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 ...
Read More
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.
Adel Mohamadzade; Amir Ghamarani
Abstract
The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) ...
Read More
The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) that studied at exceptional schools of Khomeynishahr city in 2016. The sample included 30 children with their parents that were selected by Simple Random Sampling from this society and then assigned in two groups of 15 people (experimental group and control group). The experimental group parents received the incredible years program (Webster-Stratton, 2011) in 12 sessions and one session in per week. The study data collected by Social skills rating system-SSRS (Gresham and Elliott, 1994). MANCOVA analysis was used to analysis of data. The results showed efficiency of incredible years program on social skills and Subscales (self-Control, Assertion and cooperation) is significant in α=0.05 level. Therefore incredible year’s program can be used to increase social skills in children with intellectual disability.