Mhdieh Keshmirshekan; Salar Faramarzi; ahmad abedi
Abstract
The aim of this study was to improve the neuropsychological skills of students with impaired written expression using the Phelps sentence guide program .The Quasi-experimental research method was pre-test and post-test with the control group. For this purpose, according to the criteria for entering the ...
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The aim of this study was to improve the neuropsychological skills of students with impaired written expression using the Phelps sentence guide program .The Quasi-experimental research method was pre-test and post-test with the control group. For this purpose, according to the criteria for entering the research, using a multi-stage sampling method, among the students with expressive writing disorder in the fifth grade of the elementary school in Yazd, 30 people were selected for writing and randomly assigned to two groups of control and experiment. The experimental group received 13 sessions of 60-minute training sessions on the Phelps program. The instruments used were the Wechsler Intelligence Scale for Children (Fifth Edition) and the Connors Parent Form Questionnaire. The data were analyzed by covariance analysis. Analysis of the data showed that there was no significant difference between the performance of the experimental and control groups in neuropsychological skills except language skills (P> 0.001) while there was a significant difference in language skills (P< 0.001).The results showed that the Phelps sentence instruction program is not effective on the neuropsychological skills of students with learning disabilities in written expression in the areas of attention, memory, sensory-motor functions and executive functions other than language .This method can be used as an intervention and educational method to improve language skills that are a prerequisite for writing.
mohammad hosseinali zade; salar faramarzi; ahmad abedi
Abstract
Aim : The aim of the present study was to Effectiveness of Neuropsychological Early Interventions Package on Fine and Gross Motor Performance of Children with Developmental Delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research ...
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Aim : The aim of the present study was to Effectiveness of Neuropsychological Early Interventions Package on Fine and Gross Motor Performance of Children with Developmental 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 Developmental screening test (Denver-II) was administered on children for screening, and the number of 30 students with development Motor (Fine and Gross)delays and enjoyed inclusion criteria were randomly selected and divided into two experimental and control groups Afterwards a 16-session 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. Findings: The results indicated that there was a significant difference between the subjects in the experimental group and control group in terms of Fine and Gross performance in post-test and follow up stages (P Conclusion: As a result, it can be concluded that a neuropsychological interventions package has led to an increase in Fine and Gross Motor performance in children with developmental delays.
Romina Manani; Ahmad Abedi; Fariborz Dortaj; Noor Ali Farrokhi
Abstract
Aim: The present study has been performed to evaluate the gifted underachievement phenomenon on mathematics and compare neuropsychological skills profile of these students in groups with different levels of achievement. Methods: This study used a causal-comparative design. The study population includes ...
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Aim: The present study has been performed to evaluate the gifted underachievement phenomenon on mathematics and compare neuropsychological skills profile of these students in groups with different levels of achievement. Methods: This study used a causal-comparative design. The study population includes all students of exceptional talents middle schools, in the academic year 2018/19. For this purpose, 36 male and female students were selected by the convenience sampling method and were studied based on their neuropsychological skills.To collect the data, the online version of Wisconsin Card Sorting Test, Corsi block-tapping test and Deary-Liewald reaction time task were used. Data were analyzed using multivariate analysis of variance. Findings: The results indicated there was a significant difference between neuropsychological skills in two groups in visual-spatial working memory, choice reaction time task and executive functions. Conclusion: According to the findings of this study, it can be concluded that underachiever gifted students experience more neuropsychological skills insufficiency than those gifted students with expected achievement. Therefore, in addition to paying attention to personality and environmental factors, evaluation of neuropsychological skills and application of appropriate neuropsychological interventions to prevent of the occurrence of gifted underachievement is recommended.
farzaneh momeni; mokhtar malekpour; ahmad abedi; salar faramarzi
Volume 4, Issue 12 , June 2018, , Pages 153-174
Abstract
Introduction: The purpose thise study was to [z1] compare the efficiency of neuropsychological and Davis method interventions on reading performance of dyslexic students of first and second grade elementary. Method: The research was experimental with pre-test, post-test, follow up and control ...
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Introduction: The purpose thise study was to [z1] compare the efficiency of neuropsychological and Davis method interventions on reading performance of dyslexic students of first and second grade elementary. Method: The research was experimental with pre-test, post-test, follow up and control group design. The study population included all the dyslexic of first and second grade elementary Students in the school year 2015-2016 in Isfahan city. The sample included 45 dyslexic students who were selected by cluster random sampling and were divided into three groups so that 15 of them were treated with neuropsychological methods, 15 of them with Davis method and there was no intervention on the rest of them. The research tools included reading disorder diagnosis test DSM-5, teacher-made reading performance test, and Raven's intelligence test for children. Neuropsychological interventions and Davis method interventions were conducted for each experimental group within 16 sessions each lasted 40 minutes. The data were analyzed by SPSS software, multivariate covariance analysis and Tukey's follow-up test. Results: The results showed that there was a significant difference between the post-test average scores of experimental groups and the control group in the reading test (pDiscussion: neuropsychological interventions can improve academic performance of children with reading learning disabilities (Dyslexia). [z1]
