In collaboration with Payame Noor University and Iran Neuropsychology Association

Document Type : Original article

Authors

1 . PhD. Student of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran.

2 Associate Professor of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran.

3 PhD. Student of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran.

Abstract

Aim: hearing cochlear implants bring about a positive outcomes for deaf children, but the experience of primary deafness imposes various constraints, one of which is the working memory problem. The present study aimed at developing a neuropsychological empowerment program for students with cochlear implants(NEPSCI) and its effectiveness on the working memory problems of deaf students with cochlear implants. Method: The present study employed an A-B single-subject research design. The statistical population consisted of students cochlear implants in Isfahan City in the academic year of 2017-2018. 3 students were selected from the population via the purposive sampling method. The research instruments were of the Wechsler Intelligence Scale for Children-IV(WISC-IV) and the Working Memory Rating Scale(WMRS). Accordingly, subjects were observed for 5 consecutive weeks(in baseline state), then the intervention was conducted in eight weeks. After that, during three weeks, variation consistency in the follow-up phase was observed. Data were analyzed through visual analysis. Findings:. During the visual analysis of the data chart, intervention was effective on all three subjects. The percentage of non-overlapping data(PND) in both baseline and intervention phases for all three subjects was 87.5%, 75%, and 100%, respectively. This effectiveness in follow-up phase was still observable. Conclusion: According to the results, it can be inferred that the NEPSCI is a suitable method for reducing the problems of working memory in students with cochlear implants and can be employed in educational and treatment centers.
 

Keywords

اورکی، م.، رحمانیان، م.، تهرانی، ن.، حیدری، ش.(1394). تأثیر آموزش نوروفیدبک بر بهبود حافظه فعال کودکان مبتلا به اختلال بیش‌فعالی نقص‌توجه. عصب‌روانشناسی، 1(1): 41-51.
رادفر، ف.، نجاتی، و.، فتح­آبادی، ج.، لایق،‏ ه.(1395). تأثیر تمرینات تقویت توجه بر عملکرد حافظه‌کاری و مؤلفه های خواندن دانش‌آموزان نارساخوان: یک مطالعه تک موردی. مجله دانشگاه علوم پزشکی مازندران. ۲۶(۱۴۲) :۱۹۴-۲۱۲.
عابدی، م.، صادقی، الف.، ربیعی، م.(1394). هنجاریابی آزمون هوشی وکسلر کودکان چهار در استان چهارمحال و بختیاری. دست‌آوردهای روان‌شناختی، 22(2): 96-116.
فرامرزی، س.، محسنی­اژیه، ع.، ابطحی، س.، سپهرنژاد، م.(1395). رابطه استرس والد-کودک با مهارت‌های رشدی و تحولی کودکان کاشت حلزون‌شده. مجله توانبخشی. ۱۷(۲) :۱۱۸-۱۲۷.
لدنی­فرد، ن.، شجاعی، س.، همتی­علمدارلو، ق.(1395). اثربخشی برنامه بازی‌‌های زبان‌شناختی بر حافظه‌ کاری دانش‌آموزان پسر با نارساخوانی. تعلیم و تربیت استثنایی. ۴(۱۴۱) :۳۲-۳۸
 
Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J.(2009). The working memory rating scale: A classroom-based behavioral assessment of working memory. Learning and Individual Differences19(2), 242-245.
Baddeley AD.(2007). Working memory, thought, and action. Oxford University Press; New York.
Baddeley, A.(2003). Working memory: looking back and looking forward. Nature reviews neuroscience4(10), 829-839.
Boons, T., Brokx, J. P., Frijns, J. H., Peeraer, L., Philips, B., Vermeulen, A.,... & Van Wieringen, A.(2012). Effect of pediatric bilateral cochlear implantation on language development. Archives of pediatrics & adolescent medicine166(1), 28-34.
Bubbico, L., Rosano, A., & Spagnolo, A.(2007). Prevalence of prelingual deafness in Italy. Acta otorhinolaryngologica italica27(1), 17.
Chacko, A., Bedard, A. C., Marks, D. J., Feirsen, N., Uderman, J. Z., Chimiklis, A.,... & Ramon, M.(2014). A randomized clinical trial of Cogmed working memory training in school‐age children with ADHD: A replication in a diverse sample using a control condition. Journal of Child Psychology and Psychiatry55(3), 247-255.
Conway, C. M., Pisoni, D. B., & Kronenberger, W. G.(2009). The importance of sound for cognitive sequencing abilities: The auditory scaffolding hypothesis. Current directions in psychological science18(5), 275-279.
Gast, D. L.(2009). Single subject research methodology in behavioral sciences. Routledge.
Geers, A. E.(2004). Speech, language, and reading skills after early cochlear implantation. Archives of Otolaryngology–Head & Neck Surgery130(5), 634-638.
Geers, A. E., & Sedey, A. L.(2011). Language and verbal reasoning skills in adolescents with 10 or more years of cochlear implant experience. Ear and hearing32(1 Suppl), 39S.
Harris, M. S., Kronenberger, W. G., Gao, S., Hoen, H. M., Miyamoto, R. T., & Pisoni, D. B.(2013). Verbal short-term memory development and spoken language outcomes in deaf children with cochlear implants. Ear and hearing34(2), 179.
Hayes, H., Geers, A. E., Treiman, R., & Moog, J. S.(2009). Receptive vocabulary development in deaf children with cochlear implants: Achievement in an intensive auditory-oral educational setting. Ear and hearing30(1), 128-135.
Kronenberger, W. G., Pisoni, D. B., Henning, S. C., Colson, B. G., & Hazzard, L. M.(2011). Working memory training for children with cochlear implants: A pilot study. Journal of Speech, Language, and Hearing Research54(4), 1182-1196.
Mayer, C., Watson, L., Archbold, S., Ng, Z. Y., & Mulla, I.(2016). Reading and writing skills of deaf pupils with cochlear implants. Deafness & Education International18(2), 71-86.
Morrison GR, Ross SM, Kemp JE, Kalman H.(2010). Designing effective instruction. John Wiley & Sons.
Normand, S., & Tannock, R.(2014). Screening for working memory deficits in the classroom: The psychometric properties of the working memory rating scale in a longitudinal school-based study. Journal of attention disorders18(4), 294-304.
Orabi, A. A., Mawman, D., Al‐Zoubi, F., Saeed, S. R., & Ramsden, R. T.(2006). Cochlear implant outcomes and quality of life in the elderly: Manchester experience over 13 years 1. Clinical Otolaryngology31(2), 116-122.
Pisoni, D. B., Conway, C. M., Kronenberger, W. G., Horn, D. L., Karpicke, J., Henning, S. C.,... & Hauser, P. C.(2008). Efficacy and effectiveness of cochlear implants in deaf children. Deaf cognition: Foundations and outcomes, 52-101.
Pisoni, D. B., Conway, C. M., Kronenberger, W., Henning, S., & Anaya, E.(2010). 29 and Sequence Learning in Deaf Children. The Oxford handbook of deaf studies, language, and education2, 439.
Pisoni, D., Kronenberger, W., Roman, A., & Geers, A.(2011). Article 7: Measures of digit span and verbal rehearsal speed in deaf children following more than 10 years of cochlear implantation. Ear and hearing32(1), 60-74.
Scheetz, N.(2004). Psychosocial aspects of deafness. Boston: Pearson.
Semrud-Clikeman, M., Romero, R. A. A., Prado, E. L., Shapiro, E. G., Bangirana, P., & John, C. C.(2017). Selecting measures for the neurodevelopmental assessment of children in low-and middle-income countries. Child neuropsychology23(7), 761-802.
Sharma A, Dorman MF.(2006). Central auditory development in children with cochlear implants: clinical implications. InCochlear and brainstem implants. Karger Publishers.
Shin, M. S., Kim, S. K., Kim, S. S., Park, M. H., Kim, C. S., & Oh, S. H.(2007). Comparison of cognitive function in deaf children between before and after cochlear implant. Ear and hearing28(2), 22S-28S.
Smith, P. J., Blumenthal, J. A., Hoffman, B. M., Cooper, H., Strauman, T. A., Welsh-Bohmer, K.,... & Sherwood, A.(2010). Aerobic exercise and neurocognitive performance: a meta-analytic review of randomized controlled trials. Psychosomatic medicine72(3), 239.
Távora-Vieira, D., Marino, R., Acharya, A., & Rajan, G. P.(2015). The impact of cochlear implantation on speech understanding, subjective hearing performance, and tinnitus perception in patients with unilateral severe to profound hearing loss. Otology & Neurotology36(3), 430-436.
Van-Daal, J., Verhoeven, L., van Leeuwe, J., & van Balkom, H.(2008). Working memory limitations in children with severe language impairment. Journal of communication disorders41(2), 85-107.
Wechsler D.(2003). WISC-IV Wechsler Intelligence Scale for Children—Fourth Edition. Technical and interpretive manual. San Antonio, TX: The Psychological Corporatio