Fatemeh Baradaran; Shila Safavi Homami; Salar Faramarzi
Abstract
The mathematical learning disorder is one of the most common learning disorders in schools that occurs due to inadequate concentration and poor memory or lack of coordination of motor proficiency in students. Mathematical learning disorder may be due to difficulty concentrating, memory problems or a ...
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The mathematical learning disorder is one of the most common learning disorders in schools that occurs due to inadequate concentration and poor memory or lack of coordination of motor proficiency in students. Mathematical learning disorder may be due to difficulty concentrating, memory problems or a lack of complete coordination of body movements. In this study, the effect of motor games in comparison to computer games on the executive, academic functions, and motor proficiency in students with mathematical learning disorder was investigated. In this study, 20 female students with math learning disabilities ranging in age from 8 to 9 years were divided into two balanced groups (n = 10) based on K Matt's mathematical score. Subjects in the first experimental group performed motor games for 8 weeks, 3 sessions of 45 minutes per week, and the second experimental group performed computer games during the same period. Mathematical tests of Key math (To diagnose and evaluate academic performance), Bruininksoseretsky, Stroop, and N-back in the pre-test and post-test stages were used to collect data. The results of this study have clearly shown that computer games compared to movement games had a greater effect on the executive functions and academic performance of students with a mathematical learning disorder. In contrast, it has been observed that the motor games were more effective on the motor proficiency of these students.
Elmira Nazari; Salar Faramarzi
Abstract
The aim of this study was to examine the effect of play-based early intervention on psychomotor development of 4-6-year-old children suffering from autism spectrum disorder. The research design was semi-experimental with pretest-posttest and a control group. 30 qualified children (15 males and 15 females) ...
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The aim of this study was to examine the effect of play-based early intervention on psychomotor development of 4-6-year-old children suffering from autism spectrum disorder. The research design was semi-experimental with pretest-posttest and a control group. 30 qualified children (15 males and 15 females) were randomly selected from 4-6-year-old children of Isfahan city in 2015 by convenience sampling method and assigned to experimental and control groups. Data were collected by Gesell Motor Developmental Scale (1940) completed by parents in pretest, posttest and follow-up. Then, experimental group received ten 90-minute treatment sessions once a week in which children participated in play-based early intervention. Control group received no treatment. Follow-up was conducted 30 days later. Data were analyzed using analysis of variance with repeated measures. Results indicated a significant difference between experimental and control groups in psychomotor development. Moreover, intra-group differences, the interaction between two positions and changes in pretest, posttest and follow-up were significant in psychomotor development. Therefore, it can be concluded that play-based early interventions influence psychomotor development in children with autism spectrum disorder. Such interventions can be applied to improve and enhance these children’s skills.
Janbaba Aghayinejad; Salar Faramarzi; Mohamad Karimi
Abstract
Psychological findings show that a lower IQ score than the normal level is notenough to recognize someone as mentally retarded. In addition they have visibleand specific difficulties in their adaptive behaviors. Research on adaptivebehaviors is useful for those with specific needs and if mentally retarded ...
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Psychological findings show that a lower IQ score than the normal level is notenough to recognize someone as mentally retarded. In addition they have visibleand specific difficulties in their adaptive behaviors. Research on adaptivebehaviors is useful for those with specific needs and if mentally retarded childrenwant to adapt themselves to social life, they should improve their adaptivebehaviors. The current study aimed at determining the effect of a period of regularexercise activity on the improvement of adaptive behavior in 9-15-year-oldeducable mentally retarded students in Lordegan city. From 156 educable mentallyretarded students, 28 students were selected randomly and divided into two groupsof experimental (7 boys and 7 girls) and control (7 boys and 7 girls). Vinlandadaptive behavior Scale (1965) was used as the pretest. Then, the experimentalgroup took part in a period of exercise activity as an intervention program for 2months, 3 sessions every week, 45 minutes per session. The data were analyzed bycovariance using SPSS software (P˂0.05). The results showed a significantdifference between the performance of the two groups in adaptive behavior andsub-skills of socialization, communication, locomotion, dressing self-help, generalself-help and eating self-help (P<0.05) while there was no significant difference insub-skills of occupation and self-direction which showed that a period of regularexercise activity had an effect on the improvement of some sub-skills of adaptivebehavior in experimental group. This approach can be used in rehabilitation andinstruction of mentally retarded children.
Janbaba Aghaeinejad; Salar Faramarzi; Ahmad Abedi
Abstract
The current study aimed to examine the effect of a period of regular exercise onthe aggression of educable mentally retarded students aged between 9 and 15 inLordegan city. For this purpose, 28 students were selected randomly and dividedinto two groups: 7 boys and 7 girls in experimental group and 7 ...
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The current study aimed to examine the effect of a period of regular exercise onthe aggression of educable mentally retarded students aged between 9 and 15 inLordegan city. For this purpose, 28 students were selected randomly and dividedinto two groups: 7 boys and 7 girls in experimental group and 7 boys and 7 girls incontrol group. Ghezelseflu et al. (1387) aggression scale was used as a pretest forboth groups. A period of exercise program as an intervention program was run for2 months, every week, 3 sessions (45 minutes) per week on the experimental group.After intervention program, aggression scale was run again. The data wereanalyzed by covariance using spss software. The results showed that a significantdifference between control and experimental groups' performance (P<0.001) inaggression which showed that a period of exercise program reduced theaggression and its subscales in the experimental group. It was concluded thatregular exercise program reduced the aggression of educable mentally retardedstudents.
