Document Type : Research Paper
Authors
1 Department of Educational sciences, Islamic Azad University of Sabzevar
2 ASSISTANT professor or department educational sciences of Islamic sad university of sabzevar
Abstract
The aim of the present study was to investigate the effectiveness of fine motor skills training on the the Selective attention and visual perception of Sabzevar primary school students with math disabilities in 2017. Semiexperimental pretest - posttest with control group was used for this study. 34 students with math disabilities of primary school were randomly selected and replaced in two groups (experimental group, 17 people and control group, 17 people). After conducting the pre-test, Stroop Color - Word test (1935) and Frostig Developmental test of Visual Perception (1963) were done. The experimental group received fine motor skills training during Fifteen 40 minutes sessions (Two sessions per week), and then the post-test was conducted. Data obtained were compared using covariance analysis. The results showed that fine motor skills training increases the selective attention and visual perception. Accordingly, fine motor skills training is an effective intervention program for helping primary school students with math disabilities.
Keywords
آرنهایم، د.، و سینکلر، و. (1385). حرکت درمانی. ترجمه حمید علیزاده. تهران: انتشارات رشد. (تاریخ انتشار به زبان اصلی، 1995).
پورمرادیان اسفندآبادی، س.، قیاسی، ص.، و صالحی فدردی، ج. (1389). ساخت نسخه رایانهای آزمون استروپ جهتدار و مطالعه مقدماتی آن. روانشناسی معاصر، 5 (ویژه نامه)، 204-206.
بشرپور، س. (1385). بررسی سرعت پردازش اطلاعات، پردازش خودکار و کنترل شده و تاثیر داروهای ضد افسردگی بر این سه متغیر در اختلال افسردگی بر این سه متغیر در اختلال افسردگی اساسی. پایاننامه کارشناسی ارشد روانشناسی عمومی، دانشگاه محقق اردبیلی.
ژانت، د. ل. (1384). ناتوانی های یادگیری ( نظریه ها ، تشخیص و راهبردهای تدریس)، ترجمه: دکتر عصمت دانش ، ناشر: دانشگاه شهید بهشتی.
حسنیراد، م.، و ارجمندنیا ، ع. ا.، و باقری، ف. (1395). مقایسه مهارتهای ادراک دیداری و توجه انتخابی دانشآموزان مقطع ابتدایی با و بدون اختلال خواندن. توانمندسازی کودکان استثنایی، 7 (20)، 24-33.
زینی، م.، خاکسار، ا.، بلوچی انارکی، م.، و رضایی نسب، ف. (1395). اثربخشی بازیهای حرکتی ریتمیک (موزون) بر بهبود عملکرد دقت و توالی شنیداری کودکان 6 تا 7 سال. پژوهشهای تربیتی، 36، 61-79.
سیف نراقی، م.، و نادری، ع. (1384). نارساییهای ویژه در یادگیری و چگونگی تشخیص و روشهای باز پروری. چاپ سوم، تهران: انتشارات مکیال.
فتاح، ف.، استکی، م.، و عشایری، ح. (1391). تاثیر آموزش هنرهای تجسمی و حرکات ریتمیک بر کاهش نشانگان اختلال هماهنگی رشدی. فصلنامه تحقیقات روانشناختی، 4(16)، 1-27.
فراستیگ، م.، لف اور، و.، و ویتلسی، ج. (1392). آزمون پیشرفته ادراکی- بینایی فراستیگ: تشخیص ودرمان. ترجمة مصطفی تبریزی و معصومه موسوی. چاپ هفتم. تهران: نشر فراروان.
فریار، ا.، و رخشان، ف(1379). ناتوانیهای یادگیری. تبریز: انتشارات نیما.
کردنوقابی، ر.، و درتاج، ف.،. (1386). هنجاریابی، روایی و پایایی آزمون رشد ادراک دیداری فراستیک در بین دانشآموزان اول و دوم ابتدایی شهر تهران. فصلنامة روانشناسی کاربردی، 1(3)، 253-268.
میرزاخانی، ن.، عشایری، ح.، زراعتی، ح.، و بهنیا، ف. (1392). تاثیر آموزش حرکات ظریف دست در پیشرفت تحصیلى و یادگیرى مهارتهای ترسیمی و نوشتاری کودکان کندآموز. فصلنامة اندیشه و رفتار، 10(1)، 85- 90.
ناعمی، ع. م. (1396). روانشناسی رشد 1(تحولات از لقاح تا پایان کودکی). سبزوار: انتشارات شریعتیفر.
Anobile, G., Stievano, P., & Burr, D. (2013). Visual sustained attention and sensitivity correlate with math achievement in tuberosity children. Journal of Experimental Child Psychology, 116, 380–391.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. 5th Ed (DSM-V). Washington, DC (American Psychiatric Association Publishing.).
Black, D. S., and Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23, 1242–1246.
Brabcová, D., Zárubová, J., Kohout, J., Jošt, J., & Kršek, P. (2015). Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life. Research in Developmental Disabilities, (45-46), 120-128.
Carlson, A. G., Rowe, E., and Curby, T. W. (2013). Disentangling fine motor skills’ relations to academic achievement: the relative contributions of visual-spatial integration and visual-motor coordination. Journal of Genetic Psychology, 174, 514–533.
Chu, S. (1996). Evaluating the sensory integrative functions. British Journal of Occupational Therapy, 59(10), 465-474.
Chwirka, B., Gurney, B., & Burtner, P. A. (2002). Keyboarding and visual-motor skills in elementary students: A pilot study. Occupational Therapy in Health Care, 16(2–3), 39–51
Dowker, A. (2005). Eerly Identification and Intervention for Students with Mathematics
Difficulties. Journal of Learning Disabilities, 38, 328-331.
Difficulties. Journal of Learning Disabilities, 38, 328-331.
Facoetti, A., Corradi, N., Ruffino, M., Gori, S., & Zorzi, M. (2010). Visual spatial attention and
speech segmentation are both impaired in preschoolers at familial risk for developmental dyslexia. Dyslexia, 16(3), 226-239.
speech segmentation are both impaired in preschoolers at familial risk for developmental dyslexia. Dyslexia, 16(3), 226-239.
Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M., & Facoetti, A. (2013). Action video games make dyslexic children read better. Current Biology, 23, 462–466.
Gabay, Y., Gabay, S., Schiff, R., Ashkenazi, S., & Henik, A. (2013). Visuospatial Attention Deficits in Developmental Dyslexia: Evidence from Visual and Mental Number Line Bisection Tasks. Archives of clinical neuropsychology, act076.
Gajre, MP. & Setia, M. S. (2015). Study of visual perception problems in children with learning disability. Indian Journal of Basic and Applied Medical Research, 4(3), 492-497.
Geary, D.C.(2010). Mathematical disabilities: Reflections on cognitive, neuropsychological and genetic components. Learning and Individual Differences, 20 (2), 130-133.
Güven, N. D., & Argün, Z. (2018). Width, length, and height conceptions of students with learning disabilities.Issues in Educational Research, 28(1), 77-97.
Gaul, D., & Issartel, J. (2016). Fine motor skill profciency in typically developing children: On or off the maturation track. Human Movement Science, 46, 78–85.
Hendriksen, J. G. M., Keulers, E. H. H., Feron, F. J. M., Walsenburg, R., Jolles, J., & Vles, J. S. H. (2007). Subtypes of learning disabilities: Neuropsychological and behavioral functioning of 495 children referred for multidisciplinary assessment. European Child & Adolescent Psychiatry, 16, 517–524.
Jansiewicz E, Goldberg MC, Newschaffer CJ, Denckla MB, Landa R, Mostofsky SH. (2006). Motor signs distinguish children with high function autism and asperser’s syndrome from controls. Journal of Autism and Developmental Disorders, 36, 613-621.
Kim H, Carlson AG, Curby TW, Winsler A. (2016). Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities, 53-54, 43–60.
Klein, S., Erickson, L., James, K., Perrott, C., Williamson, H., & Zacharuk, L. (2008). Effectiveness of a computer skills program to improve written communication in children with developmental coordination disorder. Physical & Occupational Therapy in Pediatrics, 28(1), 5–23.
Lounsbury, J. W., steel, R. P., Loveland, J. M., & Gibson L., W. (2004). An investigation of personality traits in relation to adolescent school absenteeism. Journal of youth and adolescence, 33, 457-466.
McLeskey, J., & Waldron, N. L. (2011). Educational programs for elementary students with learning disabilities: Can they be both effective and Dyslexia. International Journal of Brain and Cognitive Sciences, 3(1), 25-34.
Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird, B., and Schooler, J. W. (2013). Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering. Psychological Science,24, 776–781.
McGlashan, H., Blanchard, C. Sycamore, N., Lee, R., French, B., & Holmes, N. (2017). Improvement in children’s fine motor skills following a computerized typing intervention. Human Movement Science, 56, 29–36.
Naumer, M. J., & Kaiser, J. (2010). Multisensory object perception in the primate brain. NewYork: Springer.
Pan, C-Yu. (2008). Objectively measured physical activity between children with autism spectrum disorders and children without disabilities during inclusive recess settings in Taiwan. Journal of Autism and Developmental Disorders, 38, 1292-1301.
Pedrotty, D. (2010). Math disability in children: An overview. Retrieved: July 20, 2010, from http://www. Schwablearning. org.
Piek, J.; Baynam, G. & Barrett, N. (2006). "The relationship between fine and gross motor ability, selfperceptions and self-worth in children and adolescents". Human Movement Science, 25, 65-75.
Reimer, A.M., Cox, R.F.A., Nijhuis-Van der Sanden, M.W.G., & Boonstra, F.N. (2018). Research in Developmental Disabilities, 32, 1924–1933.
Rogers, S. & Case-smith, J. (2006). Common diagnosis in pediatric occupational therapy practice. In: Case-smith J. Occupational therapy for children. 5th Ed. USA: Mosby; pp: 150-155.
Scanlon, D. (2013). Specific learning disability and its newest definition: Which is comprehensive? And which is insufficient? Journal of Learning Disabilities, 46, 26–33.
Schneck, C. M. (2005). Visual perception. Occupational therapy for children, 3, 357-86.
Skottun, B. C., & Skoyles, J. R. (2006). Attention, reading and dyslexia. Clinical and Experimental Optometry, 89(4), 241-245.
Son, S.-H., & Meisels, S. J. (2016). The relationship of young children’s motor skills to later reading and math achievement. Merrill Palmer Q. 25, 755–778.
Tafti, M. A., Boyle, J. R., & Crawford, C. M. (2014). Meta-Analysis of Visual-Spatial Deficits in Dyslexia. International Journal of Brain and Cognitive Sciences, 3(1), 25-34.
Tarrasch R, Margalit-Shalom L and Berger R (2017) Enhancing Visual Perception and Motor Accuracy among School Children through a Mindfulness and Compassion Program. Journal Frontiers in Psychology, 8(281), 1-10.
Vila J, Guerra P, Munoz MA, Vico C, Viedma-del Jesus MI. (2007). Cardiac Defense: From Attention to Action. International Journal ofPsychophysiology, 66,169-182.
Umphred DA, Lazaro R. (2012). Neurological rehabilitation. New York: Mosby.
Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., and Goolkasian, P. (2010). Mindfulness meditation improves cognition: evidence of brief mental training.Consciousness and Cognition 19, 597–605.
آرنهایم، د.، و سینکلر، و. (1385). حرکت درمانی. ترجمه حمید علیزاده. تهران: انتشارات رشد. (تاریخ انتشار به زبان اصلی، 1995).
پورمرادیان اسفندآبادی، س.، قیاسی، ص.، و صالحی فدردی، ج. (1389). ساخت نسخه رایانهای آزمون استروپ جهتدار و مطالعه مقدماتی آن. روانشناسی معاصر، 5 (ویژه نامه)، 204-206.
بشرپور، س. (1385). بررسی سرعت پردازش اطلاعات، پردازش خودکار و کنترل شده و تاثیر داروهای ضد افسردگی بر این سه متغیر در اختلال افسردگی بر این سه متغیر در اختلال افسردگی اساسی. پایاننامه کارشناسی ارشد روانشناسی عمومی، دانشگاه محقق اردبیلی.
ژانت، د. ل. (1384). ناتوانی های یادگیری ( نظریه ها ، تشخیص و راهبردهای تدریس)، ترجمه: دکتر عصمت دانش ، ناشر: دانشگاه شهید بهشتی.
حسنیراد، م.، و ارجمندنیا ، ع. ا.، و باقری، ف. (1395). مقایسه مهارتهای ادراک دیداری و توجه انتخابی دانشآموزان مقطع ابتدایی با و بدون اختلال خواندن. توانمندسازی کودکان استثنایی، 7 (20)، 24-33.
زینی، م.، خاکسار، ا.، بلوچی انارکی، م.، و رضایی نسب، ف. (1395). اثربخشی بازیهای حرکتی ریتمیک (موزون) بر بهبود عملکرد دقت و توالی شنیداری کودکان 6 تا 7 سال. پژوهشهای تربیتی، 36، 61-79.
سیف نراقی، م.، و نادری، ع. (1384). نارساییهای ویژه در یادگیری و چگونگی تشخیص و روشهای باز پروری. چاپ سوم، تهران: انتشارات مکیال.
فتاح، ف.، استکی، م.، و عشایری، ح. (1391). تاثیر آموزش هنرهای تجسمی و حرکات ریتمیک بر کاهش نشانگان اختلال هماهنگی رشدی. فصلنامه تحقیقات روانشناختی، 4(16)، 1-27.
فراستیگ، م.، لف اور، و.، و ویتلسی، ج. (1392). آزمون پیشرفته ادراکی- بینایی فراستیگ: تشخیص ودرمان. ترجمة مصطفی تبریزی و معصومه موسوی. چاپ هفتم. تهران: نشر فراروان.
فریار، ا.، و رخشان، ف(1379). ناتوانیهای یادگیری. تبریز: انتشارات نیما.
کردنوقابی، ر.، و درتاج، ف.،. (1386). هنجاریابی، روایی و پایایی آزمون رشد ادراک دیداری فراستیک در بین دانشآموزان اول و دوم ابتدایی شهر تهران. فصلنامة روانشناسی کاربردی، 1(3)، 253-268.
میرزاخانی، ن.، عشایری، ح.، زراعتی، ح.، و بهنیا، ف. (1392). تاثیر آموزش حرکات ظریف دست در پیشرفت تحصیلى و یادگیرى مهارتهای ترسیمی و نوشتاری کودکان کندآموز. فصلنامة اندیشه و رفتار، 10(1)، 85- 90.
ناعمی، ع. م. (1396). روانشناسی رشد 1(تحولات از لقاح تا پایان کودکی). سبزوار: انتشارات شریعتیفر.
Anobile, G., Stievano, P., & Burr, D. (2013). Visual sustained attention and sensitivity correlate with math achievement in tuberosity children. Journal of Experimental Child Psychology, 116, 380–391.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. 5th Ed (DSM-V). Washington, DC (American Psychiatric Association Publishing.).
Black, D. S., and Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23, 1242–1246.
Brabcová, D., Zárubová, J., Kohout, J., Jošt, J., & Kršek, P. (2015). Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life. Research in Developmental Disabilities, (45-46), 120-128.
Carlson, A. G., Rowe, E., and Curby, T. W. (2013). Disentangling fine motor skills’ relations to academic achievement: the relative contributions of visual-spatial integration and visual-motor coordination. Journal of Genetic Psychology, 174, 514–533.
Chu, S. (1996). Evaluating the sensory integrative functions. British Journal of Occupational Therapy, 59(10), 465-474.
Chwirka, B., Gurney, B., & Burtner, P. A. (2002). Keyboarding and visual-motor skills in elementary students: A pilot study. Occupational Therapy in Health Care, 16(2–3), 39–51
Dowker, A. (2005). Eerly Identification and Intervention for Students with Mathematics
Difficulties. Journal of Learning Disabilities, 38, 328-331.
Facoetti, A., Corradi, N., Ruffino, M., Gori, S., & Zorzi, M. (2010). Visual spatial attention and
speech segmentation are both impaired in preschoolers at familial risk for developmental dyslexia. Dyslexia, 16(3), 226-239.
Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M., & Facoetti, A. (2013). Action video games make dyslexic children read better. Current Biology, 23, 462–466.
Gabay, Y., Gabay, S., Schiff, R., Ashkenazi, S., & Henik, A. (2013). Visuospatial Attention Deficits in Developmental Dyslexia: Evidence from Visual and Mental Number Line Bisection Tasks. Archives of clinical neuropsychology, act076.
Gajre, MP. & Setia, M. S. (2015). Study of visual perception problems in children with learning disability. Indian Journal of Basic and Applied Medical Research, 4(3), 492-497.
Geary, D.C.(2010). Mathematical disabilities: Reflections on cognitive, neuropsychological and genetic components. Learning and Individual Differences, 20 (2), 130-133.
Güven, N. D., & Argün, Z. (2018). Width, length, and height conceptions of students with learning disabilities.Issues in Educational Research, 28(1), 77-97.
Gaul, D., & Issartel, J. (2016). Fine motor skill profciency in typically developing children: On or off the maturation track. Human Movement Science, 46, 78–85.
Hendriksen, J. G. M., Keulers, E. H. H., Feron, F. J. M., Walsenburg, R., Jolles, J., & Vles, J. S. H. (2007). Subtypes of learning disabilities: Neuropsychological and behavioral functioning of 495 children referred for multidisciplinary assessment. European Child & Adolescent Psychiatry, 16, 517–524.
Jansiewicz E, Goldberg MC, Newschaffer CJ, Denckla MB, Landa R, Mostofsky SH. (2006). Motor signs distinguish children with high function autism and asperser’s syndrome from controls. Journal of Autism and Developmental Disorders, 36, 613-621.
Kim H, Carlson AG, Curby TW, Winsler A. (2016). Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities, 53-54, 43–60.
Klein, S., Erickson, L., James, K., Perrott, C., Williamson, H., & Zacharuk, L. (2008). Effectiveness of a computer skills program to improve written communication in children with developmental coordination disorder. Physical & Occupational Therapy in Pediatrics, 28(1), 5–23.
Lounsbury, J. W., steel, R. P., Loveland, J. M., & Gibson L., W. (2004). An investigation of personality traits in relation to adolescent school absenteeism. Journal of youth and adolescence, 33, 457-466.
McLeskey, J., & Waldron, N. L. (2011). Educational programs for elementary students with learning disabilities: Can they be both effective and Dyslexia. International Journal of Brain and Cognitive Sciences, 3(1), 25-34.
Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird, B., and Schooler, J. W. (2013). Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering. Psychological Science,24, 776–781.
McGlashan, H., Blanchard, C. Sycamore, N., Lee, R., French, B., & Holmes, N. (2017). Improvement in children’s fine motor skills following a computerized typing intervention. Human Movement Science, 56, 29–36.
Naumer, M. J., & Kaiser, J. (2010). Multisensory object perception in the primate brain. NewYork: Springer.
Pan, C-Yu. (2008). Objectively measured physical activity between children with autism spectrum disorders and children without disabilities during inclusive recess settings in Taiwan. Journal of Autism and Developmental Disorders, 38, 1292-1301.
Pedrotty, D. (2010). Math disability in children: An overview. Retrieved: July 20, 2010, from http://www. Schwablearning. org.
Piek, J.; Baynam, G. & Barrett, N. (2006). "The relationship between fine and gross motor ability, selfperceptions and self-worth in children and adolescents". Human Movement Science, 25, 65-75.
Reimer, A.M., Cox, R.F.A., Nijhuis-Van der Sanden, M.W.G., & Boonstra, F.N. (2018). Research in Developmental Disabilities, 32, 1924–1933.
Rogers, S. & Case-smith, J. (2006). Common diagnosis in pediatric occupational therapy practice. In: Case-smith J. Occupational therapy for children. 5th Ed. USA: Mosby; pp: 150-155.
Scanlon, D. (2013). Specific learning disability and its newest definition: Which is comprehensive? And which is insufficient? Journal of Learning Disabilities, 46, 26–33.
Schneck, C. M. (2005). Visual perception. Occupational therapy for children, 3, 357-86.
Skottun, B. C., & Skoyles, J. R. (2006). Attention, reading and dyslexia. Clinical and Experimental Optometry, 89(4), 241-245.
Son, S.-H., & Meisels, S. J. (2016). The relationship of young children’s motor skills to later reading and math achievement. Merrill Palmer Q. 25, 755–778.
Tafti, M. A., Boyle, J. R., & Crawford, C. M. (2014). Meta-Analysis of Visual-Spatial Deficits in Dyslexia. International Journal of Brain and Cognitive Sciences, 3(1), 25-34.
Tarrasch R, Margalit-Shalom L and Berger R (2017) Enhancing Visual Perception and Motor Accuracy among School Children through a Mindfulness and Compassion Program. Journal Frontiers in Psychology, 8(281), 1-10.
Vila J, Guerra P, Munoz MA, Vico C, Viedma-del Jesus MI. (2007). Cardiac Defense: From Attention to Action. International Journal ofPsychophysiology, 66,169-182.
Umphred DA, Lazaro R. (2012). Neurological rehabilitation. New York: Mosby.
Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., and Goolkasian, P. (2010). Mindfulness meditation improves cognition: evidence of brief mental training.Consciousness and Cognition 19, 597–605.
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