Mohammad Aghayinejad; maryam chorami; ahmad gazanfari; tayebeh sharifi
Abstract
The purpose of this study was to determine the effectiveness of a parent-centered intervention based on Incredible years on adaptive behavior of 5-7 years old intellectual disability children. This study was experimental with pretest-posttest design and follow-up with control group. The statistical population ...
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The purpose of this study was to determine the effectiveness of a parent-centered intervention based on Incredible years on adaptive behavior of 5-7 years old intellectual disability children. This study was experimental with pretest-posttest design and follow-up with control group. The statistical population included all educable intellectual disability students who were studying in special centers in Lordegan in 2018. Thirty people were randomly selected and assigned to two groups of 15 (experimental and control). The vinland Adaptive Behavior Questionnaire was administered to the two groups as a pre-test. Then the parents of the experimental group were treated to an incredible interventional program for 12 sessions and the control group's parents did not receive any intervention during this period. At the end of the intervention period and 3 months later, the Vineland Behavioral Test was again administered to the two groups as post-test and follow-up respectively. The obtained data were analyzed by repeated measures ANOVA using spss22 software. The results showed that there was a statistically significant difference between the performance of the two experimental and control groups in adjustment behavior (p <0.001). Therefore, it can be concluded that the intervention program of the incredible years was effective in improving the behavioral behavior of intellectual disability children and the subscales of occupational problems, socialization, communication and self-help dress , and the viability of the intervention program remained after 3 months.
mohammad hosseinalizade; Salar Faramarzi; Ahmad Abedi
Abstract
Abstract The aim of the present study was to develop a child-centered neuropsychological Earlyinterventions package and to assess its effectiveness on the performance of children with developmental cognitive delay. The research method was a pretest-posttest quasi-experimental design with follow-up and ...
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Abstract The aim of the present study was to develop a child-centered neuropsychological Earlyinterventions package and to assess its effectiveness on the performance of children with developmental cognitive delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research population consisted of 4-6 year-old children with developmental delay who were under training in kindergartens and preschool centers in Tabriz. The multistage random sampling method was employed in such a way that three regions were selected randomly and from each of them, three kindergartens and pre-school centers were randomly selected. The interventions were designed by the researchers. Then, the Wechsler Preschool and Primary Scale of Intelligence-3 (WPPSI-III) was administered on children for screening, and the number of 30 students with development cognitive delays and enjoyed inclusion criteria were randomly selected and divided into two experimental and control groups. Afterwards, a 16-session child-centered neuropsychological intervention program was performed on the experimental group and the control group did not receive any intervention. Data were analyzed by the repeated measures ANOVA using SPSS- 22. The results indicated that there was a significant difference between the subjects in the experimental group and control group in terms of linguistic performance in post-test and follow up stages (P <0.05). As a result, it can be concluded that a child-centered neuropsychological interventions package has led to an increase in linguistic performance in children with developmental cognitive delays.