Hoseyn Akbarifar; Ahmad Ahmadi; Rohallah Fathabadi; Hamed Salehi
Abstract
Effectiveness of Brain Cognitive Rehabilitation on Information Processing Speed (IPS) and psychological refractory period (PRP) in Children with Specific Learning Disorders. Method: This study is a semi-experimental research with pre-test and post-test design with control group. 24 children with specific ...
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Effectiveness of Brain Cognitive Rehabilitation on Information Processing Speed (IPS) and psychological refractory period (PRP) in Children with Specific Learning Disorders. Method: This study is a semi-experimental research with pre-test and post-test design with control group. 24 children with specific learning disorder in Ahwaz city participated in this study. Participants were randomly divided into experimental and control groups after the pre-test phase (recording scores of IPS and PRP). The experimental group underwent brain cognitive training for 8 sessions in 4 weeks. After the intervention sessions, were performed the IPS and PRP test. Data analysis was performed using a covariance analysis test, at a significant level of p Results: The results showed that there is a significant difference between the experimental and control groups in the IPS (p = 0.010) and PRP (p = 0.001) and the experimental group performs better than the control group. Conclusion: Overall, it can be concluded that the intervention of eight sessions of brain cognitive rehabilitation approach has a positive effect on IPS and PRP in children with specific learning disorder.
Hoseyn Akbarifar; parviz sharifidaramadi; Hoseyn Rahimzade; Shahla Pezeshk
Abstract
Aim one type of learning disorder is Dyslexia which refers to the defect in the acquisition of a person's reading skills. The purpose of this study was to investigate the effectiveness of the intervention of active plays on working memory in students with Dyslexia. Method: this semi-experimental ...
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Aim one type of learning disorder is Dyslexia which refers to the defect in the acquisition of a person's reading skills. The purpose of this study was to investigate the effectiveness of the intervention of active plays on working memory in students with Dyslexia. Method: this semi-experimental study carried out with pre-test post-test design with control group.30 students aged 7 to 9 years with Dyslexia in Ahvaz participated in a sampling study. In the pretest phase, all the participants were tested for work memory and then the participants were randomly divided into two groups of experimental and control groups. The experimental group was subjected to an intervention of active plays for 6 weeks and 2 sessions per week. The main purpose of this program was to use a set of different muscles of the upper and lower trunk to perform various aerobic activities. After the end of the intervention of the active plays, Post-test was performed from both groups. Data were analyzed using MANCONA and using SPSS software version 22. Findings: The results showed that an intervention with active plays approach can improve the components of working memory, Progressive numbers, retrograde numbers, logical memory, mental control, Associate and retrieval. Conclusion: In a general conclusion, active plays can improve working memory in children with Dyslexia. Therefore, educators, teachers, and people dealing with children with Dyslexia impairments are encouraged to consider active plays in their practice interventions and use them.
