Original article
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 ...
Read More
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.
Original article
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 ...
Read More
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.
Original article
seyed hasan sadeghzadeh; zahra karami; maryam babaeifard; hamidreza vafaei
Abstract
Introduction:Many studies have shown that borderline personality disorder is related to the neuropsychological deficits and there is also evidence that neurocognitive profile of patients with borderline personality disorder can be related to the consequences of this disorder. This study aimed to Examining ...
Read More
Introduction:Many studies have shown that borderline personality disorder is related to the neuropsychological deficits and there is also evidence that neurocognitive profile of patients with borderline personality disorder can be related to the consequences of this disorder. This study aimed to Examining the efficacy treatment of Computer-based Neurocognitive in people with borderline personality disorder. Method: this study's design was pre experimental with pretest- posttest. Studied population consisted of all patient with borderline personality disorder who were visited in clinics and health centers in Tehran. The sample included 30 patients who met the Diagnostic Interview for Borderline Personality Disorder—Revised version (DIB-R) criteria in the 4 scale affective dysregulation, impulse action patterns, cognitive– perceptual impairment and interpersonal relationship disturbance for borderline personality disorder. Patients were randomly assigned in experimental and control groups ( 15 patients in experimental group and 15 patient in control group), then therapeutic interventions were made. Subjects were also assessed by clinical, neuropsychological and functional measures in baseline and after 32 meet of the 16Weeks of computer-assisted cognitive remediation (experimental group) intervention or treatment as usual (control group) which were made twice a week. Findings: Covariance analysis results demonstrated that patients who received CACR showed greater improvement in working memory and psychosocial functioning results than patients treated with TAU, but symptom severity didn't have significant difference. Conclusion: Findings of this study showed the feasibility and potential the efficacy treatment of Computer-based Neurocognitive domains, suggesting a relatively limited clinical usefulness of the treatment of Computer-based Neurocognitive in the treatment of the borderline personality disorder.
Original article
morteza homayounnia; mahmoud shiekh; rasool hemayattalab; shahnaz shahrbanian; alireza homayouni
Abstract
Introduction : The purpose of this study was to determine the effects of environmental affordances on metacognitive in children with intellectual disability. Method: This was a quasi-experimental study. Target population included 175 children (6-9 years old) with intellectual disability living in Babol ...
Read More
Introduction : The purpose of this study was to determine the effects of environmental affordances on metacognitive in children with intellectual disability. Method: This was a quasi-experimental study. Target population included 175 children (6-9 years old) with intellectual disability living in Babol in 2017. Among them 50 children were conveniently recruited and randomly divided into two groups: experimental and control group (25 per each group). The experimental group went under a specific program including the environmental affordances, such as, facilities, training, and exercises focusing on motor skills development of children. The intervention lasted for 36 weeks, 3 sessions per week, and 30 to 45 minutes per session. The metacognitive questionnaire (MCQ-C) was used to assess metacognitive skills. Analysis of covariance was used to analyze the collected data. Results: The results indicated that the environmental affordances were effective in improving m metacognitive (pConclusion: Considering the lack of metacognitive skills in children with mental disorders and the relationship between metacognition and learning, it can be argued that is suggested improving the metacognitive skills of these children in order to improve the learning of different skills.
Original article
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 ...
Read More
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.
Original article
Maryam Rahimianmashhadi; parvaneh shamsipoordehkordi
Abstract
Introduction: The purpose of this research, determination impact cognitive rehabilitation training and progressive physical training on improvement cognitive flexibility and social developmental mentally retarded children. Method: In this study of semi experimental, 45 educable mentally retarded children ...
Read More
Introduction: The purpose of this research, determination impact cognitive rehabilitation training and progressive physical training on improvement cognitive flexibility and social developmental mentally retarded children. Method: In this study of semi experimental, 45 educable mentally retarded children with age range 8 to 12 year, according inclusion criteria select in two groups experimental and one of group control were placed. Findings: Data analysis shows among average social developmental and total error, groups of progressive physical training and cognitive rehabilitation with group control in post test level difference statistics is not significant. Averages shows progressive physical training group have social developmental score better than to others groups in post test. The mean of cognitive flexibility in cognitive rehabilitation and progressive physical education groups was better than control group. Conclusion: Cognitive and behavioral skills of mentally retarded children can be found through cognitive rehabilitation exercises Training and development
Original article
ali mostafaie; mohamad oraki; anover niknam
Abstract
Inroduction: The goal of this research Influence of Attention Games on the Self-regulatory and Executive Function of Anxious Students. Method: This study is a semi-experimental design with pre-test and post-test design with control group. For this purpose, an estimated 30 students are anxious grade Fourth ...
Read More
Inroduction: The goal of this research Influence of Attention Games on the Self-regulatory and Executive Function of Anxious Students. Method: This study is a semi-experimental design with pre-test and post-test design with control group. For this purpose, an estimated 30 students are anxious grade Fourth Elementary School Year 97-96, Selected cluster sampling method And then Randomly way Two experimental groups (N=15), Control(N=15). Package of interventions Attention-Based Games on experimental group It was done in ten sessions. In order to measure the impact of intervention Pintrich & DeGroot, self-regulatory questionnaire, Conners Neuropsychological and Spielberger anxiety scale Before and after the training sessions, control and experiment groups were performed. The results were analyzed using Statistical analysis of covariance analysis. Findings: Results of one-way covariance analysis Showed that There is a significant difference between the experimental and control groups in terms of self-regulation and performance. Also, the anxiety variables of the experimental group compared with the control group, From pre-test to post-test Decreased, This indicates that interventions have been effective, The severity of anxiety disorder has decreased. Conclusion: Attention play can be considered as an effective method along with other methods medical on Increasing self-regulation and improving the performance of anxious students.
Original article
Zahra Kholusi; Hassan Ashayeri; sima Ghodrati
Abstract
Introduction: The purpose of this research was to study the effect of Rhythmic melodic stimuli and playing on the performance of spatial neurons and the working memory of children aged 4-7 years.Methods: Materials and Methods: This research was a semi-experimental study with pre-post and post-prognosis ...
Read More
Introduction: The purpose of this research was to study the effect of Rhythmic melodic stimuli and playing on the performance of spatial neurons and the working memory of children aged 4-7 years.Methods: Materials and Methods: This research was a semi-experimental study with pre-post and post-prognosis in two educational groups. The survey population included all children aged 4-7 years old in Tehran's 8th district. The sampling method was available in this study and the sample size was 20 people, 10 of them in the music group and 10 in the game group with random sampling. Data collection was based on the Conner's parent and teacher questionnaire, working memory Wechsler 4, and brain recording from frontal region in three modes (1. rest eye open,2. Kohs Block test,3. Imitation of the game) Analysis and analysis of data obtained using SPSS version 24 and two descriptive and inferential sections using the Klomof-Samsinom assay for normal distribution of scores Multivariate analysis of MANOVA was performed. Findings: The results of this study showed that learning music and playing, in reducing the symptoms of hyperactive children and the performance of 4-7 years old neurons is 1/92% and 5.68% effective. Conclusion: Learning games with rules and music are effective tools in improving the performance and reducing the symptoms mirror neurons in 4-7 years old hyperactive children.
