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Showing 2 results for Faramarzi
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.

Investigate the Conceptual Framework for Developing Family-centered Early Interventions for the Cognitive Functions of 3 to 5 Year old Children
S. Alireza Mousavi Amjad, Dr. Ahmad Ghazanfari, Dr. Salar Faramarzi,
Volume 2, Issue 4 (December 2020)
Abstract
The purpose of this research was to investigate the conceptual framework for developing family-centered early interventions for the cognitive functions of 3 to 5-year-old children in Yasuj. Using the convenience sampling method, the researchers analyzed all the foreign and domestic studies conducted until 2018. Also, the snowball sampling method was used to select ten experts to evaluate the components. The data were analyzed by thematic analysis using Nvivo software. Data analysis revealed four organizing themes, including attention, memory, language, and executive functions. Seventeen basic themes that constituted the organizing themes were extracted to develop a family-centered intervention program for cognitive functions. The basic themes were maintaining attention, sustained attention, divided attention, focused and selective attention for the theme of the organizer of attention; visual, auditory and working memory for the theme of the organizer of the memory; expressive and receptive language for the theme of the language and basic themes of planning, emotional control, time management, flexibility, metacognition, response inhibition and organization for the theme of the organizer of executive functions. To validate the thematic model, the researchers designed a questionnaire and gave it to the second group of experts, and the coding reliability was confirmed by Holsti’s method. This package can pave the way for parents of at-risk children and children with developmental delays. It can also help enhance the cognitive functions of normal children.

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