Volume 6, Issue 1 (March 2024)
IEEPJ 2024, 6(1): 29-43 |
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Khadem Ali Y, Askari M. (2024). Evaluating the Effects of Executive Functions and Intervention Based on Cognitive Games on the Neurological Problems in Dyslexic Students. IEEPJ. 6(1), 29-43.
URL: http://ieepj.hormozgan.ac.ir/article-1-634-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-634-en.html
1- Phd Student of Educational Psychology, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2- Associate Professor, Department of Clinical Psychology, University of Medical Sciences, Bandar Abbas, Iran , mahinask2005@yahoo.com
2- Associate Professor, Department of Clinical Psychology, University of Medical Sciences, Bandar Abbas, Iran , mahinask2005@yahoo.com
Abstract: (210 Views)
Objective: Reading disorders are one of the neuro-cognitive problems that cause academic and psychological problems for affected students. The aim of the present study was to compare the effectiveness of executive function training and intervention based on cognitive games in reducing neurocognitive problems of elementary school dyslexic students.
Methods: The current research is a semi-experimental type of research. Based on this, 45 elementary dyslexic students were randomly selected from among the students studying at the elementary level in Bandar Abbas city in 2021. They were placed in 3 groups of 15 people (two experimental groups and one control group). Conners' Continuous Performance Test was used to collect data in two stages, pre-test and post-test. The training package of executive functions and intervention based on cognitive games was taught to the participants of the first and second experimental groups, respectively, during 10 sessions of 90 minutes, one session per week; nonetheless, the participants in the control group did not receive any intervention in this regard.
Results: The results of multivariate covariance analysis showed that both the intervention of executive functions and the intervention based on cognitive games have a significant effect on reducing the neurological problems in dyslexic students, but the educational package of cognitive games has a more significant effect in reduction of neurological problems.
Conclusions: The results pertain predominantly to the significance of cognitive games in enhancing the executive functions of students. It is proposed as an efficacious intervention for teachers and parents.
Methods: The current research is a semi-experimental type of research. Based on this, 45 elementary dyslexic students were randomly selected from among the students studying at the elementary level in Bandar Abbas city in 2021. They were placed in 3 groups of 15 people (two experimental groups and one control group). Conners' Continuous Performance Test was used to collect data in two stages, pre-test and post-test. The training package of executive functions and intervention based on cognitive games was taught to the participants of the first and second experimental groups, respectively, during 10 sessions of 90 minutes, one session per week; nonetheless, the participants in the control group did not receive any intervention in this regard.
Results: The results of multivariate covariance analysis showed that both the intervention of executive functions and the intervention based on cognitive games have a significant effect on reducing the neurological problems in dyslexic students, but the educational package of cognitive games has a more significant effect in reduction of neurological problems.
Conclusions: The results pertain predominantly to the significance of cognitive games in enhancing the executive functions of students. It is proposed as an efficacious intervention for teachers and parents.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/01/8 | Accepted: 2023/08/9 | Published: 2024/03/1
Received: 2023/01/8 | Accepted: 2023/08/9 | Published: 2024/03/1
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