Sharmin Esmaeili Anvar; Reza Ghorban Jahromi; Amin Rafiepoor; Mehrdad Sabet
Abstract
Abstract
The aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, ...
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Abstract
The aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, visual form-constancy, visual sequential-memory and visual figure-ground of children with specific learning disabilities. 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 in two groups of 15 experimental and control. The Edinburgh inventory and Delacato Neurodevelopmental Scale, TVPS-R Visual Perception Test and Brief’s Behavioral Rating Scale of Executive Functions were used to collect data. The results of the analysis of covariance showed that the training package had an effect on executive functions (p <0.01 and F = 8.47) and visual perception (F=10.20 and P<0/01) in children with specific learning disabilities in the experimental group.
Keywords: Specific Learning Disabilities, Lateral Dominance, Executive Functions, Visual Perception, Children.
Extended Abstract
Introduction
Children with Specific Learning Disorder exhibit symptoms that include problems with understanding or using language (spoken or written) that manifest as difficulties in reading, writing, spelling, or performing mathematical calculations. These difficulties are not due to intellectual disabilities, uncorrected sensory problems (such as poor vision or hearing), inadequate educational instruction, or any cultural or economic disadvantage. Instead, they are intrinsic to the individual and are believed to be due to neurological dysfunction in the brain.
Specific Learning Disorder can have significant impacts on a child's education and daily life, affecting academic achievement and activities that require reading, writing, or arithmetic skills. Additionally, it can impact job performance and daily activities in adults if not adequately addressed during childhood.
The importance of executive functions in academic and daily life activities is well understood in the psychological and educational sciences.
Given the profound impact of executive functions on children with Specific Learning Disorders, this study aims to explore the effectiveness of a training package designed to improve these functions. By focusing on enhancing lateral dominance, which is hypothesized to be linked to improvements in executive functions and visual perception, the study seeks to provide empirical evidence supporting specific intervention strategies that could benefit children diagnosed with Specific Learning Disorders.
Literature
According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), Specific Learning Disorder is a neurodevelopmental disorder with a biological origin that manifests itself during the years of formal schooling. It is primarily characterized by persistent difficulties in learning and using academic skills, which are not consistent with the individual's chronological age or the opportunities for learning provided. These difficulties are evident in three main areas: reading, writing, and arithmetic, often referred to collectively as 'the three Rs' (reading, writing, and arithmetic).
Executive Functions include processes such as planning, organization, strategic thinking, attention to detail, and memory management, which are essential for learning and adapting behaviors. A deficit in these areas can severely affect an individual's ability to function effectively in educational, social, and work environments.
Methodology
The study employed an experimental design with a pretest-posttest setup and a control group. The participants were 30 elementary school children between the ages of 7 and 12 who were diagnosed with specific learning disabilities at psychology clinics in Tehran in the year 2020. These children were randomly divided into two groups: 15 in the experimental group and 15 in the control group.
Entry Criteria:
Enrolled in elementary school.
Diagnosed with specific learning disabilities.
No significant neurological or physical health issues aside from specific learning disabilities.
Exit Criteria:
Withdrawal of consent by the children or their parents.
Non-compliance with the training protocols.
Instruments Used:
Edinburgh Handedness Inventory - Used to assess the preferred hand dominance of the participants.
Delacato's Neurodevelopmental Scale - Employed to evaluate sensory integration and neurodevelopmental status.
Test of Visual Perceptual Skills (TVPS-R) - A tool to measure visual-perceptual strengths and weaknesses.
Behavioral Rating Inventory of Executive Function (BRIEF) - Used to assess the executive functions of the children, which include behavior regulation, emotion control, and task completion.
Procedure: The study was conducted over a period of three months. The experimental group underwent a specific training program aimed at enhancing lateral dominance, hypothesized to improve executive functions and visual perception. The control group did not receive any specific intervention but continued with their regular school curriculum. Pretests and posttests using the above instruments were administered to both groups to measure any changes in executive functions and visual perception abilities.
Data Analysis: Data were analyzed using ANOVA to compare the pretest and posttest results between the experimental and control groups. Statistical significance was set at p < 0.05.
Results
The analysis of covariance showed significant improvements in both executive functions and visual perception among children in the experimental group compared to the control group. The findings are as follows:
Executive Functions: There was a significant increase in the scores for executive functions in the experimental group (p < 0.01, F = 8.47), suggesting that the training package effectively enhanced these cognitive abilities.
Visual Perception: Similarly, visual perception scores improved significantly in the experimental group (F = 10.20, p < 0.01). This indicates that the training not only affected cognitive processes related to planning and execution but also improved the children's ability to interpret visual information.
These results confirm the hypothesis that enhancing lateral dominance through specific training can positively impact cognitive abilities that are crucial for academic success in children with specific learning disabilities.
Discussion
The results of this study provide strong support for the effectiveness of the training package aimed at enhancing lateral dominance in improving executive functions and visual perception in children with specific learning disabilities. The significant improvements observed in these areas suggest that targeted interventions can have a marked impact on the cognitive abilities that underpin academic performance and daily functioning.
Executive Functions: The improvement in executive functions is particularly notable because these functions are critical for managing thoughts, emotions, and actions. These skills are essential for academic success, as they involve planning, organizing, and prioritizing tasks, which are often challenging for children with learning disabilities. The training seems to have enhanced the brain's executive control systems, likely by strengthening neural pathways that support cognitive processing.
Visual Perception: The enhancement in visual perception skills indicates that the training may have facilitated better integration of visual information processing. This is crucial for tasks such as reading and mathematical reasoning, where visual layout and spatial understanding play significant roles. Improved visual perception can lead to better academic performance and more effective interaction with the environment.
Theoretical Implications: These findings contribute to the theoretical understanding of how interventions targeting physical and cognitive processes can ameliorate specific cognitive deficits associated with learning disabilities. They support the notion that improving lateral dominance can have broad cognitive benefits, possibly by enhancing the integration of sensory information and executive processing.
Practical Implications: Practically, this study offers a feasible approach for educational and clinical settings to implement interventions that can improve critical cognitive functions in children with learning disabilities. Schools and therapists might consider incorporating similar training programs into their standard practices to aid children with specific learning disabilities.
Limitations and Future Research: Despite the promising findings, the study has limitations that should be addressed in future research. The sample size was relatively small, and the study was confined to a specific geographic area, which may limit the generalizability of the results. Future studies could expand the sample size and include participants from diverse backgrounds to enhance the robustness and applicability of the findings.
Conclusion
The study confirms the effectiveness of a specialized training package designed to enhance lateral dominance in improving the executive functions and visual perception of children with specific learning disabilities. The significant improvements noted in these cognitive areas underscore the potential of tailored interventions to not only enhance the academic performance of these children but also improve their overall daily functioning.
The intervention focused on developing lateral dominance, which appears to have a substantial impact on both executive functions and visual perception abilities. These capabilities are crucial for success in educational settings and for managing everyday tasks efficiently. By strengthening these cognitive skills, the training helped participants become more adept at navigating challenges that arise due to their learning disabilities.
In summary, this study illustrates the value of integrating specific neurodevelopmental approaches into educational strategies for children with learning disabilities. It highlights the importance of targeted cognitive training that addresses specific deficits to optimize learning outcomes. Future research should continue to explore and expand on these findings with larger sample sizes and diverse populations to fully understand the broader applicability and long-term benefits of such interventions.
Marjan Al-e Behbahani; moloud keykhosrovani; Naser Amini; Mohammad Narimani; Behnam Aldin Jamei
Abstract
The aim of this study was to compare the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism. The research method was quasi-experimental pre-test-post-test with a control group and one-month follow-up. The statistical population of the study included 85 children ...
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The aim of this study was to compare the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism. The research method was quasi-experimental pre-test-post-test with a control group and one-month follow-up. The statistical population of the study included 85 children aged 6-12 years with autism spectrum disorder who referred to two autism rehabilitation centers in Tehran (Shamim and Fariha centers) in the first half of 1398. Among them, 30 people (21 boys and 9 girls) were selected as a research sample by purposive sampling method and 10 people were randomly replaced in three groups of experiments (1, 2) and control. The first experimental group received vibroacoustic therapy for 12 sessions (20 minutes) and the second experimental group received logodotherapy for 12 sessions (45 minutes); The control group was placed on a waiting list. The Shahim Children's Aggression Questionnaire (2006) was used to collect information. In order to analyze the data, repeated measures analysis of variance and Bonferroni post hoc tests were used. Findings from the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of aggression components (relational, verbal and physical aggression) in the experimental group and the control group in the post-test and follow-up. . Also, the findings showed that vibroacoustic therapy was more effective than legodotherapy in reducing aggression in children with autism.
Alireza Sangani; Negin Khoshvaght; Alireza Homayouni
Abstract
Learning disorder is affected by many communication variables and focuses on sensory processing in children; therefore, the purpose of this study was to determine the mediating role of sensory processing patterns in the relationship between parental parenting styles and Learning Disorder in children. ...
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Learning disorder is affected by many communication variables and focuses on sensory processing in children; therefore, the purpose of this study was to determine the mediating role of sensory processing patterns in the relationship between parental parenting styles and Learning Disorder in children. The method of research was correlation based on modeling, a type of path analysis. The study population included all children with learning disorder 7 to 10 years old in Tehran, That using Klein's method (2010), 437 children were selected by available sampling method. And the children's mothers responded to, Colorado Willcutt et al. Learning Disorder Questionnaire (2011), Dunn's Sensory Profile (1999) and Baumrind's parental parenting styles (1973). And evaluation of the model was done using the path analysis method. The findings showed that sensory processing patterns have a mediating role in the relationship between parental parenting styles and Learning Disorder in children. In general, sensory processing patterns and parental parenting styles had predictive power (R2 = 0.70) of learning disorder variable. These findings show that learning disorder is strongly influenced by parental parenting styles. And sensory processing patterns have an indirect impact on learning disorder that can provide many practical implications for therapists to improve children's learning disorder.
Sara Takini
Abstract
The purpose of this study was to investigate the effect of thought-bubble training on the theory of mind in female autism disorder children with high performance. The present semi experimental study included pre-test, post-test with the control group design. The statistical population of the study consisted ...
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The purpose of this study was to investigate the effect of thought-bubble training on the theory of mind in female autism disorder children with high performance. The present semi experimental study included pre-test, post-test with the control group design. The statistical population of the study consisted of 78 girls aged 8 to 12 years with high-functioning autism spectrum disorder referred to 2 medical centers in Tehran (for autism votes and friends) in the first six months of 2019. Among them, 26 people were selected by available sampling method and according to the inclusion and exclusion criteria, as a research sample and randomly in two experimental groups (13 people) and control group (13 people). Were appointed. The subjects in the experimental group received the thought-bubble training in 8 sessions of 45 minutes (one session per week) individually; The control put on a waiting list. In order to gather data, Steammann theory of mind test (1999), were used. Data were analyzed using univariate analysis of covariance. Findings of the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of post-test in the experimental and control groups in the theory of mind. According to the results of the study, children with autism disorder have difficulty in obtaining theory of mind, and the thought-bubble training can be effective in improving and accelerating the development of theory of mind in in autism disorder children with high performance
seyed samira madani; hamid alizadeh; Noor Ali Farrokhi; Elham Hakimi rad
Abstract
This research was carried out to develop the educational program of inhibited response, sustained attention, updating, and to examine its impact on attention deficit/hyperactivity disorder in children. Methodology: The method of research is experimental with pre-test and post-test and follow-up design. ...
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This research was carried out to develop the educational program of inhibited response, sustained attention, updating, and to examine its impact on attention deficit/hyperactivity disorder in children. Methodology: The method of research is experimental with pre-test and post-test and follow-up design. The population of research included all children with attention deficit/hyperactivity disorder in schools of district 1 , district 4 and psychology clinic of Tehran (district 3) in the academic year 2016-2017. After selecting 30 subjects who met the inclusion criteria of study as the sample of study, 15 of children were assigned to experimental group and 15 children were assigned to control group using random method. To examine attention deficit/hyperactivity disorder,diagnostic questionnaire of attention deficit/hyperactivity disorder was used, and for evaluating executive functions of children, N Beck test, CPT and go-no-go test were used. This program was developed by researchers and children of experimental group participated in this 16-session program , and control group children received no education. findings obtained from covariance analysis and t-test revealed significant difference between mean scores of experimental group and control group in the attention deficit / hyperactivity disorder symptoms. it can be concluded that educational program of inhibited response, sustained attention, updating decreased the symptoms of attention deficit/hyperactivity disorder in experimental group children
Mohsen Amiri
Volume 3, Issue 12 , December 2014, , Pages 1-26
Abstract
The purpose of the present study was to investigate effects of training mothers with Adler-Dreikurs approach on decreasing positive and negative symptoms of ADHD in their children and increasing the children’s behavioral performance. The research employed a quasi-experimental method and a pre-and-post ...
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The purpose of the present study was to investigate effects of training mothers with Adler-Dreikurs approach on decreasing positive and negative symptoms of ADHD in their children and increasing the children’s behavioral performance. The research employed a quasi-experimental method and a pre-and-post design with control group. A total 24 mothers whose children were diagnosed with ADHD were chosen through convenience sampling and were matched into experimental and control groups. The research instruments were the Child Symptom Inventory-4 (CSI-4), the Conners’ Parent Rating Scale, and the Child Behavior Checklist. The training was given to the mothers in the experimental group in ten 90-minute sessions. Both groups completed the questionnaires as the post-test. The data were analyzed using ANCOVA. The results showed effectiveness of the training in increasing the children’s behavioral performance (p < 0.05) and in decreasing symptoms of ADHD and hyperactivity (p < 0.05) but no effect on symptoms of attention deficit. Findings usually suggest that training parents based on Adler-Dreikurs methods decreases children’s behavioral problems and reduces symptoms in children with ADHD.
Parviz Sharifi Daramadi
Volume 3, Issue 12 , December 2014, , Pages 67-82
Abstract
Children with autism spectrum disorders (ASD) experience serious difficulties in identifying, explaining and adjusting to their own and other people’s emotions. A considerable amount of researches has been devoted to finding effective strategies for addressing the problem. The present study examines ...
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Children with autism spectrum disorders (ASD) experience serious difficulties in identifying, explaining and adjusting to their own and other people’s emotions. A considerable amount of researches has been devoted to finding effective strategies for addressing the problem. The present study examines effectiveness of group social skills training in dealing with alexithymia in male patients aged 10 to 12 who were diagnosed with autism. The study used a quasi-experimental design with a pre-test and post-test and a control group. The sample included 14 autistic boys who were selected through convenience sampling and randomly assigned to the experimental and the control group (7 each). The Alexithymia Questionnaire for Children (Reiffe, Oosterveld and Meerum, 2006) was used for assessing the children in the pre- and post-tests. The experimental group received seven 45-minute sessions of social skills training adopted from Ozonoff (2002). The data were analyzed using repeated measures in SPSS-17 software. The results showed a significant difference between the experimental and control groups in the post-test phase, with the former showing a significant decrease in alexithymia. The study suggests that social skills training programs could be used in dealing with alexithymia in autistic children and in designing curricula for them.
Asadullah Sadeqkhani; Mahnaz Aliakbari Dehkordi; Ali Asghar Kaku Jouybari
Volume 2, Issue 6 , June 2012, , Pages 95-114
Abstract
Objective: The present research aims at investigating into the effect of parenting styles of mothers on the development of oppositional defiant disorder symptoms in elementary school male students. Methods: The present study is an applied research carried out by field research methodology. The statistical ...
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Objective: The present research aims at investigating into the effect of parenting styles of mothers on the development of oppositional defiant disorder symptoms in elementary school male students. Methods: The present study is an applied research carried out by field research methodology. The statistical population consists of all mothers of male students of elementary schools in Ilam city. 60 mothers of children with oppositional defiant disorder and mothers of normal children were selected as the sample for this research. Then, the data were homogenized based on age, education and economic status. The child behavior checklist (parents’ CBCL report form and TRF) was used as a selector tool, and questionnaire of the parenting styles presented by Diana Baumrind was applied in order to investigate the parenting styles of the chosen mothers. Results: The results of this research show that there is a significant difference between parenting styles of the mothers of the studied groups in terms of authoritative, authoritarian and permissive parenting patterns in the level of (p< 0.05). Mothers of children with oppositional defiant disorders mostly apply authoritarian and permissive parenting styles and rarely use the authoritative one. Conclusion: The parenting style plays an important role in mental health of children. Sound and healthy relationships help parents to recognize and try to meet the needs of children. Therefore, special attention should be paid to the effects and consequences of parenting styles. It is thus suggested that parents should be educated about the effects of each parenting style.