فهرست مطالب

  • سال پانزدهم شماره 4 (پیاپی 58، زمستان 1394)
  • تاریخ انتشار: 1394/12/22
  • تعداد عناوین: 8
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  • Shohreh Roozbahani, M. A., Hamidreza Hassanabadi (Phd) Page 5
    Objective
    The purpose of this study was to evaluate the central executive function (including: Updating, Inhabitation, Shifting (Switching)) and phonological loop among students with mathematical word problems solving disability (MWPD).
    Method
    This study is casual-comparative. In this study, 30 students in grade 4 with average and poor ability in problem solving were selected by the Iran Key Math and by Wechsler Intelligence. The updating by a computer program, the inhibiting by the Stroop, the shifting by the Wisconsin Cards Sorting Test (WCST), the Phonological loop by subtest of Wechsler intelligence were measured.
    Results
    Analysis of data revealed that there is no significant difference between the students with problem solving disability in their performances in central executive function and phonological loop with average students.
    Conclusion
    This result emphasizes that two factors of intelligence and reading comprehension have essential roles in ability of mathematical word problems solving
    Keywords: Central executive function, Phonological Loop, Mathematical Word Problems Solving, Working Memory, Reading Comprehension
  • Mona Delavarianm.A., Golamali Afrooz (Phd) Farzad Towhidkhah (Phd), Seyed Kazem Rasoolzadeh Tabatabaei (Phd), Ali Akbar Arjmandnia (Phd) Page 21
    Objective
    The aim of this study is to compare auditory and visual working memory of the children at risk of ADHD and dyslexia, with a designed neuro/cognitive program, to inform of differences, screening and distinguishing these groups from each other and the normal ones, as soon as possible.
    Method
    The design of the study is causal-comparative. The primary samples were selected with cluster random sampling method from the pre-schools before formal reading education. Their scores of auditory and visual working memory tasks in designed high validated and reliable neuro/cognitive tasks, were measured, and saved. These children were followed for two years. At the end of the second grade of elementary school, the children with definite diagnosis (ADHD, Dyslexia or normal), were selected and their working memory scores in preschool were compared.
    Results
    The means differences of auditory and visual working memory between the groups were significant and this difference was more in auditory working memory. The auditory working memory score was more in all three groups, than visual working memory. Moreover, the score of visual working memory was very close in children at risk of dyslexia and ADHD, while their score of auditory working memory has a lot of difference.
    Conclusion
    This difference between the groups was significant (P0/05). The results could be used to improve the quality of educational intervention and rehabilitation.
    Keywords: Visual working memory, Auditory working memory, Attention deficit, Hyperactivity disorder (ADHD), Reading disorder (dyslexia), Computer based neuro, cognitive program
  • Mohammad Khanahmadi, M.A., Dariush Farhud (Phd), Maryam Malmir (Phd), Soheila Orang, M.A Page 29
    Objective
    Down syndrome (DS) is a common chromosomal disorder that cause to mental retardation in children. Alzheimer’s disease (AD) is also common in DS. Therefore, it is assumed that there is a same genetic basis. The aim of this study was to study and consider the overlap of DS and AD.
    Method
    In this review article, published articles in science direct, Pubmed, Willy and Google were investigated between 1990 and 2015.
    Conclusion
    Down syndrome is caused by trisomy 21. All genetic mutations in relation with AD are arising from accumulation of β amiloid. One of the genes involved in AD is APP that sited on chromosome 21. Moreover, the SOD1 also is sited on chromosome 21. Also, other hypothesis in relation with AD and DS has been considered. Significant percent of individual with DS are with AD, but its cause is not clear.
    Keywords: Down syndrome, Alzheimer, Genetic
  • Sara Aghababaei, M.A., Mokhtarmalekpour (Phd) Mohammad Bagherkajbaf (Phd), Ahmad Abedi (Phd) Page 37
    Objective
    The aim of this study was to investigate the effect of successful intelligence training on analytical, creative and practical abilities of gifted children.
    Method
    This research has an applied approach and quasi-experimental design with pre-test and post-test. Aurora-A was used for measuring of variables. The sample size includes 40 gifted children that assessed by Aurora-A and were randomly assigned into experimental and control groups. Analyzing of data is performed by Analysis of Covariance.
    Results
    Results determined that successful intelligence training has significant effects on analytical, creative and practical abilities of gifted children (p≤0/001).
    Conclusion
    The findings of study showed that successful intelligence training could be increased analytical, creative and practical abilities of gifted children. Successful intelligence will be improved. This training method for gifted students is recommended
    Keywords: successful intelligence, analytical, creative, practical, gifted children
  • Hojjatollah Siavoshy, M.A., Fatemeh Bolurian, M.A Page 45
    Objective
    The aim of this research is to investigate the effects of 12 weeks playing Boccia on the social development of children with cerebral palsy and intellectual disability.
    Method
    In this semi-experimental study, 22 children with cerebral palsy and intellectual disability (13 boys, 9 girls; mean age 15.16 ± 2.13 years) randomly assigned to two experimental and control groups. The experimental group was played in12 weeks Boccia (2 sessions per week, each session lasting 45 minutes). The control group continued with their usual activities. Weiland social development test was taken before and after twelve weeks and data were analyzed with ANCOVA (α≤0.05).
    Results
    Self-help general, self-help eating, verbal communication, socialization, and locomotion were significantly increased in the experimental group (P0.05). However, self-help dressing and occupation effect size was large and self-direction effect size was average.
    Conclusion
    The findings suggest that playing Boccia can improve social development of children with cerebral palsy and intellectual disability.
    Keywords: Cerebral Palsy, intellectual disability, Exercise Training Program, Social Development, Boccia
  • Ebrahim Ghfari Page 53
    Objective
    This study is conducted for assessing the attitude of inclusive schools teachers towards students with failure who were entered into the public schools.
    Method
    This is a descriptive survey. The population includes all primary school teachers who are executive of the inclusive education project; two provinces of Kurdistan and Fars were selected randomly among seven provinces. The research sample consists of 151 primary school teachers of these schools. The questionnaire of teacher's attitude towards inclusivity is used as the measurement tool. Then, the independent T-test and Pearson correlation coefficient were used to analyze the data. Regarding the research objective, the total score of attitude test and its subscales were evaluated in terms of level of education, passing in-service training courses and gender.
    Results
    The results showed that 74.6 percent of the participants had a positive and partly positive attitude towards implementing the project. There is no significant difference between the level of education and attitude of teachers towards implementing the inclusion project of children with failure. Also, there is no significance different between the attitude of teachers who were passed the in-service training courses and the attitude of teachers who were not passed these courses. Eventually, the mean comparison between the two sexes showed no significant difference.
    Conclusion
    In terms of findings, teachers’ attitudes toward inclusion of children with disabilities are positive in inclusive schools.
    Keywords: Inclusion, Children with failure, Teachers, Attitude
  • Hamid Alizadeh (Phd), Shahrooz Nemati (Phd) Page 61
    Objective
    A set of problems for identifying and classification process about sluggish Cognitive tempo (SCT) has been challenged for professionals. This condition created noticeable arguments for SCT along with Attention Deficit/ Hyperactivity Disorders (ADHD). The aim of current study was to identify the nature, characteristics and research evidence about the SCT.
    Method
    In the same vein, from the web of data-based information (Pubmed, Springer, Proquest, Scopus, and Elsevier) and by using keywords: low power attention, sluggish cognitive tempo, concentration deficit disorder, ADHD, inactive-appearing individuals as well as email communication with professional psychologists or psychiatrists.
    Results
    Literature review revealed that despite some similar characteristics between ADHD and SCT, some specific features including daydreaming, staying awake/alert, mentally foggy, long staring, mind is elsewhere, lethargic, under activity, slow moving, drowsy, erratic, apathetic/withdrawn, showed that SCT is a distinct disorder independent from ADHD.
    Conclusion
    Neuropsychological factors researches have been recommended. Other fundamental issues have been delineated in the original paper.
    Keywords: Sluggish cognitive tempo, SCT, ADHD, attention, concentration