Hasan Baghande; Elahe Arab Ameri; Foad Niknasab
Abstract
The aim of this study was to investigate the effect of traditional - local games on the development of gross motor skills of children with educable mental retardation. 30 educable mentally retarded children in Welfare Organization of Marivan city (mea age 12.8 ±1.12 yr and IQ 33.61±7.81) ...
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The aim of this study was to investigate the effect of traditional - local games on the development of gross motor skills of children with educable mental retardation. 30 educable mentally retarded children in Welfare Organization of Marivan city (mea age 12.8 ±1.12 yr and IQ 33.61±7.81) were studied with purposive sampling method. All children were pretested; then, samples were randomly divided into two groups: control and experimental. Each group consisted of 8 boys and 7 girls. In gross motor skills, Bruininks - Oseretsky test of Motor Proficiency was used. Traditional - local games were practiced by the experimental group during 32 sessions, each session 50-60 minutes for 4 days a week. The control group performed their daily routine. After 32 sessions of practice, both groups were post-tested. To study the research hypotheses, non-parametric Wilcoxon and U Mann Whitney tests were used (SPSS16). The results showed a significant difference in posttest scores between the two groups (P<0.05). The experimental group had higher scores. The findings suggested that the training program used (traditional - local games) in this study was appropriate to improve the gross motor skills in educable mentally retarded children and can be used as a training program in training centers.
Maryam Lotfi; Jalal Dehghanizade; Fateme Sadat Hosseini
Abstract
The aim of this study was to investigate the effect of focus of attention on learning dart throwing in mentally retarded children.In this quasi-experimental study, 22 mentally retarded boys (age 10-12 years old) were randomly selected according to IQ (50-70) and were assigned to two homogenous attention ...
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The aim of this study was to investigate the effect of focus of attention on learning dart throwing in mentally retarded children.In this quasi-experimental study, 22 mentally retarded boys (age 10-12 years old) were randomly selected according to IQ (50-70) and were assigned to two homogenous attention (internal, external) groups after the pretest and a training session according to the obtained scores, age and IQ. The subjects practiced in 5 blocks and each block 8 throws. Two-way analysis of variance with repeated measures and ANOVA were used to analyze data. In retention phase, both groups increased accuracy in their throwing (P=0.044). Variability (P=0.044) and throwing accuracy (P=0.047) decreased due to the training. In transfer phase, internal focus group could not transfer skill to new conditions while variable group succeeded to transfer their skill to new conditions. Also, external focus group had lower variability (P=0.049) and higher accuracy (P=0.048) than internal focus group. According to the findings, external focus group was able to retain and transfer skills to new situations which confirmed constrained action hypothesis (Wulf et al., 2001) in mentally retarded individuals.
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.
