انتقال توجه و کنترل هیجانی در کودکان 7 تا 12 ساله دارای اختلال یادگیری انجام شد.</span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">یافته‌ها: </span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">نتایج نشان داد که بسته آموزشی تقویت غلبه طرفی بر کارکردهای اجرایی (01/0<</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> p</span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""> و 47/8</span><span new="" roman="" style="font-family:" times="">=</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">F</span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">) کودکان با اختلال یادگیری خاص تاثیر داشته است.</span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">بحث و نتیجه‌گیری:‌ </span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">نتایج این پژوهش نشان داد که در کودکان دارای اختلال یادگیری، عدم غلبه طرفی نسبت به همسالان خود بیشتر شایع است. همچنین این کودکان در مولفه&shy; های کارکردهای اجرایی نسبت به دیگران عملکرد ضعیف‌تری دارند. بنابراین با توجه به نتایج این پژوهش می‌توان گفت که مداخلات و آموزش‌های توان&shy;بخشی که در جهت ایجاد غلبه طرفی انجام می&shy;شود منجر به عملکرد بهتر در کارکردهای و بهبود مهارت&shy;های تحصیلی در کودکان دارای اختلال یادگیری می‌شود. </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">بنابراین پیشنهاد می‌شود که از این تمرین‌ها و مداخلات آموزشی به‌صورت یک برنامه تکمیلی هم راستا با سایر برنامه&shy;های آموزشی در تمام پایه&shy;های ابتدایی استفاده شود.</span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><span new="" roman="" style="font-family:" times="">Abstract</span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Introduction:</span></span> <span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The present study aimed to determine the effectiveness of the educational package based on lateral dominance on the components of inhibition, attention transfer, and emotional control in 7-12-year-old children with learning disabilities.</span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Research Method: The method of the present study was experimental with a pretest-posttest design with a control group. From elementary school children from 7 to 12 years old who were diagnosed with Specific learning disabilities in psychology clinics in Tehran in 2020, 30 people were randomly selected and then randomly replaced into two groups of 15 experimental and control. The Edinburgh inventory, Delacato Neurodevelopmental Scale, and Brief&rsquo;s Behavioral Rating Scale of Executive Functions were used to collect data.</span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Results:</span></span> <span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The analysis of covariance showed that the training package affected executive functions (p <0.01 and F = 8.47) in children with Specific learning disabilities in the experimental group.</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Discussion: The results of this research showed that in children with learning disabilities, lack of lateral dominance is more common than in their peers. Also, these children have weaker performance in the components of executive functions than others. Therefore, according to the results of this research, it can be said that rehabilitation interventions and pieces of training that are carried out to create lateral dominance lead to better performance in functions and improvement of academic skills in children with learning disabilities. Therefore, it is suggested that these exercises and educational interventions be used as supplementary programs in line with other educational programs in all elementary grades.</span></span></span></span></span><br> &nbsp; اختلال یادگیری خاص, غلبه طرفی, کارکردهای اجرایی. Specific Learning Disorder, lateral dominance, executive functions. 5 21 http://jeche.ir/browse.php?a_code=A-10-107-1&slc_lang=fa&sid=1 Sharmin Esmaeilii anvar شرمین اسمعیلی انور sharminesmaeili@yahoo.com 10031947532846002744 10031947532846002744 No University of Science and Research دانشگاه علوم و تحقیقات Reza Ghorban Jahromi رضا قربان جهرمی rrghorban@gmail.com 10031947532846002745 10031947532846002745 Yes University of Science and Research دانشگاه علوم و تحقیقات Amin Rafie Poor امین رفیعی پور rafiepoor2000@yahoo.com 10031947532846002746 10031947532846002746 No Payam Noor University دانشگاه پیام نور Mehrdad Sabet مهرداد ثابت mehrdadsabet@yahoo.com 10031947532846002747 10031947532846002747 No Roudhen University دانشگاه رودهن