Neuropsychology
Sana Azarshab; Mohammad Ali Fardin
Abstract
The present study was conducted with the aim of investigating the effectiveness of direct current transcranial electrical stimulation on working memory and response inhibition in children with autism in Zahedan. This research was practical in terms of purpose and quasi-experimental in terms of method ...
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The present study was conducted with the aim of investigating the effectiveness of direct current transcranial electrical stimulation on working memory and response inhibition in children with autism in Zahedan. This research was practical in terms of purpose and quasi-experimental in terms of method with a pre-test-post-test design with a control group. The statistical population of this research included all children aged 10 to 12 with autism spectrum disorder who referred to the treatment centers of Zahedan city in 1402-1401 and 30 of these children with high performance (achieving a score above 85 in the Gilliam test and an IQ above 85 based on the child's file in the treatment center), were selected as a statistical sample using a targeted method and divided into two groups of 15 people (an experimental group and a control group) were randomly replaced. Subjects were evaluated through Gilliam Autism Diagnostic Scale (GARS), Stroop Test (ST), Wechsler Intelligence Scale for Children 5th Edition (WISC-5) and Transcranial Direct Current Electrical Stimulation protocol. Investigating the relationships between variables was done by univariate covariance test. The results showed that there is a significant difference between the post-test scores of working memory and response inhibition of the experimental group with the scores of working memory and response inhibition in the control group, and transcranial electrical stimulation with direct current is significantly effective on working memory and response inhibition. Therefore, transcranial electrical stimulation is a useful supplement to improve and strengthen working memory and response inhibition in children with autism.
Shadi Ebrahimi jozani; Roya Kochak Entezar; Mozgan Sepahmansour; Parvaneh Ghodsi
Abstract
Introduction: Role of executive functions in developing intellectual, personality, social skills and educational achievement is approved. On the other hand, executive dysfunctions including working memory problems and response disinhibiting may lead to impulsivity, inattention, behavioral problems, communication ...
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Introduction: Role of executive functions in developing intellectual, personality, social skills and educational achievement is approved. On the other hand, executive dysfunctions including working memory problems and response disinhibiting may lead to impulsivity, inattention, behavioral problems, communication problems and social non-adjustment. So the present research aimed to determine and evaluate neurofeedback and Capitan log on response inhibition and storage of working memory. Method: This research was semi experimental study with control group and statistical population were all female elementary students in 4grade in Tehran in 2019-2020. Then 90 students were selected by multi stage clustering method and designated into three groups (2 experimental and 1 control) after screening by inclusion criteria. Daneman and Carpenter working memory scale (1980) and Behavior Rating Inventory of Executive Function (BRIEF) were used for measuring before and after and in following up test. Two experimental groups received 20 sessions of interventions and control group didn’t receive any intervention. Covariance analysis and spss21 were used for analysis of data. Findings: Neurofeedback and Capitan log interventions had significant effects on storage of working memory and response inhibition in students (p<0/05) but neurofeedback was more effective than Capitan log. Conclusion: These interventions can be used to improve working memory and response inhibition to increase educational achievement.
Sima Aivazy; Kamran Yazdanbakhsh; Asie Moradi
Abstract
Introduction:In children with attention deficit hyperactivity disorder, defects in executive functions are also recognized.The aim of this study was to measure the effectiveness of cognitive rehabilitation on improvement of executive function of response inhibition in children with attention deficit ...
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Introduction:In children with attention deficit hyperactivity disorder, defects in executive functions are also recognized.The aim of this study was to measure the effectiveness of cognitive rehabilitation on improvement of executive function of response inhibition in children with attention deficit hyperactivity disorder (ADHD). Methode: The present study was semi-experimental design with pre-test and post-test with control group. In this study, children aged 7 to 12 years who were diagnosed with (ADHD) by psychological experts of the counseling center of Kermanshah were selected. 20 of these children (10 girls and 10 boys) were randomly assigned to two experimental and control groups. The experimental group was subjected to 12 sessions of The Captain's Log Mind Power Builder and the control group did not receive treatment. After the last session of treatment, both groups were re-evaluated. Data were analyzed by covariance analysis using SPSS_23 software. Findings: The findings showed that cognitive rehabilitation was effective on improvement of executive function of response inhibition in children with attention deficit hyperactivity disorder. Conclusion: Therefore, we recommend a cognitive rehabilitation program for improving the executive function of response inhibition of children with ADHD.
shima mohamadi; farangis demehri; Mohsen Saeidmanesh
Abstract
Introduction:In children with attention deficit hyperactivity disorder, defects in executive functions are also recognized.The aim of this study was to measure the effectiveness of cognitive rehabilitation on improvement of executive function of response inhibition in children with attention deficit ...
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Introduction:In children with attention deficit hyperactivity disorder, defects in executive functions are also recognized.The aim of this study was to measure the effectiveness of cognitive rehabilitation on improvement of executive function of response inhibition in children with attention deficit hyperactivity disorder (ADHD). Methode: The present study was semi-experimental design with pre-test and post-test with control group. In this study, children aged 7 to 12 years who were diagnosed with (ADHD) by psychological experts of the counseling center of Kermanshah were selected. 20 of these children (10 girls and 10 boys) were randomly assigned to two experimental and control groups. The experimental group was subjected to 12 sessions of The Captain's Log Mind Power Builder and the control group did not receive treatment. After the last session of treatment, both groups were re-evaluated. Data were analyzed by covariance analysis using SPSS_23 software. Findings: The findings showed that cognitive rehabilitation was effective on improvement of executive function of response inhibition in children with attention deficit hyperactivity disorder. Conclusion: Therefore, we recommend a cognitive rehabilitation program for improving the executive function of response inhibition of children with ADHD.
Azam Fattahi Andebil; Hayedeh Saberi; asghar kazemi kavaki
Abstract
Introduction: The present study has been done with aim to investigate the effectiveness ofCognitive behavioral group Play therapy(CBPT)and transcranial direct current stimulation(tDCS)On executive function of working memory and response inhibition of children with (ADHD).Methods:In this quasi-experimental ...
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Introduction: The present study has been done with aim to investigate the effectiveness ofCognitive behavioral group Play therapy(CBPT)and transcranial direct current stimulation(tDCS)On executive function of working memory and response inhibition of children with (ADHD).Methods:In this quasi-experimental study with pre-test and post-test and control group,49 boys ADHD 6 to 11 years old were selected by Convenience Sampling method and from two schools in Islamshahr.In the following,By doing Stanford Intelligence Test and Conner’s Parent,13 people were excluded due to absence of entry criteria.The remaining 36 boys were randomly assigned into groups of intervention and control (each group included 12 subjects).Then, tests of N-Back for measures working memory and Go-No-Go was used for measures response inhibition Before and after interventions.Interventions included CBPT 8 sessions of 60 minutes and tDCS included 10 sessions of 10 minutes with intensity of 1 mA .Data were analyzed by Software SPSS version 23.Findings: After the removal of the effect of pre-test was determined that there was no significant difference between the intervention and control groups in the working memory scores(in the number of correct responses and action speed).Also,CBPT had no significant difference in any of the response inhibition scores compared to the control group, However,tDCS had a significant difference with the control group in the scores of action accuracy and action speed was.Conclusion:the CBPT method is not effective in improving active memory and inhibition of response,and tDCS method is only effective in improving response inhibition.children with ADHD disorders using tDCS can be more control their impulsivity.
alireza pirkhaefi; tohid akbarvand
Volume 1, Issue 1 , September 2015, , Pages 26-40
Abstract
Introduction: The present study was done with the objective of determining the efficiency of neuropsychological rehabilitation method of sensory integration in improving executive functions of children with disorder in shortcomings attention/proactive. Methods: The survey is pre-test post-test model ...
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Introduction: The present study was done with the objective of determining the efficiency of neuropsychological rehabilitation method of sensory integration in improving executive functions of children with disorder in shortcomings attention/proactive. Methods: The survey is pre-test post-test model with two groups, one experimental group and one control group. The research sample consisted of 30 elementary school boys and girls, at the age of 7 to 11, who were selected from among available children suffering ADHD disorder (Attention Deficit Hyperactivity) in the academic year 1392-1393. This students were equally on the basis of recognizing values and intelligence and were randomly divided to two equal group; i.e. experimental and control groups. The research instruments for gathering the data were the questionnaire of Child Symptom Inventory (CSI-4), and Color Matrixes of Intelligence Test of Riyon. And to evaluate the executive functions (planning, attention, confining response), London Tower Test and Continuous Function test were used, the interrupting remedy was done on the basis of sensing alignment method and consisted of six weeks of exercising (SI). Findings: the data were analyzed by means of SPSS programs and Covariance analysis methods. The results reveal that sensing alignment in the post-test caused meaningful improvement in executive functions (planning, attention, confining response), (P
