Mohadese Niroomand; Sedigheh Rezaei Dehnavi; Masoud Etemadifar
Abstract
Objective: : this study was conducted to determine the effectiveness of cognitive rehabilitation using Captain Log ‘Software on executive functions in patients with multiple sclerosis. . The statistical population included all patients with multiple sclerosis in Isfahan in 1399 that 34 of them ...
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Objective: : this study was conducted to determine the effectiveness of cognitive rehabilitation using Captain Log ‘Software on executive functions in patients with multiple sclerosis. . The statistical population included all patients with multiple sclerosis in Isfahan in 1399 that 34 of them were selected by using purposive sampling method and based on inclusion criteria and equally divided into experimental and control groups (17 people in each group). Then, during the execution process, the experimental group underwent 16 sessions of 60 minutes for 4 weeks, intervening with training based on exercises based on neuropsychological skills in Captain Log software, and the control group did not receive any training. It should be noted that data were collected using the Nejati Cognitive Abilities Questionnaire (2013) and then, in order to analyze them, from univariate and multivariate analysis of covariance in SPSS-21 were used. Results: The results showed that exercises based on neuropsychological skills in Captain Log software had a significant effect on executive functions in patients with multiple sclerosis (p<0.01). Conclusion: Exercises based on neuropsychological skills in Captain Log software improved executive functions in patients with multiple sclerosis.
bita hashemi hashjin; Tayebeh Sharifi; shahram mashhadizadeh; reza ahmadi
Abstract
Aim: The purpose of this study was to constructing , investigating validating of the neuropsychological skills teacher form questionnaire in preschool children. Method: The research method was descriptive survey. The statistical population consisted of all students of preschools in isfahan city. The ...
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Aim: The purpose of this study was to constructing , investigating validating of the neuropsychological skills teacher form questionnaire in preschool children. Method: The research method was descriptive survey. The statistical population consisted of all students of preschools in isfahan city. The research sample was determined according to Cochran ,s formula of 374 preschool children. Corona restrictions prevented the questionnaire from being published online and preschool teachers filled out online questionnaire for 410 children. In order to investigate the construct validity, exploratory factor analysis method in the main components and the varimax variables and confirmatory factor analysis for goodness of fit the model were used. Finding: The results confirmed the face and content validity, discriminant validity and construct validity of the researcher-made test. The reliability of the test by calculating the Cronbach's alpha was 0.921 and with split half method was 0.843.Clinical cut off point were 2.86. Considering eigenvalues greater than 1, eighteen factors in the first order and five factors in the second order were extracted using exploratory factor analysis respectively showing 83.58 and 85.59 percent of the total variance of the scale. Confirmatory factor analysis shows that load factors in all questions were higher than 0.4 and significant as well (p<0.001). Conclusion: Based on the results of the present study, it can be concluded that the neuropsychological skills teacher form questionnaire has adequate validity and reliability and can be used as a valid tool for the assessment of the neuropsychological skills in preschool children.
Mohammad Ashori; Masoumeh Yazdanipour
Abstract
Aim The purpose of this study was to investigate the effectiveness of the cognitive-remediation therapy program on the neuropsychological skills profile of preschool hearing loss children in Isfahan city. Method: The present research was a semi-experimental study with pre-test, post-test design, and ...
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Aim The purpose of this study was to investigate the effectiveness of the cognitive-remediation therapy program on the neuropsychological skills profile of preschool hearing loss children in Isfahan city. Method: The present research was a semi-experimental study with pre-test, post-test design, and control group. The participants were 28 preschool hearing loss of children aged 5-6 years old. Subjects were selected by a convenient sampling method from the rehabilitation center of Ava mother-child. They were divided into experimental and control groups, each group consisting of 14 children. The experimental group received of cognitive-remediation therapy program in 10 sessions (40 minutes per session), while the control group did not. Data gathering tools were Raven progressive matrices test and neuropsychological Conner's questionnaire. Data were collected before and after the training sessions. Data were analyzed using MANCOVA. Findings: The results revealed that cognitive-remediation therapy had a significant effect on neuropsychological skills and all subscales (attention problems, sensory-motor function, language function, memory and learning, executive functions and cognitive processing) in the experimental group (P<0.001). Conclusion: Cognitive-remediation therapy improved the neuropsychological skills profile of preschool hearing loss children. In fact, this program improves neuropsychological skills through cognitive activities.
maryam bolokian; hamid reza vatan khah
Volume 4, Issue 13 , August 2018, , Pages 109-122
Abstract
Introduction: Learning disability with the disturbance in attention and learning process of the students cause academic boredom and burnout gradually. Therefore the objective of the present study was to investigate the effect of teaching attention skills on neuropsychological skills and academic ...
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Introduction: Learning disability with the disturbance in attention and learning process of the students cause academic boredom and burnout gradually. Therefore the objective of the present study was to investigate the effect of teaching attention skills on neuropsychological skills and academic burnout of the students with learning disability. Method: A sample of 30 people of the study population (the students with learning disability in the primary schools of the city of Tehran in academic year 2017-18) were selected through multi-stage clustered sampling method and were randomly replaced into experimental and control groups in order to do the study. The research design was experimental from pretest, posttest and control group type. The applied instruments in this study included forth version of intelligence test (Wexler, 2011) and neuropsychological test (Conners, 2004), learning problems questionnaire (Wilcot, et.al, 2011) and academic burnout questionnaire (Shaofelli, et.al, 2002). Before administering independent variable, pretest was taken from both groups. Then the experimental group received teaching interventions during 9 sessions in Two and a half months. The data from the study were analyzed via ANCOVA. Findings: The results showed that teaching attention skills has significantly influenced neuropsychological skills and academic burnout of the students with learning disability (f= 197.39, f= 86.09, pConclusion: According to the findings of this study teaching attention skills can be applied as an efficient method to improve neuropsychological skills and academic burnout of the students with learning disability.
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Volume 2, Issue 6 , December 2016, , Pages 91-106
Abstract
Introduction: The aim of this study was to evaluate and compare neuropsychological skills profile in normal students, students with specific learning disorder and attention deficit hyperactivity students. Method: The study population consisted of all students with specific learning disorder, attention ...
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Introduction: The aim of this study was to evaluate and compare neuropsychological skills profile in normal students, students with specific learning disorder and attention deficit hyperactivity students. Method: The study population consisted of all students with specific learning disorder, attention deficit hyperactivity students and normal students in Isfahan primary schools in the academic year 95-1394. For this purpose, through purposive sampling method, 30 male students with specific learning disorder, diagnosed by consultants of learning disability centers, 30 male students who had been diagnosed by a child psychiatrist, and 30 normal students were selected. They were evaluated in terms of neuropsychological skills. An ex-Post facto research design was used in the present study. The instrument of this research was neuropsychological Conner's questionnaire which was completed by the teacher. Data was analyzed by one-way ANOVA and Tukey test. Findings: The results of this study showed that there were significant differences in neuropsychological skills between groups in attention, memory, executive function, cognitive processing variables , but there was significant differences in sensory-motor function variables and language (P< 0/05). Conclusion: According to the results of the study, it can be concluded that students with specific learning disorders and attention deficit hyperactivity students experience more neuropsychological disorders than normal students do.
