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.
Amir Azizi; Fazlullah Mir Drikvand; Mohammad Ali Sepahvani
Volume 3, Issue 8 , June 2017, , Pages 103-118
Abstract
Introduction: The weakness of visual perception skills, is one of the causes of specific learning disability. Cognitive rehabilitation, and cognitive - behavioral play therapy, neurofeedback intervention training common in people with learning disability is special. The aim of this study was to compare ...
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Introduction: The weakness of visual perception skills, is one of the causes of specific learning disability. Cognitive rehabilitation, and cognitive - behavioral play therapy, neurofeedback intervention training common in people with learning disability is special. The aim of this study was to compare the effect of cognitive rehabilitation, cognitive - behavioral play therapy, neurofeedback and on visual - motor perception in primary school students with specific learning disability. Method: This study was quasi-experimental with pretest-posttest control group. The study population consisted of all elementary school students, who with diagnosis of learning disabilities in learning centers in Tabriz 2016-2017 had received the interventions were necessary. A sample of the target population purposive sampling, 60 students were selected and using randomly into three experimental groups and one control group (n = 15 per group) were replaced. In all four groups of visual perception - motor Bender-Gestalt as pre-completion and after 20 sessions of cognitive rehabilitation, 20 neurofeedback sessions and 8 sessions of cognitive - behavioral play therapy re-test was performed for each of the four groups. Data using descriptive statistics such as mean and standard deviation and inferential statistics such as Multivariate regression analysis and analysis of variance Mixed were analyzed software SPSS.20. Findings: The results of the multivariate regression analysis showed that cognitive rehabilitation training, neurofeedback and cognitive - behavioral play therapy on visual perception - motor elementary students with specific learning disorder, affects (PConclusion: It seems that the use of cognitive rehabilitation training, neurofeedback and cognitive - behavioral play therapy shared equally in improved visual perception - motor, elementary students with learning disabilities in particular, can be used.
