The Effectiveness of Child-Centered Neuropsychological Early Interventions Package on Cognitive and Social Performance of Children with Developmental Delay

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.