Mina Tahmoures; somayeh sadati firozabadi
Abstract
The aim of the current research was Evaluation of effectiveness of Lindamood phonological sequence program on sustained attention of students with dyslexia. The method of research was semi experimental. In order to conduct this study, 30 students with dyslexia who referred to the Center for Learning ...
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The aim of the current research was Evaluation of effectiveness of Lindamood phonological sequence program on sustained attention of students with dyslexia. The method of research was semi experimental. In order to conduct this study, 30 students with dyslexia who referred to the Center for Learning Disabilities in Larestan were selected by convenience sampling method and were randomly divided into experimental and control groups. Then, IVA-2 test (2018) was performed as a pre-test for both groups. Lindamood phonological sequence program was also presented to the experimental group for 16 sessions of intensive intervention. Immediately after the training, the mentioned test was performed as a post-test of both groups and one month after the post-test, a follow-up period was performed for both groups. Data was analyzed by one way analysis of the variance with mixed design. The results showed that there was a significant difference in sustained attention between the two groups, so that the experimental group performed better in post-test and follow-up. Overall, the results indicate that the Lindamood phonological sequence program has improved sustained attention in students with dyslexia.
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.
Saeed Azami; Alireza Moqaddas; Faramarz Sohrabi
Volume 3, Issue 11 , March 2013
Abstract
The present research aims to study and compare the extent of effectiveness of computer-assisted cognitive remediation (CACR) and psycho-stimulant drugs in improvement of response inhibition and sustained attention function in children with attention deficit/hyperactivity disorder (ADHD).This was an experimental, ...
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The present research aims to study and compare the extent of effectiveness of computer-assisted cognitive remediation (CACR) and psycho-stimulant drugs in improvement of response inhibition and sustained attention function in children with attention deficit/hyperactivity disorder (ADHD).This was an experimental, prospective research with a pre-test and post-test design, and follow-up with two experiment groups. Using convenience sampling method, 23 children with ADHD were selected. They were matched in terms of severity of disorder, and were randomly assigned into two groups of psycho-stimulant drug therapy (n= 11) and CACR (n= 12). The research instruments included the Continues Performance Test (CPT), SNAP-IV questionnaire, the short form of WISC-R and Child Syndrome Inventory (CSI-4). The data were analyzed using multivariate ANOVA & repeated measures (RM-MANOVA), mixed-design analysis of variance, and follow-up tests. The CACR had a significant and enduring effect on the subjects’ performance in response inhibition and sustained attention. Although CACR, compared to drug therapy, was more effective in improvement of response inhibition and sustained attention; the differences were not statistically significant. Generally, both treatments were effective in improving response inhibition and sustained attention. Therefore, CACR can be used as an alternative technique to the psycho-stimulant drugs in treatment of ADHD.