تعیین اثر بخشی روش های درمانی مستقیم، غیر مستقیم و ترکیبی بر شدت لکنت کودکان پیش دبستانی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری گروه روانشناسی و آموزش کودکان با نیازهای خاص.گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران.

2 گروه کودکان استثنایی، دانشکده علوم تربیتی، دانشگاه اصفهان، اصفهان ایران

3 دانشیار گروه روانشناسی و آموزش کودکان با نیازهای خاص. گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران.

4 استادیار گروه گفتار درمانی. استادیار گروه گفتار درمانی دانشگاه علوم پزشکی زاهدان، زاهدان، ایران

5 پروفسور علوم و اختلالات ارتباطی.گروه علوم و اختلالات ارتباطی، دانشگاه بوینگ گرین، بوینگ گرین، اوهایو، ایالات متحده آمریکا.

10.22118/jsmj.2018.66807

چکیده

زمینه و هدف: لکنت اختلالی است که در جریان گفتار ایجاد شده و روند آن را با علائمی نظیر تکرار، کشیده گویی و قفل با اختلال مواجه می سازد. مطالعه حاضر اثر بخشی برنامه های مستقیم، غیر مستقیم و ترکیبی در کودکان پیش دبستانی مبتلا به لکنت را بررسی می نماید.
روش بررسی: مطالعه حاضر یک مطالعه از نوع مورد منفرد با طرح ATD بود. در این مطالعه شش کودک مبتلا به لکنت در محدوده سنی پیش دبستانی مراجعه کننده به کلینیک های گفتار درمانی شهر اصفهان بصورت تصادفی در سه گروه با روش های درمانی  مستقیم و غیر مستقیم مورد بررسی قرار گرفتند. ارزیابی های انجام شده شامل تعیین درصد هجاهای لکنت شده (SS%)  و ارزیابی ادراکی شدت لکنت (SR) از طریق گفتار مجاوره ای و فیلم های ضبط شده بود. 
یافته ها: نتایج مطالعه حاضر نشان داد که در همه کودکان شدت لکنت و درصد هجاهای لکنت شده کاهش یافت اما درصد نقاط ناهمپوش(PND)  سه روش نشان داد که بیشترین کاهش لکنت در دو روش لیدکامب و روش ترکیبی لید- وال بود ولی این تفاوتها معنی دار نبودند.
نتیجه­ گیری: نتایجمطالعه حاضر نشان داد که روش لیدکامب، (PCIT) و ترکیبی بصورت معنی دار شدت لکنت (SR) و درصد هجاهای لکنت شده (SS%)  گفتار همه کودکان پیش دبستانی میتلا به لکنت را کاهش می دهند. این نتایج استفاده از مداخلات مستقیم، غیر مستقیم و ترکیبی  را در سنین اولیه برای کمک به این کودکان برای غلبه بر لکنت موثر نشان می دهد. 
 

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