mehdi rasuli; Saeed Rezayi; fateme nikkhoo; .Parviz Sharifi Daramadi
Abstract
Abstract
The present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. The statistical population of the research included all male students with ...
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Abstract
The present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. The statistical population of the research included all male students with attention deficit hyperactivity disorder in Tehran. To select a sample from among all male students suffering from attention deficit hyperactivity disorder in Tehran, 30 of them were in the age range of 7 to 12 years old (students in elementary school) according to the inclusion criteria using the purposeful sampling method. They were selected as samples and were randomly divided into two experimental and control groups. The research tools included Connor's behavioral questionnaire and the Wechsler IQ memory test for children. The cognitive rehabilitation program of Yar Captain Log computer was implemented for 10 sessions of 60 minutes and twice a week for the experimental group. The results of the covariance analysis showed that the computerized cognitive rehabilitation program has improved the active memory components of students with attention-deficit/hyperactivity disorder (P<0.05) and can be used as a suitable method to improve the active memory of these students.
Keywords: Computer-Aided Cognitive Rehabilitation, Working Memory, Students, Attention Deficit/Hyperactivity Disorder.
Extended Abstract
Introduction
Attention deficit/hyperactivity disorder is one of the most common neuropsychological disorders known in children and adolescents, and longitudinal studies have shown that this disorder is generally stable during development (Tandon and Perjika, 2017). Worldwide, this disorder affects about 8 to 12% of children under 12 years of age (Ronald et al., 2021). But research showed that the prevalence of this disorder among children in Iran is 10 to 12%. (Rafiei et al., 2019). This disorder of attention deficit/hyperactivity disorder is associated with extensive negative consequences (American Psychiatric Association, 2013). This disorder leads to disorder in various fields and affects not only the individual but also the structure of the family and society. (Schneider et al., 2019) One of the areas in which children with attention deficit/hyperactivity disorder have problems and have a lot of failure is working memory (Michelini et al., 2023)
Active memory is a systematic structure that connects short-term and long-term memory functions with other cognitive and emotional dimensions. To put it more clearly, active memory means keeping information in the mind and performing continuous activities on it in the shortest possible time (Criter et al., 2022. (In general, active memory is divided into two parts: visual active memory and auditory active memory. Visual working memory is a part of fundamental function of working memory that allows temporary storage and manipulation of visual information related to an ongoing or imminent behavior or activity (Gambarota and Sessa, 2019). Active auditory memory also refers to the process of keeping sounds in the mind for short periods of time when sounds do not exist in the environment for a relatively long period of time (Kamar et al., 2016). Today, active memory as one of the most important and fundamental issues has attracted the attention of many researchers (Perez Martin et al., 2017; quoted by Fathabadi et al., 2019).
Although there is evidence of the beneficial and effective effects of stimulant drugs such as Ritalin for improving the symptoms of attention deficit/hyperactivity disorder and reducing cognitive problems with attention deficit/hyperactivity disorder, the problem is that some other evidence shows that the symptoms of this disorder recur immediately after stopping the drug, and in addition, parents avoid giving the drug to their children due to the fear of stigma and side effects of the drugs (Killo et al., 2018). Therefore, the importance of dealing with non-pharmacological treatments to improve the complications of this disorder has become more and more in the spotlight, and among them, non-invasive approaches based on computer-based cognitive rehabilitation can be mentioned to improve cognitive performance, including the working memory of these children. (Zinali and Mirzadeh, 2018)
Although many studies have pointed to the effectiveness of cognitive rehabilitation on improving the cognitive performance of students with attention deficit/hyperactivity disorder, and also many studies have pointed to the effectiveness of computer-based cognitive rehabilitation on improving the cognitive performance of other groups, unfortunately, the role of computer use in the cognitive rehabilitation of children with attention deficit/hyperactivity disorder has been neglected, therefore, in view of the above, the present study fills the research gap in this field and is also important from the practical point of view, and the question of the present study is this: Is computer-aided cognitive rehabilitation effective on the working memory of students with attention deficit/hyperactivity disorder?
Literature Review
In line with the current research, Zare et al. (2019) showed in a research that computerized cognitive rehabilitation is effective in improving the working memory and cognitive flexibility of children with learning disabilities. Ranjbar et al. (2019) showed in a research that computer-based cognitive rehabilitation tasks improved the cognitive processes of children with executive function defects. In a research, Iriwaki et al. (2016) concluded that computerized cognitive rehabilitation has reduced the cognitive deficit of students with learning disabilities. Xiao et al. (2022) showed in a research that computerized cognitive rehabilitation improves the cognitive performance of students, and Skiankaper et al. (2022) showed in a research that computerized cognitive rehabilitation improves the cognitive function of children. In recent years, according to the advancement of the knowledge of psychologists and educational specialists, attention to children's cognitive issues, especially the search for solutions to solve children's cognitive problems, has become prominent, among which cognitive interventions for children with attention deficit/hyperactivity disorder are also of this rule. It is not excluded (Miranda et al., 2013)
Methodology
The research design was a semi-experimental pre-test-post-test type with a control group. The statistical population of the present study includes all male patients suffering from Attention Deficit/Hyperactivity Disorder in Tehran. In this research, to select a sample from among all male students suffering from attention deficit-hyperactivity disorder in Tehran, 30 people were selected as a sample according to the inclusion criteria by purposive sampling method and were randomly divided into two experimental groups and were controlled. In order to collect information and gain access to the sample community, the researcher, after obtaining a research permit from the General Directorate of Education and Education of Region 3, went to educational psychology centers and by presenting a letter of introduction and coordinating with the director of the center, the sample group of boys with Attention-deficit/hyperactivity disorder was selected based on psychiatric records, and after obtaining consent from their parents, Connors questionnaire (parent form) was completed to ensure the diagnosis of attention-deficit/hyperactivity disorder
Results
In the current study, the sample included 30 students who were in the age range of 7-12 years and with an average of 10 years. Descriptive information on the active memory variable and its components are presented separately for groups in two situations: pre-test and post-test.
According to the results of Table 2, the average of the groups shows that the working memory scores in the post-test of the experimental group have improved compared to the pre-test scores. Covariance analysis was used to analyze the data. For this purpose, the assumptions of the analysis of the covariance test, i.e. the assumption of normality of the distribution, were checked using the Kalmogorov-Smirnov test (P>0.05) and the results of the normality of the distribution were confirmed. Levine's test was used to check the homogeneity of error variance. This test did not show any violation of this assumption. Analysis of covariance test was used for the effectiveness of computer-aided cognitive rehabilitation on working memory components of children with attention deficit/hyperactivity disorder.
The results show that there is a significant difference between the experimental and control groups in the variables of auditory and visual active memory (P<0.05). Considering that the average of the experimental group compared to the control group shows an improvement in the dependent variable, it can be concluded that computerized cognitive rehabilitation has led to an improvement in working memory.
Conclusion
In explaining the effectiveness of computer-aided cognitive rehabilitation on the improvement of working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder, it can be said that Captain Log cognitive rehabilitation software was used in this research because this software teaches orientation skills, response inhibition, multi-step commands, and auditory and visual memory, it can improve active auditory and visual memory in these students. Completing the tasks and games in the software requires the engagement of auditory and visual working memory, and by playing the game and moving to higher levels, the amount of this engagement increases, and with practice and repetition, it strengthens the subject's active memory. It is also possible to point out the feature based on the reinforcement of the tasks of this intervention (Nazarzadeh Giglo et al., 1400). In another explanation, it can be said: an active brain forms very important neurological connections for learning, while a brain that is not active does not create this stable and necessary neurological information. Having the ability to adjust the level of difficulty of tasks from simple to difficult increases brain activity, therefore, failure in working memory is related to dysfunction in the frontal lobe, on the other hand, Yar's cognitive rehabilitation with Captain Lockeg software can stimulate these areas (Abdelmohammadi and colleagues, 1401). For this reason, in this research, computerized cognitive rehabilitation has improved the working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder.
In general, according to the findings of the current research on the effectiveness of computer-aided cognitive rehabilitation on improving working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder, it is appropriate that schools and attention deficit/hyperactivity disorder treatment centers use the computerized cognitive rehabilitation package with the aim of improving the working memory components of students with attention deficit/hyperactivity disorder.
Mir Javad Mojarrad Azar; jalal dehghanizade
Abstract
Abstract
The purpose of the present study was to investigate the effect of the Square Stepping Exercise on working memory and balance of children with autism. The research method was quasi-experimental with pre-test and post-test design with a control group. The statistical population included all children ...
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Abstract
The purpose of the present study was to investigate the effect of the Square Stepping Exercise on working memory and balance of children with autism. The research method was quasi-experimental with pre-test and post-test design with a control group. The statistical population included all children aged 6 to 12 with mild autism in Urmia city, 30 of them were randomly selected and tested in two groups of 15 (average age: 12.8±1.56) and control (mean age: 7.78 ± 1.58). Stork test is used to measure static balance, the heel-to-toe walking test to measure dynamic balance, and the parent executive functions questionnaire of Balster et al. (2000) in pre-test and post-test similarly. The experimental group performed square stepping exercises for 12 weeks, three sessions a week, and each session lasted 70 minutes. The data were analyzed through a one-way analysis of covariance in SPSS software version 24. The results showed that by controlling the pre-test score, there is a significant difference between the scores of the static and dynamic balance test and working memory of the two experimental and control groups in the post-test (p=0.001). Therefore, performing these exercises can be an effective strategy for improving balance and working memory in children with mild autism.
Keywords: Square Steppin, Working Memory, Balance, Autis.
Extended Abstract
Introduction
Autism spectrum disorder (ASD) is a neurodevelopmental disorder with an unknown cause that manifests in difficulties and barriers associated with social communication and repetitive and stereotyped behaviors (American Psychiatric Association, 2013). There has been a recent increase in the prevalence of ASD among children, as in the mid-1990s it was thought to affect 11.6 out of 1,000 people in this age group (Baird et al., 2006), while more recent studies have put this figure as high as 18.5 per 1,000 (Maenner et al., 2020). In addition to impaired social and communication skills, people with autism are deficient in fine motor skills (Choi and colleagues, 2018) and gross motor skills (Staples and Reid, 2010). Up to 83 percent of children with autism have difficulty communicating with age (Ruggeri et al., 2019). Failure in motor skills is in turn linked to the problems of adaptive behavior and daily performance (MacDonald et al., 2013). However, not all motor skills are equally affected by autism. Some studies showed that static balance is significantly more impaired than other motor skills (Ament et al., 2015; Whyatt & Craig., 2012), which indicates that there are features of movement disorder in autism that affect balance. Another feature of children with autism disorder is executive function. Executive function is an umbrella term that includes several skills such as planning, shifting, working memory, problem-solving, monitoring, inhibition, and self-control (Rajendran G, Mitchell., 2007). Working memory is an important component of executive function that plays a role in daily functioning (Wang et al., 2017). Many studies have been conducted in developed countries to evaluate working memory performance in individuals with high-performance autism, which have been reported differently. some studies showed weaknesses in working memory and found no difference in the working memory of individuals with autism compared to conventional controls (Bodner et al., 2012). According to the results of the research and the positive effects of this type of exercise and considering the challenges and cognitive, emotional, communication, social, and movement problems of children with autism, including balance, and working memory, it is necessary to solve these problems as much as possible for these children. reduce and fill the scientific gaps that exist in this field as much as possible, therefore the purpose of this research is to investigate the effect of square stepping exercises on working memory and balance of children with autism.
Research Question(s)
Do square stepping exercises have an effect on the working memory and balance of children with autism?
Literature Review
Various physical exercises are often prescribed as a method to improve postural control and reduce the risk of injury in this population (Brussel et al., 2007). On the other hand, despite the challenges in executive functioning experienced by children with autism, and the potential of exercise to reduce these challenges, little work in this field has focused specifically on this population. There is evidence of behavioral improvements in the areas of social-emotional functioning and reduction of repetitive or stereotyped behaviors following exercise in children with autism (Ferreira et al., 2019; Huang et al., 2020; Tse, 2020), with these improvements assuming can be related to improved executive performance (Bremer et al., 2016). Furthermore, a recent meta-analysis of the effect of exercise interventions on cognition reported a large effect in improving specific aspects of cognition (time on task) for children with autism (Tan et al., 2016).
Methodology
The research method was quasi-experimental with pre-test and post-test design with a control group. The statistical population included all children aged 6 to 12 with mild autism in Urmia city, 30 of them were randomly selected and tested in two groups of 15 (average age: 12.8±1.56) and control (mean age: 7.78 ± 1.58). Stork test is used to measure static balance, the heel-to-toe walking test to measure dynamic balance, and the parent executive functions questionnaire of Balster et al. (2000) in pre-test and post-test similarly. The experimental group performed square stepping exercises for 12 weeks, three sessions a week, and each session lasted 70 minutes. The data were analyzed through a one-way analysis of covariance in SPSS software version 24.
Results
The results showed that the average of the experimental group improved from the pre-test to the post-test in dynamic and static balance variables. This improvement was also observed in the working memory variable. Therefore, the difference between the two groups in the post-test phase is in favor of the experimental group.
Regarding working memory, the results of covariance analysis showed that there is a significant difference between the experimental and control groups. In other words, according to the average of the test group (0.60) compared to the average of the correct answer of the control group (1.27), square stepping exercises lead to a significant improvement in memory. Something has been tested in the group.
There is a significant difference between the experimental and control groups in terms of static balance. In other words, according to the average balance of the experimental group (7.89) compared to the average balance of the control group (6.83), the square stepping exercises significantly improved the balance in the experimental group.
There is a significant difference between the experimental and control groups in terms of dynamic balance. In other words, according to the average balance of the experimental group (11.46) compared to the average balance of the control group (6.93), the square stepping exercises significantly improve the balance in the group. It has been tested.
Conclusion
Part of the research results showed that the square stepping exercise program significantly improved the static and dynamic balance of autistic children. In the interpretation of this result, it can be said that balance includes nerve impulses from peripheral sensory receptors to the cerebellum, integrated neural connections in the cerebellum and other related centers, and finally extrapyramidal output to the lower motor neuron. Exercise combined with practice and repetition can facilitate transmission in these neural circuits. A variety of physical activities can likely improve balance. It seems that the effective mechanism of square stepping exercises is such that when the person's balance is disturbed while taking a step and is on the verge of falling, a quick and firm compensatory step is needed to prevent falling, which is done by bending the hips and knees and opening of the ankles.
Another part of the research results showed that based on the report of the parents in this research, the practice of square stepping has improved working memory in these children, the results are in line with the findings of Akbari Far et al. (2019); Johnston et al. (2017) and Fathabadi et al. (2020). The participation of children with autism disorder in planned physical exercises with a cognitive aspect (square stepping exercises) leads to involvement and brain activities of areas related to movement in the brain, and this can probably be the reason that with the increase in the activity of the areas a movement in children's brain, their cognitive performance also increases. It can also be said that square-stepping exercises improve the ability of the brain structure to repair itself after ischemic damage by increasing the number of neurotrophic factors (factors that nourish brain nerve cells). As a general conclusion, it can be acknowledged that square stepping exercises can be an ideal intervention method to improve executive functions in children with autism.
Acknowledgments
We are grateful to all children aged 6 to 12 with autism in Urmia and their families who helped us in this research.
mortaza zibaei sani; Mohammad Mohammadi pour; Abulqasem Shakiba
Abstract
Abstract
The present study aimed to compare the effectiveness of brain-based and multi-sensory learning on the working memory of third-grade students with math disorders. The study followed an experimental design with a pre-test and post-test, with a control group. Forty-five third-grade students with ...
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Abstract
The present study aimed to compare the effectiveness of brain-based and multi-sensory learning on the working memory of third-grade students with math disorders. The study followed an experimental design with a pre-test and post-test, with a control group. Forty-five third-grade students with math disorders were selected from Sabzevar Learning Disorders Center in the academic year of 2022 through purposeful and accessible sampling, and were randomly divided into three groups of equal size. The experimental groups received separate training in brain-based and multi-sensory learning, while the control group did not receive any training. The research tool was Danmin and Carpenter's Working Memory Scale (1983), and the data was analyzed through a repeated measures design with Benferroni's post hoc test. The results suggested a positive effect of both training methodologies on active memory. The effectiveness of the brain-based learning method was found to be superior to the multi-sensory training in both the post-test and follow-up periods (P<0.05). These findings suggest that both methods can be employed to address working memory difficulties in students with math learning disabilities.
Keywords: Brain-Based Learning, Multisensory Method, Working Memory, Dyscalculia.
Extended Abstract
Introduction
Disability in learning has always been a challenge and it becomes more important when students have problems learning in school despite being intelligent, making it difficult for them to continue their education (Chahardooli et al., 2021).
Evidence shows that students with dyscalculia generally have defects in using their working memory (Seifnaraghi and Naderi, 2016). Working memory helps to use the memory system flexibly, review the received information, keep it in mind and relate it to the previous knowledge and plan for future activities (Abbasi, 2020).
Considering students’ problems in learning disorders has prompted therapists to use various corrective measures to solve memory problems and improve cognitive processes. A measure is brain-based learning education (Hassani et al., 2015). It is the activities done to increase the concentration and improve students’ intellectual abilities. It includes different aspects such as vigilance combined with relaxed alertness for creating a pleasant emotional environment for the brain and learning, orchestrated immersion in complex experience with the aim of creating pleasant, optimal and rich opportunities for learning and ultimately active processing of experience for creating optimal and rich opportunities for learning (Saleh and Mazlan, 2019).
Also, another method to repair the students’ problems with learning disabilities is the multisensory method which emphasizes having balance in using the visual, auditory and tactile senses (Seifnaraghi and Naderi, 2016). In this method, we try to create a balance between different senses by involving several sensory receptors, and by combining visual, auditory, kinetic and tactile methods to correct students' learning problems (Kakavand et al., 2017).
Research question
Is there a difference between the effectiveness of brain-based learning and multisensory learning on the working memory of students with dyscalculia?
Method
This was an experimental research with pre-test, post-test, and a control group. The statistical population was all the third-grade elementary school students who had been referred to an educational center for the rehabilitation of children with learning difficulties in Sabzevar city, Iran, in the academic year 2021-2022. They were diagnosed with primary dyscalculia by their teachers. Amongst them, 45 students were selected by targeted and accessible sampling method and randomly placed in two experiment groups and a control group.
Research tools
Danmin and Carpenter's working memory scale (1983) was used to gather the data. This questionnaire measures children's working memory and it has 27 sentences in six parts: two-sentence, three-sentence, four-sentence, five-sentence, six-sentence, and seven-sentence sections. Regarding the internal reliability of this scale, in a preliminary study, Asadzadeh (2008) obtained a reliability coefficient of 0.88. The reliability of this scale in our study was 0.74 using Cronbach's alpha coefficient.
The brain-based learning education program was implemented in experiment group 1 based on the 12 principles adapted from Caine et al (2005). In experiment group 2, a multi-sensory training program was implemented with a model that was designed by Mousavi and Ali-Attari (2015) based on Fernald's model (1943) for dyscalculia. The students received the training in eight 60-minute group sessions during the week.
Results
In the post-test and follow-up, the average working memory score of the experiment groups was higher than that of the control group, which shows the effectiveness of brain-based and multisensory training in increasing the working memory of students with dyscalculia (Table 3).
Table 3. Indicators of the research variable in the experiment and control groups in different stages of the study
Variable
Group
Pre-Test
Post-Test
Follow Up
Average
Standard Deviation
Average
Standard Deviation
Average
Standard Deviation
Working Memory
Brain-Based
55.93
3.26
63.60
2.27
62
3.35
چند حسی
56.7333
4.03
3.27
56.4
9.10887
Multisensory
56.73
4.03
58.67
3.27
56.4
9.10
Control
55.27
3.71
54.87
3.78
54.47
3.50
Table 5. Bonferroni test results to compare working memory marginal averages according to test stages
Source Of Comparison
Difference In Averages
The Standard Error
P
Confidence Interval 95%
Lower Bank
Upper Bank
Pre-Test-Post-Test
-3.067
0.519
0.000
-4.362
-1.771
Pre-Test-Follow-Up
-1.644
0.912
0.236
-3.919
0.630
Post-Test - Follow-Up
1.422
0.845
0.300
-0.685
3.530
Table 6. The results of the estimated marginal means related to the groups
Group
Levels
Average
The Standard Error
Confidence Interval 95%
lower bank
upper bank
Brain Based
Pre-Exam
55.933
0.950
54.016
57.851
Post-Test
93.600
0.848
61.889
65.311
Follow Up
62.000
1.539
58.895
65.105
Multisensory
Pre-Exam
56.733
0.950
54.816
58.651
Post-Test
58.667
0.848
56.856
60.377
Follow Up
56.400
1.539
53.295
59.505
Control
Pre-Exam
55.267
0.950
53.349
57.184
Post-Test
54.867
0.848
53.156
56.577
Follow Up
54.467
1.539
51.362
57.572
Table 7. Bonferroni test results to compare working memory marginal means
Source Of Comparison
Difference In Averages
The Standard Error
P
Confidence Interval 95%
Lower Bank
Upper Bank
Brain-Based-Multisensory
3.2444
1.20342
0.030
0.2435
6.2454
Brain-Centered-Witness
5.6444
1.20342
0.000
2.6435
8.6454
Multisensory - Evidence
2.4000
1.20342
0.158
-0.6009
5.4009
There was a significant difference between the effectiveness of brain-based and multisensory training methods (P<0.05). The efficiency of the brain-based method was more than the multisensory method. There was a significant difference between the mean scores of the brain-based and control groups (P<0.05); the brain-based method had a positive effect on working memory, but there was no significant difference between the average scores of the multisensory and control groups (p>0.05); the multisensory method does not seem to have a positive effect on working memory.
Discussion
The performance of experiment groups increased after participating in the intervention sessions compared to the control group students. Also, regarding working memory, the performance of students in the brain-based experiment group was higher than the multisensory group.
In explaining the effect of brain-based learning on the working memory of students with dyscalculia, it can be said that while improving people's capabilities in processing and storing information, verbal and visual memory, this method increases the prefrontal cortex activities, improving students' working memory (Shivandi and Khalili, 2020).
As an explanation for the greater effectiveness of brain-based learning education compared to the multi-sensory method on working memory, it can be said that brain-based learning empowers the minds of students with learning disabilities to change their mental focus between different stimuli and have more flexibility. Since this method is based on conscious learning and training, it provides the basis for selective focus in the learning process, which happens less in the multisensory method. So, it is logical that brain-based learning has a greater effect on increasing working memory than the multisensory method.
Leila Kashani Vahid; Samira Vakili; Hourieh Bakhashi Takanloo
Abstract
The purpose of this research was to study the effect of cognitive, family-based games on working memory and mathematics performances of students with dyscalculia. This study was conducted through a quasi-experimental research design with a pretest-posttest and a control group. Among the students with ...
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The purpose of this research was to study the effect of cognitive, family-based games on working memory and mathematics performances of students with dyscalculia. This study was conducted through a quasi-experimental research design with a pretest-posttest and a control group. Among the students with moderate intelligence and with at least 1.5 standard deviation below the mean in the test of K-math, 30 were selected by convenience sampling, and were randomly assigned to the experimental and control groups. The K-math test and the Wechsler digit span were used as data collection tools. The cognitive family-centered program was administered to the experimental group in 12 sessions (i.e., two one-hour sessions per week). The results of data analysis using Multiple Analysis of the Covariance (MANCOVA) showed that there was a significant difference between the experimental and control groups in working memory and mathematical performances. Thus, it can be concluded that the conducted interventions for rehabilitation can be used as a useful complementary intervention to reduce problems of students with dyscalculia.
Mohamad Javad Ranjbar; sajjad basharpoor; naser sobhi gharamaleki; Mohammad Narimani
Abstract
The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and ...
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The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and posttest with control group. Statistical population of this study included elementary students with dyslexia in Amol and Mahmoudabad cities during the academic year of 1397-98, who were referred to learning disability centers. 45 students were selected by convenience sampling method and assisted by diagnostic tests of Raven and reading and dyslexic test (NAMA). They were randomly assigned to experimental and control groups. The experimental groups were received 14 interventions sessions. The computer version of the n-back test and computer version of the continuous performance task were used for gathering data in two pre and posttest stages. Data were analyzed by multivariate analysis of covariance. The results showed that computer-based rehabilitation was more effective (P<0.05) on the amount of correct responses in sustained attention, and correct response and reaction time in working memory in comparing to practical neuropsychological exercises. These results reveal that computerized cognitive rehabilitation with providing the visual and audio attractions and the creation of opportunities appropriate to the level of child's development can provide a more appropriate field for improving the defects of the high-quality functions of the minds of people with dyslexia.
esmaeil barghi; Mahnaz Estaki; Mahdiye Salehi
Abstract
This research was conducted with the aim of investigating the effectiveness of teaching cognitive abilities based on the Kotl-Horn-Carroll approach to the conscientiousness of students with special learning disabilities. The research method was semi-experimental and pre-test-post-test with control group. ...
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This research was conducted with the aim of investigating the effectiveness of teaching cognitive abilities based on the Kotl-Horn-Carroll approach to the conscientiousness of students with special learning disabilities. The research method was semi-experimental and pre-test-post-test with control group. The statistical population consisted of 3rd grade elementary school boy students with special learning disorder in Tehran during the academic year of 2016-2017, which was administered by the educational and rehabilitation centers The Learning Disorder of the Exceptional Education Organization were identified as dyslexic children. Of these, 30 students were selected by targeted sampling method and randomly assigned to experimental and control groups. The tool used was the new version of Tehran-Stanford-Binet's Intelligence Lab and the data analysis method was a repeated measurement of the combination. The results showed that there is a significant difference between the test and control groups on the variables of the total scale of verbal and non verbal working memory in the experimental and control groups of the students, and the teaching method based on the Kotl-Horn-Carroll approach to strengthening the working memory of knowledge Students with a learning disorder characterized by dyslexia have been effective. It can be concluded that the education based on this approach increases the cognitive abilities of students with a specific learning disorder characterized by dyslexia and can be used as an effective intervention method.
Seyyedeh Somayyeh Jalil-Abkenar; Gholam Ali Afrooz; Ali Akbar Arjmandnia; Bagher Ghobari-Bonab
Abstract
Intellectual disability affects all aspect of individual's life, while applying leisure time program has been associated with effective outcomes. Present study was aimed to determine the effectiveness of Arsh leisure time program on the working memory, cognitive capacity and communication skills of children ...
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Intellectual disability affects all aspect of individual's life, while applying leisure time program has been associated with effective outcomes. Present study was aimed to determine the effectiveness of Arsh leisure time program on the working memory, cognitive capacity and communication skills of children with intellectual disability. The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 30 girl children with intellectual disability from exceptional schools in Isfahan city using randomly method. Subjects were divided into experimental and control groups, each group consisting of 15 children. The experimental group received 16 sessions of Arsh leisure time program and the control group did not. The instruments were working memory test battery for children (2017), Wechsler intelligence scale for children (2003) and communication skills questionnaire (1990). Data were analyzed by MANCOVA. The results showed that Arsh leisure time program had a significant effect on the working memory, cognitive capacity and communication skills of subjects (P<0.0001). Arsh leisure time program improved working memory, cognitive capacity and communication skills of children with intellectual disability. So planning leisure time program for these children have specific importance.
ali agahi; Hossein shareh; hassan tozandeh jani
Abstract
Abstract: Working memory is the most important predictor of fluid reasoning. Working memory and fluid reasoning as two complicated cognitive functions have a significant correlation. A large number of studies have confirmed the strong association between working memory and fluid reasoning; however, the ...
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Abstract: Working memory is the most important predictor of fluid reasoning. Working memory and fluid reasoning as two complicated cognitive functions have a significant correlation. A large number of studies have confirmed the strong association between working memory and fluid reasoning; however, the hidden variables between them are still unknown. The aim of the present study was to identify the mediating role of processing speed in the relationship between fluid reasoning and working memory among children with dyslexia. This research was a descript4e-correlational study. The statistical population included all students with dyslexia in Mashhad schools, of whom 205 students were selected using convenience sampling method. For collecting data, the Wechsler Intelligence Scale for children–Fourth Edition and the Tehran- Stanford-Binet Intelligence Scale were administered. The results of the study showed that: (1) working memory has a significant association with fluid reasoning (P=0/04), (2) only 26/2% of changes in fluid reasoning were influenced by processing speed and working memory, (3) only 11.8% of changes in verbal fluid reasoning were influenced by processing speed and verbal and non-verbal working memory, (4) only 18.2% of changes in non-verbal fluid reasoning were influenced by processing speed and verbal and non-verbal working memory. The present study suggested a significant association between working memory and fluid reasoning but the mediating role of processing speed in the relationship between fluid reasoning and working memory among children with dyslexia hadn’t been confirmed.
parastoo hariri; Hayede Saberi; Khadijeh Abolmaali Alhosseini
Abstract
This study aimed to investigate the effectiveness of the integrative training program consisted of a direct instruction and phonological awareness, compared with phonology and direct instruction programs on reading skills, and working memory in the first grade girl students with reading problems (RP). ...
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This study aimed to investigate the effectiveness of the integrative training program consisted of a direct instruction and phonological awareness, compared with phonology and direct instruction programs on reading skills, and working memory in the first grade girl students with reading problems (RP). This study used pretest-posttest and follow-up sessions with experimental and control groups. Sixty girl students with RP were recruited through the purposeful sampling method (n = 15 in 4 groups), and the experimental groups were taught during 13 eighty-minute sessions. Measuring instruments included Diagnostic Reading Test, Phonological Awareness Test, Wechsler Memory, and Raven's Matrices. Mixed MANOVA analysis revealed that the DI group had better improvement in RC and WM rather than the PA group, and the PA group had better improvement in PA. The integrative group had better improvement in both PA and forward memory compared with the other two groups. This is probably due to receiving both instructions at the same time. Accordingly, it is concluded that the integrative method can be used for students with RP. phonologicalawareness, direct instruction, integrative method, comprehension, working memory
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.
َAlireza Bakhshayesh; Kazem Barzegar; Vajihe Moradi Ajani
Abstract
This study was aimed to investigate the effect of working memory training on reading performance among students with learning disability. The research method was quasi- experimental and the statistical population included boys’ elementary school students (3rd grade) with reading disability residing ...
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This study was aimed to investigate the effect of working memory training on reading performance among students with learning disability. The research method was quasi- experimental and the statistical population included boys’ elementary school students (3rd grade) with reading disability residing in Yazd, among them 32 students were selected via cluster multistage random sampling and then divided into experimental and control groups. The assessment tools included Wechsler Intelligence Scale for Children-Revised (WISC-R), Reading and Dyslexia Test and the Clinical Interview Form. Data were analyzed through covariance analysis. The results showed that working memory training can improve reading performance of students with reading disability (p<0/001). According to research results, Working Memory Training can be used as an intervention method to improve the reading performance of Students. Keywords: learning disability, Reading disability, working memory, reading performance Keywords: learning disability, Reading disability, working memory, reading performance Keywords: learning disability, Reading disability, working memory, reading performance
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