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, ...
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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.
Saifullah Aghajani; Ali Kermani; Matineh Ebadi; Ali Salmani
Abstract
Abstract
Behavioral inconsistencies and disorders in adulthood and youth are often caused by neglecting children's emotional-behavioral issues. Therefore, the present study was performed to fit the causal model based on externalized behavioral disorders according to executive functions of the brain: ...
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Abstract
Behavioral inconsistencies and disorders in adulthood and youth are often caused by neglecting children's emotional-behavioral issues. Therefore, the present study was performed to fit the causal model based on externalized behavioral disorders according to executive functions of the brain: the mediating role of social skills in students with attention-deficit/hyperactivity disorder. This study in terms of purpose is the applied one and is considered descriptive-correlational research. The statistical population of the present study included all the elementary school students of Mashhad in the academic year of 2021-2022, and 209 students were selected as the sample group using the purposeful sampling method. To collect data, the Connors Attention Deficit/Hyperactivity Disorder Assessment Questionnaire, Teacher's Form (1969), Achenbach's Child Behavior Checklist (CBCL) - Parent Version, Behavior Rating Inventory of Executive Function, and Social Skills Questionnaire (Parent Version) were used. The results showed that the causal model of the relationship between executive functions, social skills, and externalized behavioral disorders in students with attention-deficit/hyperactivity disorder was confirmed based on different fit indices. Executive functions of the brain and social skills have a direct effect on behavioral disorders. In addition, executive functions have an indirect effect on externalized behavioral disorders through social skills. Therefore executive functions and social skills play an important role in externalized behavioral disorders in students with attention deficit/hyperactivity disorder, and targeting these two components in psychological treatments can be effective in reducing behavioral disorders.
Keywords: Externalized Behavioral Disorders, Executive Functions, Social Skills, Attention Deficit / Hyperactivity Disorder.
Extended Abstract
Introduction
One of the most complex childhood disorders that are often not diagnosed, is the neurodevelopmental disorder attention deficit/hyperactivity disorder (ADHD), which appears with inattention and hyperactivity in the age range of six months to seven years. It may continue in adulthood as well (Shahwan, Suliman, Jairoun, Alkhoujah, Mohammed, & Abdullah, 2020). ADHD children have problems with communication and social behaviors; it is one of the most common behavioral and social disorders in childhood and adolescence, which affects about 5-7% of people (American Psychiatric Association, 2013). The problems caused by this disorder include wide areas of a person's life, including health, communication problems, academic progress, employment, financial management (Barkley, Murphy, & Fischer, 2015), and family problems (Almadani, Askary, & Bavi 2022). Externalized behavior disorders that include a range of aggression, bullying, delinquent behaviors, theft, lying, disobedience, and fighting (Cramer, 2015) are observed in these people. Studies have shown that executive function deficits include a set of cognitive and metacognitive processes that help us create goals, monitor thoughts, control emotions and actions, and choose appropriate behaviors to curb undesirable behaviors (Lassander, Hintsanen, Suominen, Mullola, Fagerlund, Vahlberg, et al., 2020), it is common in these individuals (Wang and Liu, 2020). Another factor that can affect the amount of externalized behavioral disorders in children is social skills. Compared to normal children, children with ADHD have weaker social interaction and have difficulty communicating with others (Parke, Becker, Graves, Baily, Paul, Freeman et al., 2018). In other words; Attention-deficit/hyperactivity disorder not only causes a decrease in concentration and attention, but it is also problematic in social relationships, the type of interaction and the way to react to others (Arumugam & Parasher, 2018). Therefore, the current research will be conducted with the aim of fitting the causal model based on externalized behavioral disorders based on the executive functions of the brain: the mediating role of social skills in students with attention deficit/hyperactivity disorder.
Research Question
Is the fit of the causal model based on externalized behavioral disorders based on the executive functions of the brain with the mediation of social skills in students with attention deficit/hyperactivity disorder confirmed?
Literature Review
Studies show that externalizing problems in childhood are predictors of delinquent behaviors in adolescence and crime and violence in adulthood (Zhu, Olsen, Liew, Niclasen, & Obel, 2014). Executive functions include sets of cognitive and metacognitive processes that help us set goals, monitor thoughts, control emotions and actions, and choose appropriate behaviors for undesirable behaviors (Lassander et al., 2020). Executive functions are much related to social and educational functions and daily activities of people. These functions become the individual's self-regulation and also enable him to behave with different responses, self-direction (Lima, Rzezak, Guimarães, Montenegro, Guerreiro, & Valente, 2017). The review goes under these subheadings. The findings indicate that poor skill in executive functions causes antisocial behavior, inability to solve problems, distraction and aggression in children (Romero-López, Quesada-Conde, Bernardo, & Justicia-Arráez, 2017). The results of Al-Khatib's research (2021) indicated a positive and significant correlation between social problems and behavioral problems. In a research, Ajarlou, Moghadsin, and Hosni (2021) showed that maladaptive emotion regulation and cognitive deficits of attention also play a mediating role in the relationship between depression and anxiety variables with symptoms of attention deficit hyperactivity disorder.
Methodology
The method of this study was descriptive-correlation. The statistical population of the current research was all the students and their parents in the school year 2021-2022 in the elementary school of Mashhad. 209 students were selected using the purposeful sampling method. Thus, in order to collect the sample, the education departments were referred to Mashhad City. Then 15 elementary schools were selected from different areas of Mashhad city and then they were referred to the schools and after screening the students for attention deficit hyperactivity disorder through a questionnaire by the teacher, after identification with the help of the school principal, the questionnaires were given to the parents. Students were placed. To collect data from questionnaires of Conners' teacher rating scale--revised short form, achenbach's child behavior checklist (CBCL) - parent version, behavioral rating scale of executive functions (BRIEF), social skills rating system (SSRS) parent version used. In order to test the research hypotheses, the path analysis method was used using SPSS23 and Lisrel 8.8 software.
Results
A total of 209 students with attention deficit/hyperactivity disorder with an age of 9.62 in the age range of 7 to 12 years participated in this study. 91 of them were girls and 118 were boys. The results of the path analysis showed that executive functions have a direct and significant effect on both externalized behavioral problems and social skills. Also, the direct effect of social skills on externalized behavioral problems is significant. In general, the results showed that the proposed model of this research has a good fit and all the fit indices indicate the approval of this model, the results of which are shown in Table 1.
Table 1. Structural Equation Models Fit Indices
Fit index
Perfect Fit
Acceptable Fit
value
Result
χ²/sd
0 ≤ χ²/sd0 ≤ 2
2 ≤ χ²/sd0 ≤ 5
2.28
Acceptable
RMSEA
0 ≤ RMSEA ≤.05
.05 ≤ RMSEA ≤.08
.071
Acceptable
GFI
0.95≤ GFI< 1.00
0.90≤ GFI< 0.95
.91
Acceptable
NFI
0.95≤ NFI< 1.00
0.90≤ NFI< 0.95
.94
Acceptable
CFI
0.95≤CFI<1.00
0.90≤CFI<0.95
.92
Acceptable
Discussion
The obtained results showed that the effect of brain executive function disorder on externalized behavioral disorders was positive and significant. The results obtained with the research findings of Yang et al. (2022), and Fraser et al. (2022); the research conducted on executive functions in people with behavioral problems shows that there are deficits such as problems in inhibition, which are related to disorders in the frontal region of the brain. In other words, response inhibition provides stopping and controlling inappropriate behaviors as well as producing appropriate behaviors in different situations, and this is essential in preventing behavioral problems (AbdulRahimpour et al., 2021).
It showed that social skills have an effect on externalized behavioral problems. The results obtained with the research findings of Al-Khatib (2021), Fuchs et al. (2020), and Trigors et al. (2020) are consistent. High levels of participation and sociability are generally associated with growth. From another angle, it is possible to explain this finding, when students have social skills and can adjust the level of their response to the people around them depending on the situation, they are less prone to externalizing behaviors such as aggression, violence, and impulsiveness.
The indirect effect of brain executive function disorder on externalizing behavioral problems through social skills was significant. Therefore, social skills were accepted as mediators of the relationship between brain executive functions and externalized behavioral problems. This means that executive functions can indirectly influence externalized behaviors through social skills in addition to direct influence. People who have significant skills in executive functions, i.e., reasoning, organization, and working memory, can analyze social situations correctly and reduce externalized behavioral disorders, i.e., impulsivity and violence in students.
Conclusion
Therefore executive functions and social skills play an important role in externalized behavioral disorders in students with attention deficit/hyperactivity disorder, and targeting these two components in psychological treatments can be effective in reducing behavioral disorders.
Acknowledgments
We are grateful to all the people who have collaborated in this research.
Maryam Vismeh; Mahnaz Esteki; Navid Mirzakhani
Abstract
Abstract
Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was ...
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Abstract
Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was conducted using an experimental design with a pre-test, post-test, control group, and follow-up stage. The study's statistical population included all elementary school students with learning disabilities in districts 2 and 5 of Tehran in January and February 2021. Thirty dyslexic students aged between 8 and 11 years, who met the inclusion criteria, were homogenized based on age, gender, and intelligence. They were then randomly divided into three groups of ten. Participants in the pre-test, post-test, and follow-up stages were evaluated using various tests such as WISC-4, dyslexia, n-back, and Sensory Profile 2. After four months, a follow-up stage was carried out. The first group received a computer-based executive function intervention, while the second group received a sensory-motor integration intervention for 20 sessions of 30 minutes. At the end of the study, the interventions were performed on the control group. Data were analyzed using two-factor analysis of variance. The results showed that there were significant differences between the three groups in both post-test and follow-up stages of dyslexia symptoms (p <.001). Both interventions were effective in reducing dyslexia symptoms, although sensory integration exercises had a more lasting effect on this disorder's symptoms. Finally, paying attention to sensory processing patterns and therapeutic strategies in diagnosing and educating dyslexic students could lead to effective results.
Extended Abstract
Introduction
The term "dyslexia" refers to a reading disability characterized by difficulties with accurate and fluent word recognition, reading speed or fluency, decoding and spelling abilities, and poor reading comprehension (American Psychiatric Association, 2013). There is a close relationship between the ability to read and executive functions. Executive functions are a set of skills such as decision-making, planning, inhibition, and organization, requiring high-order cognitive abilities such as attention, working memory, language, perception, and creative thinking (Hoskyn, Iarocci, Young, 2017). Computer-based executive functions training is one the new treatments that has an interdisciplinary nature, and through cognitive training, it tries to improve the brain plasticity and provides lasting improvements (O'Connel, Bellgrove, Robertson, 2007, quoted in Khanzadeh, Latif Zanjani and Taher, 2017).
The concepts of sensory integration theory come from human development, psychological neuroscience, and occupational therapy. Its purpose is to correct students' problems using a combination of sensory dimensions in the educational process. According to Ayres' theory, a sensory integration disorder is the primary cause of learning failures, and overcoming this disorder can facilitate learning (Mirzakhani, Shahbazi, and Alizadeh, 2108). Correct and timely diagnosis and implementation of educational and rehabilitative interventions are crucial to overcome this disorder. No studies have demonstrated the effect of sensory integration and executive functions on students with dyslexia, making it an important topic for research. To fill this gap, this study was conducted to examine the impact of sensory integration and executive functions on students with dyslexia.
Literature Review
According to past studies, students with dyslexia have been shown to be deficient in executive functions (Akyürek & Bumin, 2019; Fisher et al., 2019). Computer-based strategies are a rehabilitation treatment for students with learning disabilities that aim to improve their working memory, executive functions, and reading performance, as noted in the study by Ranjbar et al. (2018). Peters et al. (2021) investigated the impact of video game training on text reading accuracy in students with dyslexia. The findings indicated that visual attention can have a significant impact on reading performance. Sensory-motor integration exercises are a rehabilitation strategy that can help students with learning disabilities. According to the study by Sadati Firouzabadi and Abbasi (2017), sensory-motor integration can alleviate reading problems in students with learning disabilities.
Methodology
This study is an experimental design with a pre-test, a post-test, and a follow-up phase. The population consists of all students with learning disabilities in the elementary school in the 2nd and 5th districts of Tehran during the 2019-2020 school year. In this study, 30 students aged 8-11 with dyslexia who met the inclusion criteria were selected randomly by convenient sampling. After sampling, participants were homogenized in terms of variables such as age, gender, and intelligence. They were then randomly divided into three groups of 10 people. Participants were evaluated in the pre-test, post-test, and follow-up using the Wechsler Intelligence Scale for Children, Fourth Edition, Dyslexia Screening Test, n-back paradigm, and Sensory Profile. After 4 months, the follow-up phase was implemented. Randomly, the first group received computer-based executive function training for 20 30-minute sessions, and the second experimental group received a sensory-motor integration intervention for the same period. After the research was completed, the control group received the intervention.
Conclution
The aim of this study was to compare the effectiveness of two interventions, computer-based executive functions training and sensory integration, on students with dyslexia. The results indicated that both interventions were beneficial but sensory integration intervention had a more long-lasting effect. Previous research has shown that computer-based executive functions training and visual skills-based computer games can improve dyslexia symptoms, as reported in previous studies by Pourfarehmand and Taher (2019) in terms of visual-auditory perception and reading speed, and García-Redondo et al. (2019) regarding attention. Additionally, cognitive training through computer games aims to teach cognitive functions by focusing on neurobiological processes and structural changes in brain neurons related to executive functions. Visual skills-based computer games foster brain plasticity, leading to improved learning.
The theoretical basis offers an explanation for the effects of sensory integration intervention on dyslexia symptoms based on brain plasticity mechanisms. Brain plasticity indicates that learning is what the human brain does best. Learning changes the brain because it can respond to any new behavior, experience, or stimulation. By understanding how the brain learns, we can optimize educational resources. The effects of sensory integration on dyslexia symptoms may be attributed to brain plasticity and flexibility. The intervention is designed based on unique sensory patterns, providing an attractive and creative learning environment that helps students respond to the demands of their daily lives, as reported in previous studies by Alizadeh Zarei and Maleki (2016).
However, limitations of this study include the small sample size, geographical region, and sample loss due to the COVID-19 pandemic. Further research should be conducted in other groups and regions in students with other learning disorders such as dyscalculia and dysgraphia. Additionally, educational workshops should be held for counselors, psychologists, and teachers to learn how to use these interventions. Elementary school teachers should focus on antecedents of reading such as strengthening executive functions and sensory-motor integration exercises.
Keywords: Special Learning Disorder, Computer Games, Executive Functions, Dyslexia, Sensory Integration.
karim abdolmohamadi; farhad ghadiri
Abstract
Abstract
Depression is a mood disorder that results in persistent feelings of sadness and loss of interest. The purpose of this study was to compare the executive functions and sluggish cognitive tempo of individuals with depressive disorder to those who are normal. The present study utilized a descriptive ...
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Abstract
Depression is a mood disorder that results in persistent feelings of sadness and loss of interest. The purpose of this study was to compare the executive functions and sluggish cognitive tempo of individuals with depressive disorder to those who are normal. The present study utilized a descriptive causal-comparative method. The statistical population consisted of clients with depression disorder who visited Health Centers in Tabriz city. A total of 100 participants were selected to take part in the research. The executive skills questionnaire (Strait et al., 2019), Sluggish Cognitive Tempo questionnaire (Beker et al., 2017), and the depression screening questionnaire (PHQ-9) were used to collect data. The results of the multivariate analysis of variance indicated that individuals with depression exhibited weaker performance in all components of executive functions (planning, time management, emotion regulation, organization, and behavior regulation) compared to the healthy group (p < 0.001). Additionally, the Sluggish Cognitive Tempo component was significantly higher in depressed individuals than in normal individuals (p < 0.001). Therefore, based on the findings of this study, it can be concluded that individuals with depression experience serious deficiencies in executive functions and encounter more problems in the Sluggish Cognitive Tempo component than the healthy group.
Extended Abstract
Introduction
Major depressive disorder is a widespread psychological disorder that affects public health worldwide (Vancappel et al, 2021). Studies have shown that depression is related to deficits in executive functions (Hawkey, 2017; Wagner et al, 2012), wich means people with major depressive disorder show more deficits in executive functions (LeMoult & Gotlib, 2019). Executive functions are a set of skills that enable individuals to plan and meet goals, self-regulate, and stay focused in face of distractions (Abdolmohammadi et al, 2019). Slow cognitive tempo is a relatively new clinical construct that refers to symptoms such as lethargy, daydreaming, sleepiness, mental confusion, and slow thinking and behavior (Becker, 2021; Bernad et al, 2016). However, research on Slow Cognitive Tempo (SCT) as a separate disorder from Attention Deficit/Hyperactivity Disorder (AD/HD) has not been well-established for people with depressive disorder. Therefore, the purpose of this study is to compare levels of executive functions and Slow Cognitive Tempo between two groups: those with depressive disorder and those without.
Literature Review
Researches have reported that individuals with depression who have more deficits in their executive functions tend to experience more resistance in the treatment process (López-Sola et al, 2020), leading to more challenging treatment outcomes. While some studies have showed a link between executive functions and depression, others have produced conflicting results. For example, Nakano et al (2008) and Pardo et al (2006) both found no significant difference between the executive functions of depressed and non-depressed individuals. Despite this ambiguity, research has shown a strong connection between major depressive disorder and slow cognitive rhythm disorder (Bernad et al, 2016), leading to the hypothesis that cognitive tempo disorder may be a distinct clinical construct worth investigating, particularly in the context of depression. However, Burns et al (2013) suggested through their research that cognitive tempo disorder and major depressive disorder are two unrelated disorders that should be treated separately. Overall, while there is evidence supporting the relationship between executive functions and depression, more consistent and robust research is needed to understand the extent of this connection.
Methodology
The present study adopted a descriptive causal-comparative method. A total of 100 participants with depression disorder who were clients of the health centers in Tabriz city were selected. The Executive Skills Questionnaire, Sluggish Cognitive Tempo Questionnaire, and Depression Screening Questionnaire (PHQ-9), were used to collect data.
Results
The results obtained from univariate analysis of variance show two groups with depressive disorder and healthy in terms of sub-components of functions, with depressive disorder and healthy in terms of sub-components of implementation functions (planning, time management, emotion regulation, organization and regulation of behavior) as well as slow cognitive tempo are significantly different from each other. Supplementary investigations show that the healthy group has fewer executive function defects than the group with depressive disorder, and the problem of slow cognitive tempo is more common in the depressed group than in the healthy group.
Conclution
The study suggests that individuals with depressive disorder scored lower than healthy controls all most components of executive functions. Additionally, the results indicated that individuals with depressive disorder experienced a higher level of slow cognitive tempo compared to healthy controls.
Keywords: Depression, Executive Functions, Sluggish Cognitive Tempo.
Acknowledgments
We extend our heartfelt gratitude to all individuals who participated in this study, as well as the health care providers and staff of the health centers of Tabriz who lent us their invaluable aid and support in conducting this research.
fatemeh kargar; Amir Ghamarani; Ghasem Norouzi
Abstract
The purpose of this research was to investigate the antecedents and consequences of executive functions in adolescents with conduct Disorder in the form of a causal model. The research method was descriptive research and correlation design. The statistical population of the research included first secondary ...
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The purpose of this research was to investigate the antecedents and consequences of executive functions in adolescents with conduct Disorder in the form of a causal model. The research method was descriptive research and correlation design. The statistical population of the research included first secondary school boys studying in Qom city in 2021. From this community, 451 people who were diagnosed with conduct disorder using the Children Symptom inventory (SCI-4) and were willing to cooperate were selected using Convenience Sampling. To collect data, the questionnaire of parenting style, executive functions and Callous–unemotional traits was used. Pearson's correlation coefficient and path analysis tests were used to analyze the data. The results of the correlation matrix showed that there was a significant correlation between the research variables at the level of P>0.01 and P>0.05. Further, the results of the path analysis indicated the significance of the mediating role of executive functions in the relationship between parenting methods and Callous–unemotional traits. In general, the executive functions and parenting methods are two of the main factors for investigating Callous–unemotional traits.
Asgar Alimohamadi; Karim Abdolmohamadi; Abolfazl Gadami
Abstract
The purpose of this study was to investigate the psychometric properties of the two-factor questionnaire of executive dysfunction among adolescents. The method of the research was descriptive and psychometric research. The statistical population of the research consisted of all the male students aged ...
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The purpose of this study was to investigate the psychometric properties of the two-factor questionnaire of executive dysfunction among adolescents. The method of the research was descriptive and psychometric research. The statistical population of the research consisted of all the male students aged 12 to 18 years of East Azerbaijan province in the academic year of 1401-1401 in Iran. From this population, 1000 students were selected by multi-stage random sampling method, and their parents completed the two-factor questionnaire of adolescent executive dysfunction (TEXI) and also the behavior rating inventory of executive function, second edition. Finally, the questionnaire of 602 parents was analyzed. In order to check the reliability, the method of internal consistency, Cronbach's alpha, and the correlation coefficient between the questions and the total score were used, and to measure the validity, confirmatory factor analysis and criterion validity were used. The results of the research showed that the two-factor questionnaire of executive dysfunction has good reliability and validity. Also, the criterion validity of the questionnaire was confirmed (p<0.05). Therefore, it can be concluded that the present questionnaire is a suitable tool for evaluating executive dysfunction among adolescents.
abolfazl farid; Ramin Habibi-Kaleybar; bita moshtary e sahneh
Abstract
The purpose of this study was to compare the effectiveness of play therapy and neurofeedback on the executive functions of female elementary school students with learning disorders. The research method was experimental with a clinical trial with a multi-group pretest and posttest design. The statistical ...
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The purpose of this study was to compare the effectiveness of play therapy and neurofeedback on the executive functions of female elementary school students with learning disorders. The research method was experimental with a clinical trial with a multi-group pretest and posttest design. The statistical population was all female elementary school students referred to the Center for Learning Disabilities in Maragheh city in the academic year of 1998-99, from which 30 students were selected by available sampling as a statistical sample. The sample is divided into two experimental groups and one control group. Selected students were randomly assigned to groups. The instrument used for data collection was Connors' (2004) neuropsychological test. Multivariate analysis of covariance and posthoc were used for data analysis. The research results showed that the executive functions of the experimental and control groups are significantly different from each other (P< 0.05). The LSD post hoc test indicated that play therapy and neurofeedback have a significant impact on executive functions. Also, play therapy intervention is more effective in improving the executive functions of elementary students with learning disorders than neurofeedback.
Pegah Azadimanesh; abbasali hossein khanzadeh; Abbas Abolghasemi
Abstract
The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all ...
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The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all boys with symptoms of Attention Deficit / Hyperactivity Disorder, 6 to 9 years old in Kermanshah in the academic year of 2019. that among them, 30 students who were diagnosed with Attention Deficit / Hyperactivity Disorder based on a questionnaire and clinical interview were selected by random cluster sampling method and were divided into two groups of 15 people (experimental group and control group). the instruments used in this study were the Attention Deficit / Hyperactivity Disorder Diagnostic Questionnaire based on the information provided in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (Sadock and Sadock, 2005) and Parent-child Relationship Scale (Fine, Moreland, and Schwebel, 1983). data were analyzed using analysis of covariance. the results showed that integrated multidisciplinary education improved relationship between parents and child with attention deficit / hyperactivity disorder. creating the right context through family and peer education and the simultaneous teaching of executive functions has contributed to the effectiveness of this integration. based on the results of this study, it is suggested that in the treatment of children with Attention Deficit / Hyperactivity Disorder, multifaceted methods be used with emphasis on different levels of parents and peers.
yousef dehghani; sadegh hekmatiyan fard
Abstract
The aim of this study was to examine effectiveness of executive functions training on attention and response inhibition in students with dyscalculia. This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 143 students ...
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The aim of this study was to examine effectiveness of executive functions training on attention and response inhibition in students with dyscalculia. This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 143 students with dyscalculia who had been referred by the schools to the Center for Learning Disabilities of Boushehr province’s Department of Education in 2018-2019 school year. Of these, using convenience sampling and considering the requirements of the research project based on Malekpour Dyscalculia Diagnosis Test (1994), Wechsler Intelligence Scale of Children, the fifth Diagnostic and Statistical Manual of Mental Disorder (DSM-5), 40 students were selected and assigned to an experimental group and a control group. The omission error and commission error sub-scales of the Test of Variables of Attention (TOVA) (Rosvold, Mirsky, Sarason, Bransome & Beck, 1956) were utilized to evaluate attention and response inhibition performance, respectively. The experimental group received 11 sessions (60 minutes each) of group training. For statistical data analysis, variance analysis with repeated measures is used. Findings showed that executive functions training has a significant effect on attention and response inhibition and this effect remains unchanged in the two-month follow-up phase. Finally, we may conclude that executive functions training, as an effective and functional intervention, could be used to improve inhibition and attention performance of students with dyscalculia.
Mohmmad Ashori
Abstract
Hearing impairment affects all aspect of individual's life, while applying cognitive rehabilitation program based on memory has been associated with effective outcomes. Present study was aimed to determine the effectiveness of cognitive rehabilitation program based on memory on executive functions and ...
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Hearing impairment affects all aspect of individual's life, while applying cognitive rehabilitation program based on memory has been associated with effective outcomes. Present study was aimed to determine the effectiveness of cognitive rehabilitation program based on memory on executive functions and cognitive emotion regulation in students with hearing impairment. The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 26 girl children with hearing impairment from schools in Isfahan city using convenient method. Subjects were divided into experimental and control groups, each group consisting of 13 children. The experimental group received 10 sessions of cognitive rehabilitation program, while the control group did not. The instruments were Nejati cognitive abilities questionnaire (2013) and Garnefski & Kraaij cognitive emotion regulation questionnaire (2006). Data were analyzed by MANCOVA. The results showed that cognitive rehabilitation program had a significant effect on executive functions and cognitive emotion regulation of subjects. According to the findings, cognitive rehabilitation program based on memory improved executive functions and cognitive emotion regulation in students with hearing impairment. So, this program can be used to improve executive functions and cognitive emotion regulation of these students and planning for providing of cognitive rehabilitation program based on memory for them have particular importance.
Majid Ebrahimpour; Zahra Izadi
Abstract
Present study aimed to determine efficacy of musical activities on executive functions students with educable intellectual disability. This study was a quasi-experimental method with pretest-posttest and a control group design. Statistical population included all students with educable intellectual disability ...
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Present study aimed to determine efficacy of musical activities on executive functions students with educable intellectual disability. This study was a quasi-experimental method with pretest-posttest and a control group design. Statistical population included all students with educable intellectual disability 11-14 years of old from two exceptional schools in Karaj sity in the academic year 1395-96. 30 students were selected from the population through available sampling method and randomly allocated to either a control or experimental group (n=11). meantime the study, 4 students from experimental group and 4 from control group left the intervention(n=11). The experimental group participated at 24 group sessions of one hour musical activities 3-time per week for 8 weeks. The control group did not receive any intervention along with this period. All participants administered computerized Wisconcin Card Sorting Test (WCST), to assessing cognitive flexibility; Go/no Go Test, to assessing inhibitory control; and Digit Span Subtest of WISC-IV, to assessing working memory, befor and after the intervention. Results of data analyzing through Covariance analysis indicated that, there was no differences between post-test scores at the level of ?=0/05. This means that these musical activities program has had not a significant effect on improvement of experimental group functioning on administered executive functions tests.
somaye zarenezhad; Mohammed Hussain Soltani Kouh Banani; Kobra Abazari
Abstract
Introduction: The aim of this study was to determine the reliability, reliability of the Barkley Executive(BDEFS.CA) Teaching and Performance Inventory (2012) in Mashhad. Method: This study is methodological and psychometric study, and uses IQOLA Standard Contracts to test and test Persian language. ...
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Introduction: The aim of this study was to determine the reliability, reliability of the Barkley Executive(BDEFS.CA) Teaching and Performance Inventory (2012) in Mashhad. Method: This study is methodological and psychometric study, and uses IQOLA Standard Contracts to test and test Persian language. . For this purpose, multistage cluster sampling method was used to select 1000 primary school students (6 to 17 years old) in Mashhad in the academic year of 96-97 and 979 students completed the questionnaire. , 63 of them were asked to participate in the test two weeks ago. The reliability of the test was determined using Cronbach's alpha, 0.90. The split coefficient, with the test, was used to calculate the correlation coefficient of this test with the Coolidge test (Zahedi and Alizadeh, 2004) in a sample of 200 people. Results: In the judgmental phase, we conducted several local field studies and non-standard pilot administrations. For the statistical phase, the provided materials. In validity analysis, strong correlations were found among the majority of the scores within the tests; correlations between various (BDEFS.CA) tests were in the range of weak to moderate; the adapted tests show acceptable psychometric properties in assessing the complex, multidimensional construct of executive functioning. For the whole scale of executive functions and sub-components of self-management, self-organizing / problem solving, self-control / inhibition, self-motivation and emotional self-regulation, alpha coefficients are equal to 0.91, 0.85, 0.82, 0.78 , 0.76 and 0.72. Conclusion: which have almost high coefficients and represent the sustainability of the scale of executive function
Fatemeh Ebrahimi; Mahboobe Taher
Abstract
The present study investigated the effect of teaching self-regulation skills on executive functions and social skills of preschool students with mild mental disability. The study used a single-subject experimental and a single baseline design with a two-week post-test follow-up. The target population ...
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The present study investigated the effect of teaching self-regulation skills on executive functions and social skills of preschool students with mild mental disability. The study used a single-subject experimental and a single baseline design with a two-week post-test follow-up. The target population included all preschool children – 8-10 years of age – with mild mental disability (with IQ between 50 and 70) in Shahrood, Iran, in 2017-18. The sample included four students selected through convenience sampling. Gresham and Elliott's (1999) Social Skills Questionnaire and Coolidge's (2001) Neuropsychological Inventory were completed by the instructors. To train the students, the self-regulation package was employed over eight 45-minute sessions in one month using games, storytelling, and role-plays. To assess the results, visual analysis of the diagrams, the percentage of all non-overlapping data (PAND), and effect size were employed. Therefore, it can be concluded that teaching self-regulation skills is effective in increasing social skills and executive functions students with mild mental disability by improving the ability to plan, self- monitoring and organization in students with mild mental disability.
Abbas Ali Hosseinkhanzadeh; Mona Latif; mahbobeh taher
Abstract
Dyslexia is the most common learning disability that involves about 80 percent of learning’s problems to itself. The aim of this study was to compare the effectiveness of computer-assisted working memory rehabilitation and multisensory method on improvement of the executive functions of students ...
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Dyslexia is the most common learning disability that involves about 80 percent of learning’s problems to itself. The aim of this study was to compare the effectiveness of computer-assisted working memory rehabilitation and multisensory method on improvement of the executive functions of students with Dyslexia. The research methodology is an experimental study with pretest-posttest design with two experimental groups and one control group. The statistical population consisted of all primary school dyslexic students in Rasht in 2014-2015 academic years that among them a sample of 45 students were selected by random sampling and were assigned in both control and experimental groups. To collecting data intelligence test (Wechsler, 2003), the formal reading and dyslexia test (Kormi Noury and Moradi, 2008), and Wisconsin card sorting test software (Shahgholian et al. 2011) were used. In this study, computer-aided working memory rehabilitation program was trained to the first experimental group, during the first 11 sessions, multisensory education program, during the 9 session to the second experimental group, while the control group did not receive training in these areas. The results of comparing two methods showed that computer-aided working memory rehabilitation techniques more than multisensory method help to improves executive functioning of students with dyslexia in reading (p<0/001). Method of computer-aided cognitive rehabilitation by creating a learning experience that focuses on flexibility and restore brain function is impaired in children with dyslexia helps improve executive functions.
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
zahra nazari; kazem barzegar
Abstract
The aim of this study was to examine the self-regulated learning education on executive functions and reading performance of dyslexic students in fifth grade of Yazd. The study population included all fifth students in Yazd in academic year 2015 – 2016 that were dyslexia. The research method was ...
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The aim of this study was to examine the self-regulated learning education on executive functions and reading performance of dyslexic students in fifth grade of Yazd. The study population included all fifth students in Yazd in academic year 2015 – 2016 that were dyslexia. The research method was experimental with pretest-posttest on two experimental and control groups. Sampling was done in two stages. 30 dyslexic students were diagnosed of being dyslexia by specialists of learning disability by use of sampling method were selected and divided into two experimental group (n = 15) and control one (n = 15). The research instrument for data collection was Coolidge neurological questionnaire and the checklist to diagnose dyslexia. Teaching self-regulated learning were conducted on experimental group during 14 sessions of 45 minute twice a week. Results of examining the hypothesis by use of analysis of covariance (significance level = 0/05) indicated that teaching self-regulated learning has effect on executive functions (planning, organizing and pregnancy) of dyslexic students and it has improved them. Self-regulated learning education can be used to improve executive functions of dyslexic students.
Roghayeh Asadi Gandomani; Farangis Kazemi; Ebrahim Pishyareh; Janet Hashemi Azar; Abbas Nesayan
Abstract
Objective: The purpose of this study was to examine the relationship between executive function with sensory processing patterns in 7-12 year old children with autism, from the teachers' perspective. Methods: This study was a correlational design. After reviewing entry criteria, fifty 7 to 12 year old ...
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Objective: The purpose of this study was to examine the relationship between executive function with sensory processing patterns in 7-12 year old children with autism, from the teachers' perspective. Methods: This study was a correlational design. After reviewing entry criteria, fifty 7 to 12 year old children were selected using purposive sampling method. Dunn Sensory Profile (school component) was used to assess sensory processing patterns and Behavioral Rating Inventory of Executive Functions was used to assess executive functions. For analyzing data, descriptive statistics (frequency distribution, mean and standard deviation) and Pearson correlation was used. Results: The results showed that there was a significant negative correlation between the sensory processing patterns with executive functions in autistic children (P<0.01). Conclusion: The findings of this study suggest that we can use sensory processing interventions to improve executive functions in autism disorder.
malihesadat kazemi; shole amiri; mokhtar malekpoor; hosein molavi
Abstract
In this Research, the effect of private speech training on executive function of boys between 9 to 11 years old in Isfahan City was examined. This research is an experimental study of pre-test/post-test with control groups. It had a two-stage sampling. Final sample included 20 attention deficit boys ...
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In this Research, the effect of private speech training on executive function of boys between 9 to 11 years old in Isfahan City was examined. This research is an experimental study of pre-test/post-test with control groups. It had a two-stage sampling. Final sample included 20 attention deficit boys (10 for experiment group and 10 for first control group) and 9 normal boys for second control group. Instruments used in this research included British Picture Vocabulary scale, Short form of Wechsler's Intelligence Scale for Children- Revised, Tower subtest of NEPSY Neuropsychology test. To analyze private speech of children, their speech were videotaped while solving Tower subtest and Videos were content analyzed by three encoders. Results showed that children with attention deficit, had significantly more errors in compare to first and second control groups; while both experiment and second control group (which both had been trained) had significantly more amount of private speech in compare to first control group- which had not trained. According to the findings of the research, it can be concluded although private speech training can increase the amount of private speech produced by attention deficit children, this increase in speech, not only will not necessarily increase function of children, but it may backfire on difficult tasks.
zohre ahangarghorbani; abbasali hosein khanzade; mahnaz khosrojavid; abbas sadeghi
Abstract
The purpose of this study was examining the impact of executive functions training on social skills in students with dyslexia. This study is an experimental one with pre-test, post - test and control group design. The statistical population of this research includes all the students with dyslexia in ...
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The purpose of this study was examining the impact of executive functions training on social skills in students with dyslexia. This study is an experimental one with pre-test, post - test and control group design. The statistical population of this research includes all the students with dyslexia in second and third grade of elementary schools of Abbas Abad in Mazandaran province in school year of 2012-2013, which 20 of them were selected based on entering qualities and assigned in experimental and control groups randomly. Executive function training was taught to experimental group within ten sessions for a period of one month, while the control group did not receive this training. Both groups were assessed in pre- test and post- test using social skills questionnaire (Gresham, 1999). Analysis of data using multivariate covariance indicated that there was significant difference between two groups on social skills. So, we can conclude that in education and treatment students with dyslexia, strengthening executive functions should be considered on of the basic dimensions for experts and educators.
Mokhtar Malekpour; Sara Aghababaei; Ahmad Abedi; Mojgan Shooshtari
Volume 3, Issue 9 , April 2013, , Pages 1-20
Abstract
The aim of this research is to investigate into the efficacy of working memory training on executive functions and academic performance of students with spelling learning disability. In this semi-experimental research, 30 3rd grade elementary female students with spelling learning disability are selected ...
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The aim of this research is to investigate into the efficacy of working memory training on executive functions and academic performance of students with spelling learning disability. In this semi-experimental research, 30 3rd grade elementary female students with spelling learning disability are selected through multistage random sampling. These students are randomly assigned into two groups (one experimental group and one control group, each consisting of 15 students). The instruments used in the study are NEPSY test, Wechsler Intelligence Scale for Children (WISC), Checklist for Identifying Students with Spelling Learning Disability, Clinical Interview and Spelling Academic Performance Test. The data was analyzed by Analysis of Covariance. The findings indicated that working memory training can improve executive functions and spelling performance of students. So in can be concluded that working memory training can be used as an intervention method in improvement of executive functions and spelling difficulty in students with spelling learning disability.
sakineh SoltaniKouhbanani; hamid alizadeh; Janet Hashemi; Gholamreza Sarami; Sajedeh SoltaniKouhbanani
Volume 3, Issue 11 , March 2013, , Pages 1-20
Abstract
The present research aims to study the effect ofcomputer-aided working memory training on executive functions and mathperformances in students with mathematics disorders. This was aquasi-experimental research. From among all the students in centers forlearning disorders, 20 female students with mathematics ...
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The present research aims to study the effect ofcomputer-aided working memory training on executive functions and mathperformances in students with mathematics disorders. This was aquasi-experimental research. From among all the students in centers forlearning disorders, 20 female students with mathematics disorder studying atthe 3rd, 4th and 5th grades of elementaryschools in the educational year 2011-2012 in Tehran were selected usingconvenience sampling method. The subjects were randomly assigned into the twocontrol and experiment groups. the Key Math Diagnostic Arithmetic Test as wellas executive functions tests (including the Tower of London Test, theContinuous Performance Test and Stroop test cards) were carried out on thesubjects. Then, the experiment group (including students with mathematicsdisorder) received 20 sessions of computer-aided working memory training in 7weeks. Afterwards, all the subjects (both experiment and control groups) wereassessed in terms of executive functions and math performances. It isnoteworthy that the control group did not receive any training. Both groupsreceived only the school trainings. One month later, the post-test wasadministrated. The results of the pre-test and post-test were analyzed usingt-test. The results showed that computer-aided working memory training had asignificant effect on executive functions and math performances of studentswith mathematics disorder, and could improve it. The findings of this researchcan be used in neurological and educational interferences
Mojdeh Janeh; Soghra Ebrahimi Ghavam; Hamid Alizadeh
Volume 2, Issue 5 , April 2012, , Pages 21-42
Abstract
Purpose: The present research’s purpose is to compare the executive functions of reasoning, planning, organizing and working memory between the students with or without mathematics disorder at primary school.
Method: The research is of an applied type and the method to carry it out is contextual. ...
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Purpose: The present research’s purpose is to compare the executive functions of reasoning, planning, organizing and working memory between the students with or without mathematics disorder at primary school.
Method: The research is of an applied type and the method to carry it out is contextual. The statistical population includes girl students with or without mathematics disorder at primary schools in the Tehran province.
60primary school girls at the age of 8 to 11 were randomly assigned in 2 groups of 30with or without mathematics disorder. In order to gather data tests of key math Andre Rey, subtests of similarities and children numerical memory and W.I.S.C were used. The data was analyzed by multiple variance analysis tests.
Results: The findings showed that the students with mathematics disorders were different in terms of the executive functions of reasoning, planning, organizing and working memory as compared with the normal group. The outcomes of the present research showed that: there is a meaningful difference in related-combined variables of reasoning, planning, organizing and working memory between the two groups of normal and those having mathematical dysfunction. To specify the meaningfulness of the final outcome Bonferroni correction was used and P which was equal to 0.05 was divided by 4. Amount of P turned to be 0.0125 and meaningfulness was assigned to the test.
Conclusion and recommendations: With regard to existing theories and researches so far undertaken in the area and the results of the present research we can conclude that there are obvious differences in the functions of reasoning, working memory and planning-organizing of normal students and those having mathematical dysfunction. However this research studied 3 areas of the executive functions including reasoning, planning-organizing and working memory. It is suggested that other executive functions be also studied in future research projects