mohammad hosseinali zade; salar faramarzi; ahmad abedi
Abstract
The aim of the present study was to Effectiveness of Child-Centered Neuropsychological Early Interventions Package on Cognitive and Social Performance of Children with Developmental Delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research ...
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The aim of the present study was to Effectiveness of Child-Centered Neuropsychological Early Interventions Package on Cognitive and Social Performance of Children with Developmental Delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research population consisted of 4-6 year-old children with developmental delay who were under training in kindergartens and preschool centers in Tabriz. The multistage random sampling method was employed in such a way that three regions were selected randomly and from each of them, three kindergartens and pre-school centers were randomly selected. The Wechsler Preschool and Primary Scale of Intelligence-3 (WPPSI-III) and Vineland Adaptive Behavior Scale–II (Vineland-II) was administered on children for screening, and the number of 30 students with development cognitive and social delays and enjoyed inclusion criteria were randomly selected and divided into two experimental and control groups. Afterwards, a 16-session child-centered neuropsychological intervention program was performed on the experimental group and the control group did not receive any intervention. Data were analyzed by the repeated measures ANOVA using SPSS- 22. The results indicated that there was a significant difference between the subjects in the experimental group and control group in terms of cognitive and social performance in post-test and follow up stages (P <0.05). As a result, it can be concluded that a child-centered neuropsychological interventions package has led to an increase in cognitive and social performance in children with developmental delays.
soheila safari; ahmad abedi; salar faramarzi
Abstract
This study was conducted to investigate the effectiveness of an instructional program, which was designed for implementing in the second tier of RTI, on special difficulties in math and academic self-concept of third-grade students and scrutinize the participants' experiences. In this study, mixed-method ...
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This study was conducted to investigate the effectiveness of an instructional program, which was designed for implementing in the second tier of RTI, on special difficulties in math and academic self-concept of third-grade students and scrutinize the participants' experiences. In this study, mixed-method research with the embedded design was applied. The participants of the study, in the quantitative part, included 20 third-grade students, who were chosen from elementary schools in Isfahan using randomized cluster sampling method, and in the qualitative part, included 9 elementary school teachers and 5 participated students, who were selected using purposeful sampling method. In order to collect information, specific learning disabilities identification scale for math, the academic self-concept of elementary school students' scale, math performance evaluation test, and semi-structural interviews were applied. Quantitative results proved the effectiveness of the created instructional program on the reduction of math difficulties and the improvement of academic self-concept in the students. Qualitative findings also implied on program's positive outcomes for students in all educational, social and psychological areas, and limitations, such as lack of adequate teachers' training, lack of professional staff, and restriction of equipment and resources for implementing such a program in schools. According to findings, although the implementation of this program in schools may encounter some challenges and obstacles, it can bring about positive outcomes for students, teachers and the country's entire educational system.
