اثربخشی آموزش مهارت حل مسئله بین فردی بر افزایش مهارت‌های اجتماعی و کاهش مشکلات رفتاری دانش‌آموزان دیرآموز پایه اول دبستان

نویسندگان

1 دانشیار دانشگاه تهران

2 دانشگاه تهران

3 استادیار دانشگاه تهران

چکیده

پژوهش حاضر با هدف بررسی اثربخشی مهارت حل مسئله بر افزایش مهارت‌های اجتماعی و کاهش مشکلات رفتاری دانش‌آموزان دیرآموز پایه اول دبستان انجام شد. مطالعه از نوع طرح‌های تک آزمودنی است که به صورت پیش‌آزمون، پس‌آزمون و مرحله پیگیری بر روی پنج دانش‌آموز پسر پایه اول انجام شد. برای جمع‌آوری اطلاعات از مقیاس درجه‌بندی مهارت‌های اجتماعی گرشام و الیوت (فرم والدین و معلم) استفاده شد که مادران و معلم، طی سه مرحله پیش‌آزمون، پس‌آزمون و 40 روز بعد از آموزش به عنوان پیگیری پاسخ دادند. همچنین، چهار رفتار مشکل‌ساز پرخاشگری، زورگویی و تهدید، شکایت کردن، بحث و مجادله در کلاس مشاهده شد. ابتدا طی 10 جلسه، وقوع رفتارهای هدف، مشاهده و ثبت شد (خط پایه). سپس طی 30 جلسه 50 دقیقه‌ای، سه جلسه در هر هفته، برنامه حل مسئله (شور، 2000) به صورت گروهی آموزش داده شد. اطلاعات مرحله پیگیری در طی 10 جلسه بعد از پایان برنامه مداخله جمع‌آوری شدند. برای تحلیل داده‌ها از آمار توصیفی و تحلیل واریانس با اندازه‌گیری مکرر استفاده شد. تجزیه و تحلیل داده‌ها نشان می‌دهد که برنامه مداخله در افزایش مهارت‌های اجتماعی و کاهش مشکلات رفتاری، از نظر درجه‌بندی مادران و معلم مؤثر بوده و تفاوت میانگین‌ها به لحاظ آماری معنادار است. همچنین نتایج مربوط به مشاهده رفتارهای مشکل‌ساز نیز نشان داد که تفاوت میانگین‌ها در سه مرحله مشاهده معنادار است و آموزش به کاهش این رفتارها منجر شده است.

کلیدواژه‌ها

عنوان مقاله [English]

Effects of Problem-Solving Instruction on Improving Social Skills and Decreasing Behavioral Problems: A Single subject Study on slow-learner students

نویسندگان [English]

  • Mohsen Shokoohi-Yekta 1
  • Nayereh Zamani 2
  • Javad Pourkarimi 3
چکیده [English]

Acquiring problem-solving skills enables children to explore various solutions for daily challenges, and allow them to make proper decisions to solve them. Children, who lack cognitive interpersonal skills are more aggressive, socially isolated and care less about other people. This condition may result in a poor adjustment at school, and these children demonstrate more aggressive and apprehensive behaviors. Evaluating effectiveness of problem-solving skills on improving social skills and reducing behavioral problems of slow-learner first grade students was the main objective of the present study. This single subject design study with pre and post-testing and follow-up stages was conducted on five male students. Data were gathered by using Gersham & Eliott Social Skill Scale Rating System (Parent and teacher forms) for three stages of pre, post testing and the follow-up. Mothers and teachers of the subjects completed the questionnaires 40 days after the training sessions for follow-up. Four problematic behaviors of these students were observed in the classrooms; behaviors such as aggression, bullying and intimidating, complaining, and arguing with the teacher and other students. These behaviors were observed and documented during the first 10 sessions as the baseline data. Then, the problem-solving program (Shure, 2000) was presented to the subjects in 30 sessions of 50 minutes, three times a week. Data from follow-up stage was gathered through 10 post-training sessions. Descriptive statistics and analysis repeated measure analysis of variance were used to analyze the data. Results show that based on teachers, and parents’ evaluation, this training was successful in enhancing social skills, and reducing behavioral problems. The differences between the means of pre and post test scores were significant. Results concerning problematic behaviors show that the differences among means in all three stages were also significant and the training diminished problematic behaviors. At the end of this article, we discuss the concurrence of our results with other studies, and the importance of problem-solving training at schools.

کلیدواژه‌ها [English]

  • Problem
  • solving skills
  • Social Skills
  • problematic behaviors
  • slow
  • learner children

مراجع

اکبری، مهرداد.، پوراعتماد، حمیدرضا و صالح صدق پور، بهرام (1389). تأثیر برنامه مداخله‌ای-آموزشی جرأت ورزی، حل مسئله و حرمت خود بر هوش هیجانی. فصلنامه روان‌شناسی کاربردی، 13، 52-64.
ابوالمعالی حسینی، خدیجه.، مهران، گلناز.، منادی، مرتضی.، خسروی، زهره و ناظرزاده کرمانی، فرشته‌ (1388). تأثیر روش آموزش شناختی-رفتاری بر ارتقاء برخی از مؤلّفه‌های شناختی اجتماعی بزهکار پسر. مطالعات روان‌شناختی، 3، 1-19.
ابوالقاسمی، عباس و کیامرثی، آذر. (1387). بررسی ارتباط حل مسئله اجتماعی و مؤلّفه‌های آن با الگوهای شخصیتی خودشیفته و ضد اجتماعی در دانش‌آموزان دبیرستانی شهر اردبیل. مطالعات روان‌شناختی، 4، 9-26.
احدی، بتول.، میرزایی، پری.، نریمانی، محمد و ابوالقاسمی، عباس‌ (1388). تأثیر آموزش حل مسئله اجتماعی بر سازگاری اجتماعی و عملکرد تحصیلی دانش­آموزان کمرو. پژوهش در حیطه کودکان استثنایی، 3، 193-202.
شکوهی‌یکتا، محسن و زمانی، نیره (1391). کاربرد آموزش برنامه حل مسئله بین‌فردی در کاهش رفتارهای مشکل‌ساز دانش‌آموزان دیرآموز: مطالعه تک آزمودنی. مجله مدل‌ها و روش‌های روان‌شناختی، 8، 55-71.
شکوهی­یکتا، محسن.، زمانی، نیره.، پورکریمی، جواد.، شریفی، علی.، سلیمی، منیژه.، فروغی، عصمت.، اسداللهی، زهرا و رضایی، زهرا (زیر چاپ). تأثیر مداخلات شناختی به شیوه حل‌مسئله اجتماعی بر بهبود روابط بین‌فردی و کارکردهای اجرایی دانش‌آموزان دیرآموز. پژوهش در حیطة کودکان استثنایی.
شکوهی­یکتا، محسن.، سالم، صدیقه.، به­پژوه، احمد.، رستمی، رضا و پرند، اکرم‌ (1389). تأثیر آموزش مهارت حل مسئله بر میزان مهارت‌های اجتماعی کودکان با اختلال نارسایی توجه/ بیش فعالی. مجله روان‌شناسی و علوم تربیتی، 3، 37- 50.
سادوک، بنیامین جیمز و سادوک، ویرجینیا آلکوت‌ (1390). کاپلان و سادوک خلاصه روانپزشکی:علوم رفتاری/ روانپزشکی بالینی. ترجمه فرزین رضاعی ، تهران: ارجمند.
کوثری، لیلا و علیزاده، حمید. (1389). مقایسه مهارت‌های اجتماعی دانش‌آموزان با اختلال نارسایی توجه/بیش فعالی و دانش­آموزان بدون این اختلال در مقطع دبستان. مطالعات روان‌شناختی، 3، 110-135.
وکیلی، پریوش‌ (1386). ارزیابی تأثیر آموزش مهارت حل مسئله (P.S.S.T) در کنترل خشم نوجوانان پسر 15-12 ساله. اندیشه و رفتار، 6، 39-48.
منصوری نصرآبادی، مریم‌ (1383). بررسی تأثیر آموزش حل مسئله اجتماعی در هوش هیجانی دانش­آموزان دختر با پیشرفت تحصیلی ضعیف. پایان‌نامه کارشناسی ارشد رشته روان‌شناسی، دانشگاه تربیت مدرس، دانشکده علوم تربیتی و روان‌شناسی.
محمدی، نوراله‌(1382). بررسی اثر درمانی آموزش توانش اجتماعی بر اختلال رفتار هنجاری در نوجوانان. پایان‌نامه کارشناسی ارشد. دانشگاه تربیت مدرس.
Agran, M., & Wehmeyer, M. (2005). Teaching problem solving to students with mental retardation. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities teaching students using innovative and research-based strategies (pp. 255–271). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Agran, M., Blanchard, C., & Wehmeyer, M. L. (2000). Promoting transition goals and self-determination through student self-directed learning: The self-determined learning model of instruction. Education and Training in Mental Retardation and Developmental Disabilities, 35, 351-364.
Agran, M., Blanchard, C., Wehmeyer, M. L., & Hughes, C. (2002). Increasing the problemsolving skills of students with developmental disabilities participating in general education. Remedial and Special Education, 23, 279-285.
Agran, M., & Alper, S. (2000). Curriculum and instruction in general education: Implications for service delivery and teacher preparation. Journal of the Association for Persons with Severe Handicaps, 25, 167–174.
Berkson, G. (1993). Children with Handicaps: A Review of the Behavioral Research, Erlbaum, Hillsdale, NJ.
Bauer, N. S., & Webster-Stratton, C. (2006). Prevention of behavior disorder in primary care. Curr Opin Prdiatrics, 6, 654-660.
Beelmann, A. (2004). Promoting social competence in preschool children: Evaluation of a social problem solving training program as a universal measure for preventing antisocial behavior. Kindheit und Entwicklung, 13(2), 113-121.
Choon-Huat Koh G., Eng Khoo H., Wong, ML., & Koh, D. (2008). The effects of problem-based learning during medical school on physician competency: A systematic review. Canadian Medical Association Journal. 178(1): 34-41.
Cole, P. G., & Barrett, S. (1997). Figural problem solving processes of children with intellectual disabilities: Interrogative strategies and solution time rates. Journal of Intellectual & Developmental Disability, 22(1), 49-61.
Cote, D., Pierce, T., Higgins, K., Miller, S., Tandy, R., & Sparks, S. (2010). Increasing Skill Performances of Problem Solving in Students with Intellectual Disabilities. Education and Training in Autism and Developmental Disabilities, 2010, 45(4), 512-524.
Cote, D. (2011). Implementing a Problem-Solving Intervention with Students With Mild to Moderate Disabilities. Intervention in School and Clinic, 5, 259–265.
Crites, S. A., & Dunn, C. (2004). Teaching social problem solving to individuals with mental retardation. Education and Training in Developmental Disabibilities, 39, 301-309.
Demaray, M. K., Ruffalo, S. L., Carlson, J., Busse, R. T., Olson, A. E., Mc Manus, S. M., & Leventhal, A. (1995). Social skills assessment: A comparative evaluation of six published rating scales. School Psychology Review, 24 (40), 648-671.
Dzurilla, T. J., & Gold fried, M. R. (1971). Problem-solving and behavior modification. Journal of Abnormal Psychology, 78, 101-126.
Dzurilla, T. J., & Nezu, A. (1999). Problem-solving therapy. A social competence approach to clinical intervention (2nd.ed). New York: spring.
Dopp, J., & Block, T. (2004). High school peer mentoring that works! Teaching Exceptional Children, 37(1), 56–62.
Epstein, J.A., Griffin, K.W., & Botvin, G. J. (2000). A model of smoking among inner-city adolescents: The role of personal competence and perceived benefits of smoking. Preventive Medicine. 31(1), 107-114.
Fiedler, C. R. & Danneker, J. E. (2007). Self-advocacy instruction: Bridging the research-to-practice gap. Focus on Exceptional Children, 39(8), 1-20.
Finch. M. (1994). Cognitive-Behavior procedures with children and adolescents.
Friend, M. (2011). Special education contemporary perspectives for school professionals (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Furlong, M., & Karno, M. (1995). Review of the Social Skills Rating System. In J. C. Conoley & J. C. Impara (Eds.), The twelfth mental measurements yearbook (pp. 967-969). Lincoln, NE: The University of Nebraska Press.
Jacobs, L., Turner, L. A., Faust, M., & Stewart, M. (2002). Social Problem Solving of Children With and Without Mental Retardation. Journal of Developmental and Physical Disabilities, 1, 37-50.
Harris, M. E. J. (2002). A cognitive-behavioral approach to teaching social problem solving to elementary-age children with mental disabilities. Dissertation Abstracts International: Section B: The Sciences and Engineering. pp. 1060.
Hodges, S., Hernandez, M. & Nesman, T. (2003). A developmental framework for collaboration in child-serving agencies. Journal of Child and Family Studies, 12(3), 291-305.
Greenspan, S., and Love, P. F. (1997). Social intelligence and developmental disorder: Mental retardation, leaming disabilities, and autism. In Maclean,W. E., Jr. (ed.), Ellis’ Handbookof Mental Deficiency, Psychological Theory and Research, 3rd edn., Erlbaum, Mahwah, NJ, pp. 311–342.
Gomez, R., and Hazeldine, P. (1996). Social information processing in mild mentally retarded children. Res. Dev. Disabil. 17(3), 217–227.
Glago, K. D., Mastropieri, M. A., & Scruggs, T. E. (2009). Improving problem solving of elementary students with mild disabilities. Remedial and Special Education, 30, 372-380.
Gresham, F. M & Elliott, S. N. ( 1990). Social skills rating system. San Antonio, TX : Pearson.
Kasari,C., and Bauminger,N. (1998). Social and emotional development in children with mental retardation. In Burack, J. A., Hodapp, R. M., and Zigler, E. (eds.), Handbook of MentalRetardation and Development, Cambridge University Press, Cambridge, UK.
Kirkley, J. (2003). Principles for Teaching Problem Solving. Indiana University. Web: http://www.plato.com/downloads/papers/paper_04.pdf
Kazdin, A. E. (1994). Psychotherapy for children and adolescents. In Handbook of Psychotherapy and behavior change, (4 th ed), (ed. A.E. Bergin & S. L. Garfield), PP. 543- 94. Wiley, New York.
Kazdin, A. E., Whitley, M. K. (2003). Treatment of parental stress to enhance therapeutic change among children referred for aggressive and antisocial behavior. Journal of Consulting and Clinical Psychology, 71(3), p.504-515.
Kendall P. C. & Braswell, L. (1993). Cognitive- behavioural therapy for impulsive children. 2nd edn. Guilford Press, New York.
Kendall, P. C. & Hollon, S. D. (eds). (1994). Cognitive-behavioral interventions: theory, research and Procedures. Academic Press, New York.
Kavale, K. A., & Forness, S. R. (1996). Social skills deficits and learning disabilities: A meta- analysis. Journal of Learning Disabilities, 29, 226–237.
Logsdon, C., D. (2004). Early intervention with aggressive boys: A cognitive-behavioral group intervention in a school setting. Dissertation Abstracts International Section A: Humanities and Social Sciences, 64(9-A), pp.3882.
McGlashing-Johnson, J., Agran, M., Sitlington, P., Cavin, M. & Wehmeyer, M. L. (2003). Enhancing the job performance of youth with moderate to severe disabilities using the self-determined learning model of instruction. Research & Practice for Persons with Severe Disabilities, 28, 194-204.
O'Reilly, M. F., Lancioni, G; Gardiner, M., Tiernan, R., & Lacy, C. (2002).Using a problem-solving approach to teach classroom skills to a student with moderate intellectual disabiities within regular classroom settings. International Journal of Disability, Development and Education, 49 (1), 95-104.
Palmer, S. B., & Wehmeyer, M. L. (2003). Promoting self-determination in early elementary school. Remedial and Special Education, 24, 115-126.
Palmer, S. B., & Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70, 427-439.
Shure, M. B., & Spivac, G. (1980, 1982). Interpersonal Problem Solving as a Mediator of Behavioral Adjustment in Preschool and Kindergarten Children. Journal of Applied Developmental Psychology, 1, 29-44.
Shure, M. B., & Spivac, G. (1988). Interpersonal cognitive problem solving (ICPS). In R. H. Price, E. L. Cowen, R. P. Lorion, & J. Ramos-McKay (Eds), Fourteen ounces of prevention: A casebook for practioners (pp. 69-82). Washington, DC: American Psychological Association.
Spivac, G., Platt, J. J., & Shure, M. B. (1976). The problem-solving approach to adjustment. San Francisco: Jossey-Bass.
Spivac, G., Marcus, J., & Swift, M. (1986). Erly classroom behaviors and later misconduct. Developmental Pschology, 22, 124-131.
Shure, M. B., & Spivac, G. (1978). The problem-solving techniques in childrearing. San Francisco: Jossey-Bass.
Shure, M. B., & Healey, K. N. (1993). Interpersonal problem solving and prevention in urban fifth and sixth–grader. Paper presented at the American Psychological Association.
Shure, M. B. (2000). I Can Problem Solve (ICPS): An Interpersonal Cognetive Problem Solving Program for Children. Affiliated with MCP: Hahnemann University.
Shure, M. B. (1979). Training children to solve interpersonal problems: A preventive approach. In R. F. Munoz, L. F. Snowden, & J. G. Kelly (Eds.), Social and psychological research in community settings (pp. 50-68). San Francisco, CA: Jossey-Bass.
Scruggs, T., & Mastropieri, M. (1997). Can computers teach problem-solving strategies to students with mild mental retardation? Remedial and Special Education, 18, 157-166.
Scott, S. (2005). Parent training. Psychiatry, 4 (9), 126-128.
Santinello, M., Vieno, A., Romito, A., & Arnau, F. (2004). Evaluation of "I Can Problem Solve" training to improve social skills in 1st and 2nd year elementary school children. Psicoterapia Cognitive Compartmental, 2, 123-132.
Shahim, S. (1999).Correlations between parents’ and teachers’ ratings of social skills for a group of developmentally disabled children in Iran. Psychological Reports, 85, 863-866.
Shahim, S. (2001). Reliability of the Social Skills Rating System in a group of Iranian children. Psychological Reports, 89, 566-570.
Wehmeyer, M. L., & Kelchner, K. (1994). Interpersonal cognitive problem-solving skill of individuals with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 29, 265-278.
Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin,J. E. (2000). Romoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66,439-453.
Wehmeyer, M. L., Gragoudas, S., & Shogren, K. (2006). Self-determination, student involvement, and leadership development. In P. Wehman (Ed.), Life beyond the classroom transition strategies for young people with disabilities (pp. 41-69). Baltimore, MD: Paul H. Brookes Publishing Co.
Walthall, J. C., Konold, R. T., & Pianta, C. R. (2005). Factor structure of the social skills Rating System across child gender and ethnicity. Journal of Psychoeducational Assessment, 23, 201-215.
مطالعات روان‌شناختی
دوره 10، شماره 4
41
بهمن 1393
صفحه 7-32

فایل ها

هم رسانی

ارجاع به این مقاله

آمار