Sharmin Esmaeili Anvar; Reza Ghorban Jahromi; Amin Rafiepoor; Mehrdad Sabet
Abstract
The Aim of this study was to determine the effectiveness of the training package Reinforcement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual spatial-Relationship, ...
Read More
The Aim of this study was to determine the effectiveness of the training package Reinforcement 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 VisualFigure-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 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.
Sadaf Darvishi; Khadijeh Abolmaali Alhosseini; Amin Rafiepoor; Fariborz Dortaj
Abstract
The present study was a cross-sectional and applied research comparing the effectiveness of cognitive rehabilitation and social emotional skills on the development of theory of mind in autistic children. The quasi-experimental method was pre-test and post-test with control group. From 45 students introduced ...
Read More
The present study was a cross-sectional and applied research comparing the effectiveness of cognitive rehabilitation and social emotional skills on the development of theory of mind in autistic children. The quasi-experimental method was pre-test and post-test with control group. From 45 students introduced to a school and MITA in (2019-2020) by completing a questionnaire of ASSQ in a community of 30 people in the sample group of 30 people was replaced by stratified random sampling in two training groups and one control group. The first group was trained with intelligent facial cognitive rehabilitation program and the second group was trained with emotional and social skills. The third group did not receive training. Statistical results of MANCOVA and Scheffe post hoc test showed that the level of mind theory in children with autism increased after applying only cognitive rehabilitation and both groups had higher mean levels of total mind theory than the control group. Experimental groups 1 had higher mean than level 1 and 2 and total mind theory than the control group and the difference between the means was significant at the level of 0.05. The second experimental group had a higher mean at level 3 than the control group and the difference in means was significant at the level of 0.05. It can be concluded that cognitive rehabilitation is a suitable intervention method for educators and therapists of autistic children to promote the theory of mind.