اثر بازی‌های شناختی رایانه‌ای بر مهارت‌های ارتباطی و تنظیم هیجان کودکان دارای اختلال طیف اتیسم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 Ph.D. in general psychology, Ilam Branch, Islamic Azad University, Ilam, Iran.

2 Assistant professor in psychology, Faculty of Literature and Humanities, Science and Research Branch, Islamic Azad University, Tehran, Iran

3 Professor, Faculty of Electrical and Computer Engineering, University of Tehran, Tehran, Iran.

4 Assistant professor in psychology, Faculty of Literature and Humanities, Science and Research Branch, Islamic Azad University, Tehran, Iran.

5 M.A. in psychology, Faculty of Literature and Humanities, Science and Research Branch, Islamic Azad University, Tehran, Iran.

10.22038/jfmh.2022.20659

چکیده

مقدمه: برنامه های مداخله ای متفاوتی برای کودکان اوتیستیک ارائه و اجرا می شود. به دلیل استفاده از ابزارهای مصنوعی و ماشینی، بازی های رایانه ای ممکن است در آموزش کودکان اوتیسم موثر باشد. این پژوهش با هدف تعیین اثربخشی بازی های رایانه ای بر مهارت های ارتباطی و تنظیم هیجانی کودکان مبتلا به اختلالات طیف اوتیسم انجام شد.
روش‌ کار: جامعه آماری این پژوهش شامل کلیه کودکان مبتلا به اختلال اوتیسم 7 تا 9 ساله مرکز توانبخشی شهر تهران در سال 1398 بود که به این منظور 20 کودک به روش نمونه‌گیری در دسترس انتخاب و به‌طور تصادفی در دو گروه مساوی قرار گرفتند.  ابزار تحقیق شامل پرسشنامه ارتباطات اجتماعی (روتر، بایلی و لورد، 2003) و چک لیست تنظیم هیجان (شیلدز و کیکتی، 1998) بود. اعضای آزمایش در 12 جلسه 45 دقیقه ای سه بار در هفته با بازی های رایانه ای آموزش دیدند. داده ها با استفاده از تحلیل کوواریانس و نرم افزار SPSS مورد تجزیه و تحلیل قرار گرفت.
یافته‌ها: نتایج نشان داد که بازی‌های رایانه‌ای بر تنظیم هیجان کودکان مبتلا به اختلال اوتیسم تأثیر معناداری دارد (P< 0.01). اما این تأثیر بر مهارت های ارتباطی معنی دار نبود (P> 0.05).
نتیجه‌گیری: می‌توان نتیجه گرفت که آموزش با بازی‌های رایانه‌ای، تنظیم هیجانی کودکان مبتلا به اختلال اوتیسم را بهبود می‌بخشد. بنابراین خانواده ها، موسسات آموزشی و مراکز خدمات روانشناسی و مشاوره می توانند از این روش برای بهبود این اختلال بهره مند شوند.

کلیدواژه‌ها

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مجله اصول بهداشت روانی
دوره 24، شماره 4
مرداد و شهریور 1401
صفحه 213-221

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