Suchergebnisse

Background: Early intervention at preschool age can resolve many cognitive and metacognitive problems of children. Accordingly the present study aimed to investigate the effectiveness of Quinn's early educational program, on attention and memory of pre-school children in Isfahan city.
Methods: The study design was Randomized controlled trial. The study population included parents of all pre-school children in Isfahan city during school year 2016 - 2017. Thirty persons were selected through convenience sampling and then randomly divided into experimental and control groups (15 in each group). The research tool that was used in this study is Conner's Neuropsychological Testing 2004. First, the pretest was conducted for both groups; then the experimental group was exposed to eight 90-minute sessions of Quinn's early educational program; but there was no interference for the control group. At the end of the intervention, the posttest was conducted for both groups. The data of the study was analyzed through covariance analysis test.
Results: The findings showed that Quinn's early educational program has impacts on the attention and memory of pre-school children (P-value < 0.0005). The average of children's memory and attention were 18.7 ± 7.12 and 11.73 ± 5.68 in order to 11.45 ± 11.4 and 4.93 ± 2.45, respectively.
Conclusion: Given the impact of Quinn's program on the memory and attention of pre-school children, this training can be used to improve the attention and memory of preschool children.

Keywords: Quinn's Early Educational Program, Attention, Memory, Preschool

<p>The present study aimed to examine the effectiveness of the Dawson-Guare Program on executive functions in children with Neuropsychological/Developmental Learning Disability (NDLD). The Wechsler Preschool and Primary Scale Intelligence (WPPSI) and Behavior Rating Inventory for Executive Function-Preschool (BREIEF-P) were chosen for the purposes of this study and 40 children of the total number of 700, exhibited executive functions difficulties indicating a probable NDLD. The 40 students diagnosed with NDLD were equally separated into two groups. The intervention group attend a 15-week Dawson-Guare program while students of the control group followed the regular preschool schedule. All participants were tested prior to the start and after the end of the 15-week period. The results indicated that after a 15-week Dawson-Guare program, the intervention group improved all of dimensions of executive functions that examined. In conclusion, Dawson-Guare program training can be an effective intervention for improving executive functions for children with NDLD.</p>

The present paper aimed at investigating the effects of rhythmic play on ID (Intellectually Disabled), children's attention and memory functioning at the age range of 9-16 years. Research measures included Raven Colored progressive matrixes for children and Canners neuropsychological test and Vinland adaptive behavior scale questionnaire. Statistical population comprised all ID students in elementary schools in the city of Esfahan in the Iranian academic year 2011. The research sample consisted of 20 children with intellectual disability selected by using multistage random sampling. Then, homogeneous in sensory and motor skills, participants were divided into two groups of ten: control and experimental. After receiving the parental consent, the researchers applied rhythmic movements to experimental group twice a week 45 minutes for each session for three months as an intervention program. Eight rhythmic movements (play) were employed in this research. The results revealed that rhythmic movements would affect attention problems (focus of attention, sustained attention, shifting attention, divided attention and attention capacity), general attention, memory (short-term, long-term, working), as well as general learning problems in educable children with intellectual disability according to their performance scales.