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Showing 2 results for MalekPour
The Impact of Executive Functions-Based Intervention on School Engagement and Academic Self-Concept of Students with Dyslexia
Dr. Emad Yousefi , Dr. Salar Faramarzi , Dr. Mokhtar Malekpour, Dr. Ahmad Yarmohammadian,
Volume 1, Issue 3 (September 2019)
Abstract
The present study aimed at investigating the impact of executive functions-based intervention on school engagement and academic self-concept of students with dyslexia. The research design was pretest-posttest with control group. For this purpose, from the third grade students of primary schools in Bandar Abbas in the academic year of 2011-2012, 30 boy students with dyslexia were selected according to the research criteria and randomly assigned to experimental (n=15) and control (n=15) groups. The data were collected by School Engagement Questionnaire and School Self-Concept Inventory in pre- and post-test. The training package designed based on executive functions was taught to the experimental group during seven weekly sessions each lasted 90 minutes. The control group received no intervention. The results of the analysis revealed that the executive functions-based intervention significantly influenced school engagement and academic self-concept of students with dyslexia. Considering the greater efficacy of executive functions-based intervention, it is suggested that this intervention be used to promote school engagement and self-concept in students with dyslexia.

The Effectiveness of Symbolic Play Training on Social Interaction in Children with High Performance Autism Disorder: Single-subject Study
Mahbobeh Makarem, Dr. Mokhtar Malekpour, Dr. Amir Ghamarani,
Volume 2, Issue 1 (March 2020)
Abstract
The purpose of this study was to determine the effectiveness of symbolic play on the social interaction of children aged 4-6 years with high-performance autism disorders. This research has been carried out within the framework of a single-subject experimental design. Three children with high performance autism were selected through targeted sampling. Training sessions were arranged in 36 one and a half hours’ sessions, for 4 days per week. To measure the dependent variable, the Autism Treatment Evaluation Checklist (ATEC) was completed by instructors. In order to analyze the data, baseline, intervention, and follow-up positions of each subject was plotted on the graph. The visual analysis, change reliability index, and recovery percentage index, percentage of non-overlapping data, and percentage of overlapping data were used to interpret these graphs. Based on the results of the visual analysis of the data, the intervention has been effective in improving the social interaction of all three participants. Reliability index Change in the intervention phase was 3.74, 7.1 and 6.4, all of which are significant (P < 0.05). Based on the findings of this study, early intervention in the teaching of symbolic play skills can be used as an effective interventional method for improving social skills in pre-school children with autism spectrum disorder.

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