maryam zeinali; mahnaz khosrojavid; Abbas Abolghasemi; Maryam Kousha
Abstract
Given the problems faced by children with neurodevelopmental disorders in sensory processing; the aim of this study is to compare visual-spatial and auditory temporal processing in children with special learning disorders, nonverbal learning disorders, and attention-deficit / hyperactivity disorder. ...
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Given the problems faced by children with neurodevelopmental disorders in sensory processing; the aim of this study is to compare visual-spatial and auditory temporal processing in children with special learning disorders, nonverbal learning disorders, and attention-deficit / hyperactivity disorder. The research method is Exe-Post Facto and its statistical population included girls and boys aged 9 to 12 years who were referred to the Child Psychiatry Center, Learning Disabilities Centers, and primary schools in the academic year 1399-400 in Rasht. 79 of these children were divided into three groups of specific learning disorders with dyslexia, nonverbal learning disorder, and attention-deficit/hyperactivity disorder by convenience sampling. Data were collected using, the Test of Visual-Perceptual Skills, (non-motor)-Revised (Gardner, 1996), Auditory Perception Test (Allen& Serwatka, 1994), and Auditory Problems checklist (Fisher, 1996). Research data were analyzed by univariate and multivariate analysis of variance. The results show that children with a nonverbal learning disorder in all components of visual, and auditory processing components had lower performance than the other two groups. Children with dyslexia also achieved in the component (rotation and inversion) of visual processing and the component (duration) of auditory processing. Based on results and the existence of more deficiencies in children with a nonverbal learning disorder in sensory processing skills (visual and auditory) it is necessary to pay more attention to the signs and symptoms of this disorder in education to reduce the problems of these children by early interventions.
fatemeh ghaemi; Arash Aghighi
Abstract
There is little evidence about the relationship between temperament character and response inhibition of students with symptoms of oppositional defiant disorder.The aim of this studywas to determinethe role of temperament character in prediction of response inhibition of students with oppositional defiant ...
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There is little evidence about the relationship between temperament character and response inhibition of students with symptoms of oppositional defiant disorder.The aim of this studywas to determinethe role of temperament character in prediction of response inhibition of students with oppositional defiant symptoms. This was adescriptive and correlational study.The study population include all girl students of Ardabil city in 1389-90 educational year.The research sample included of 75 students who were selected among 800 high school students. To collect data, oppositional defiant disorderChecklist and clinical interview, Temperament Character questionnaire and the Stroop Test and were used. Results of multiple regression analyses showed that innovativeness, harm avoidance, perseverance and self-direction were the best predictors of response inhibition of students with symptoms of oppositional defiant disorder.These findings indicate that temperament character play a main role in prediction of response inhibition. These results have important implications in the field of pathology and treatment of this disorder.