Parnian Poorshad; kambiz poushneh
Abstract
The aim of this study was to develop and determine the effectiveness of a virtual support program on challenging behaviors and social skills of children with high-functioning autism. The research method was combined. In the qualitative section, 14 experts were selected as participants by purposive sampling. ...
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The aim of this study was to develop and determine the effectiveness of a virtual support program on challenging behaviors and social skills of children with high-functioning autism. The research method was combined. In the qualitative section, 14 experts were selected as participants by purposive sampling. Using the theoretical coding method, a virtual support program was developed for 11 purposes. In the quantitative part, the research method was quasi-experimental with a pre-test-post-test design and control group. The statistical population included all boys aged 7 to 11 years with autism referred to Padideh and Rahyab medical and rehabilitation centers in Tehran in 2020. Among them, 20 people were selected by purposive sampling method and randomly assigned to 2 experimental groups (10 people) and a control group (10 people). The experimental group received a virtual support program for 13 sessions (2 sessions per week); the control group was placed on a waiting list for 2 months. In order to collect information, the Challenging Behaviors Questionnaire of Budfish et al. (2000) and Gersham & Elliott's (1990) Social Skills Questionnaire, were used. Data were analyzed using univariate and multivariate analyses of covariance. Findings showed that the virtual support program had a significant effect on reducing challenging behaviors and improving the social skills of the experimental group (P <0.001). Therefore, it is suggested that psychologists and educators in the field of children with autism use the virtual support program to manage and reduce the psychological problems of these children and help their parents due to the prevailing conditions caused by the coronavirus.
kambiz poushneh; sadaf niknam
Abstract
Abstract: The Effectiveness of teaching number sense program on improvement number sense ability and math achievement of first grade slow learner students was studied. The research method is semi-experimental and pre test –posttest with control groups design. Using random stage sampling method,20 ...
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Abstract: The Effectiveness of teaching number sense program on improvement number sense ability and math achievement of first grade slow learner students was studied. The research method is semi-experimental and pre test –posttest with control groups design. Using random stage sampling method,20 girl and boy student were selected from two special schools in Tehran- Iran and devided in two equal experiment and control groups randomly.Jordan number sense test and a researcher maded math achievement test were used as research tools in all experimental conditions. The experimental group received the number sense program for 10 sessions, (each session 60 minutes ,two times for each week). Covariance analysis showe , the number sense program can improve both number sense and math achievement for experiment group(P<0.5). This findings showed that the number sense training program can improve number sense and achievement program and is a useful method for teaching slow learner students as a remedial program. Key words: number sense teaching , math achievement , slow learner students
kambiz poushaneh; ali sharifi; negin Motamed-Yeganeh
Abstract
The present study aimed at investigating the effectiveness of computer-based cognitive rehabilitation intervention on executive function and working memory performance in children with math disorder. Sample comprised of 30 students with math disorder selected via convenience sampling from elementary ...
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The present study aimed at investigating the effectiveness of computer-based cognitive rehabilitation intervention on executive function and working memory performance in children with math disorder. Sample comprised of 30 students with math disorder selected via convenience sampling from elementary schools of districts 1, 3 and 5 of Tehran. The students were randomly divided into two groups (15 students in the control group and 15 students in the experimental group). In the process of research 5 students of the control group and 3 students of the experimental group dropped out. Finally the sample size decreased to 12 students in the experimental group and 10 in the control group. The experimental group participated in a computerized cognitive intervention called Brain Ware Safari for twenty five 45-to-60-minute sessions held in six weeks. Iran Key Math Diagnostic Test and Raven intelligence test were used for the evaluation of math skills and intelligence of the sample. CNS Vital Sign (CNSVS) was used in pre-test and post-test for the evaluation of executive function and working memory of the experimental and control group. The data were analyzed using the univariate covariance tests. Results indicated that computerized cognitive training could improve the executive functioning and working memory of the experimental group.
kambize poushaneh; najmeh siyampour; mahya abedi
Volume 4, Issue 13 , December 2014, , Pages 47-64