In collaboration with Payame Noor University and Iran Neuropsychology Association

Document Type : Original article

Authors

1 Assistant Professor of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran

2 M.A. Student of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran

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 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. 
 

Keywords

ارجمندی‌راد، ش، فرامرزی، س و عابدی، الف (1394). تاثیر آموزش یکپارچگی حسی بر مهارت‌های عصب‌روان‌شناختی دانش‌آموزان دارای نقص توجه بیش‌فعالی. مجله تحقیقات علوم رفتاری، 13(4)، 595-601.
امانی، الف؛ مظاهری، م؛ نجاتی، و و شمسیان، ب (1396). اثربخشی توانبخشی شناختی بر کارکردهای اجرایی توجه و حافظه فعال نوجوانان بقا یافته از لوسمی حاد لنفوبلاستیک دارای سابقه شیمی درمانی. مجله دانشگاه علوم پزشکی مازندران، 27(147)، 126-138.
باشی­عبدل‌آبادی، ح؛ پیله‌ور، س و صارمی، ع (1395). اثر توانبخشی شناختی بر کارکردهای شناختی، حافظه، افسردگی و اضطراب در بیماران مبتلا به مالتیپل اسکلروز. فصلنامه شفای خاتم، 4(3)، 28-40.
بلوکیان، م و وطن‌خواه، ح (1397). تاثیر آموزش مهارت‌های توجه بر مهارت‌های عصب-روان‌شناختی و فرسودگی تحصیلی دانش‌آموزان با ناتوانی یادگیری. فصلنامه علمی پژوهشی عصب روانشناسی، 4(13)، 109-122.
جدیدی، م و عابدی، الف (1390). انطباق و هنجاریابی پرسشنامه نوروسایکولوژی کانرز برای کودکان 5 تا 15 ساله شهر اصفهان. پایان‌نامه کارشناسی ارشد روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی دانشگاه اصفهان.
رجبی، غ (1387). هنجاریابی آزمون ماتریس‌های پیشرونده ریون رنگی کودکان در دانش‌آموزان شهر اهواز. فصلنامه روان‌شناسی معاصر، 3(1)، 23-32.
رشیدی­اصل، ح و عاشوری، م (1398). تاثیر آموزش برنامه توانبخشی شناختی بر نیمرخ حافظه فعال دانش‌آموزان با آسیب شنوایی. توانمندسازی کودکان استثنایی، 10(1)، 97-106.
زارع، ح و شریفی، ع (1396). تاثیر توانبخشی شناختی رایآن های بر بهبود عملکرد حافظه فعال و آینده‌نگر بیماران مبتلا به اسکلروزیس چندگانه. فصلنامه روان‌شناسی شناختی، 5(1)، 1-10.
موسی‌زاده­مقدم، ح؛ ارجمندنیا، ع؛ افروز، غ و غباری‌بناب، ب (1398). اثربخشی برنامه توانبخشی شناختی مبتنی بر حافظۀ آینده‌نگر: توجه و حافظه فعال در کودکان با اختلال کم‌توجهی بیش‌فعالی. مجله توانبخشی، 20(2) 174-189.
میرمهدی، ر و شجاعی، ف (1395). بررسی و مقایسه نیمرخ مهارت‌های عصب‌روان‌شناختی دانش‌آموزان دارای اختلال یادگیری خاص، دانش‌آموزان با نقص توجه بیش‌فعالی و دانش‌آموزان عادی. فصلنامه علمی پژوهشی عصب روان‌شناسی، 2(6)، 91-106.
 
Ashori, M., & Jalil-Abkenar, S. S. (2019). The effectiveness of cognitive rehabilitation program on auditory perception and verbal intelligibility of deaf children. American Journal of Otolaryngology. doi:10.1016/j.amjoto.2019.06.011.
Biotteau, M., Albaret, J.M., Lelong, S. & Chaix, Y. (2016). "Neuropsychological status of French children with developmental dyslexia and/or developmental coordination disorder: Are both necessarily worse than one"? Child Neuropsychology. 31(5): 1-20.
Castiglione, A., Benatti, A., Velardita, C., Favaro, D., Padoan, E., Severi, D., Pagliaro, M., Bovo, R., Vallesi, A., Gabelli, C., & Martini, A. (2016). Aging, cognitive decline and hearing loss: Effects of auditory rehabilitation and training with hearing aids and cochlear implants on cognitive function and depression among older adults. Audiology & Neuro-Otology, 21(1), 21-28.
Dagenais, E., Rouleau, I., Tremblay, A., Demers, M., Roger, É, Jobin, C., & Duquette, P. (2016). Role of executive functions in prospective memory in multiple sclerosis: Impact of the strength of cueaction association. Journal of Clinical and Experimental Neuropsychology, 38(1), 127-140.
Esbjørn, B.H., Normann, N., Christiansen, B.M., Reinholdt-Dunne, M.L. (2018). The efficacy of group metacognitive therapy for children (MCT-c) with generalized anxiety disorder: An open trial. Journal of Anxiety Disorders, 53, 16-21.
Feifer, S. (2015). The neuropsychology of reading disorders: Diagnosis and intervention. WEATHER, 2, 25.
Fenwick, M.E., Kubas, H.A., Witzke, J.W., Fitzer, K.R., Miller, D.C., Maricle, D.E. & Hale, J.B. (2016). "Neuropsychological profiles of written expression learning disabilities determined by concordance-discordance model criteria". Applied Neuropsychology: Child. 5(2): 83-96.
Ferguson, M., & Henshaw, H. (2015). Auditory training can improve working memory, attention, and communication in adverse conditions for adults with hearing loss. Frontiers in Psychology, 6, 1-7.
Hallahan, D.P., Kauffman, J.M., Pullen, P.C. (2018). Exceptional learners (14th Ed). Published by Pearson Education, Inc.
Kanellopoulos, A., Andersson, S., Zeller, B., Tamnes, C. K., Fjell, A. M., Walhovd, K. B., Westlye, L. T., Fosså, S. D., & Ruud, E. (2016). Neurocognitive outcome in very long term survivors of childhood acute lymphoblastic leukemia after treatment with chemotherapy only. Pediatric Blood & Cancer, 63(1), 133-138.
Kirk, S., Gallagher, G., & Coleman, M. R. (2015). Educating Exceptional Children (14th Ed). Cengage Learning, Printed in the United States of America.
Kollstad, A. M., Anne-Stine Dolva, A. S., & Kleiven, J. (2015). Independent and supported physical leisure activities of adolescents with Down syndrome. Ergoterapeuten.
Lawrence, B. J., Jayakody, D., Henshaw, H., Ferguson, M. A., Eikelboom, R. H., Loftus, A. M., & Friedland, P. L. (2018). Auditory and cognitive training for cognition in adults with hearing loss: A systematic review and meta-analysis. Trends in hearing, 22, 1-13.
Lawyer, G. (2018). Deaf education and deaf culture: Lessons from Latin America. American Annals of the Deaf, 162(5), 486-8.
Lederberg, A. R., Branum-Martin, L., Webb, M., Schick, B., Antia, S., Easterbrooks, S. R., & Connor, C. M. (2019). Modality and interrelations among language, reading, spoken phonological awareness, and fingerspelling. The Journal of Deaf Studies and Deaf Education, 24(1): 1-16.
Leding, J. K. (2019). Adaptive memory: Animacy, threat, and attention in free recall. Memory & Cognition, 47(3), 383-394.
Morgan, J. E. & Ricker, J. H. (Eds.). (2016). Textbook of clinical neuropsychology. Taylor & Francis.
Pérez-Martín, M. Y., González-Platas, M., Eguíadel Rio, P., Croissier-Elías, C., & Jiménez Sosa, A. (2017). Efficacy of a short cognitive training program in patients with multiple sclerosis. Neuropsychiatric Disease and Treatment, 13, 245-252. 
Raven, J. C. & Summers, B. (1986). Manual for Ravens progressive matrices and vocabulary scale. Research Supplement,3, London: Lewis.
Roy, R. A. (2018). Auditory working memory: A comparison study in adults with normal hearing and mild to moderate hearing loss. Global Journal of Otolaryngology, 13(3), 1-14.
Shin, H. Y., & Hwang, H. J. (2017). Mental health of the people with hearing impairment in Korea: A population-based cross-sectional study. Korean Journal of Family Medicine, 38(2), 57-63.
Sholberg, M. M., & Mateer, C. A. (2001). Cognitive rehabilitation: An integrative neuropsychological approach. New York: The Guilford press.
Taljaard, D. S., Olaithe, M., Brennan-Jones, C. G., Eikelboom, R. H., & Bucks, R. (2016). The relationship between hearing impairment and cognitive function: A meta-analysis in adults. Clinical Otolaryngology, 41, 718-729.