Kamran Sheivandi; forough khalili
Abstract
The purpose of this study was to comparison of the effectiveness of brain-based learning and executive functions training on meta-memory in children with special learning disabilities. Method: This experimental study was conducted with a pretest-posttest design with control group. The statistical population ...
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The purpose of this study was to comparison of the effectiveness of brain-based learning and executive functions training on meta-memory in children with special learning disabilities. Method: This experimental study was conducted with a pretest-posttest design with control group. The statistical population of this study included all the children with special learning disabilities referred to the center of district of Tehran in 2018-109, 45 children with special learning disabilities were considered as the sample size in two experimental groups (each group of 15 child) and control (15 child). The experimental groups underwent brain-based learning (8 sessions 60 minutes) and executive functions training (20 sessions 60 minutes), but the control group received no training. To collect data Colorado learning difficulties questionnaire of Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington (2011) and meta-memory scale of Esnaashari, HoseinChari, Jowka, Fooladchang, Khormaei (2018). Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (multivariable analyze of covariance and Bonferroni). Results: The results showed that both of the brain-based learning and executive functions training used in this study can significantly improve the meta-memory in children with special learning disabilities. But the brain-based learning has a greater impact on the meta-memory in children with special learning disabilities. Conclusion: Based on the results of this study, brain-based learning and executive functions training are effective interventions on meta-memory in children with special learning disabilities, but the effect of the brain-based learning was greater.