Improving the Neuropsychological Skills of Students with Impaired Written Expression Using the Phelps Sentence Guide Program

The aim of this study was to improve the neuropsychological skills of students with impaired written expression using the Phelps sentence guide program .The Quasi-experimental research method was pre-test and post-test with the control group. For this purpose, according to the criteria for entering the research, using a multi-stage sampling method, among the students with expressive writing disorder in the fifth grade of the elementary school in Yazd, 30 people were selected for writing and randomly assigned to two groups of control and experiment. The experimental group received 13 sessions of 60-minute training sessions on the Phelps program. The instruments used were the Wechsler Intelligence Scale for Children (Fifth Edition) and the Connors Parent Form Questionnaire. The data were analyzed by covariance analysis. Analysis of the data showed that there was no significant difference between the performance of the experimental and control groups in neuropsychological skills except language skills (P> 0.001) while there was a significant difference in language skills (P< 0.001).The results showed that the Phelps sentence instruction program is not effective on the neuropsychological skills of students with learning disabilities in written expression in the areas of attention, memory, sensory-motor functions and executive functions other than language .This method can be used as an intervention and educational method to improve language skills that are a prerequisite for writing.