جستجوی مقالات مرتبط با کلیدواژه « dysgraphia » در نشریات گروه « روانشناسی »

children with dysgraphia have several visual perception. This research was conducted with the aim of investigating the effectiveness of HAMRAH cognitive rehabilitation package on improving visual perception in children with dysgraphia. A semi-experimental in the form of pretest-posttest control group design was used. 40 primary school students with dysgraphia who referred to counseling centers in Kermanshah city in the academic year 2022/2023 were selected. Among them, 40 who were willing to cooperate and were also available according to the entry criteria (having at least three components among the diagnostic criteria of dysgraphia, student and parent satisfaction) and withdrawal (being under other interventions) and after obtaining informed consent, they were randomly selected and and randomly divided into experimental and control groups. After performing the pre-test on both groups, a 12-session HAMRAH cognitive rehabilitation package was performed on the experimental group. Then both groups received the post-test. The data were analyzed using covariance. The results showed that the Hamrah cognitive rehabilitation package has an effect on improving visual perception and its components (spatial communication, spatial perception and shape stability) in children with dysgraphia (P<0.01). However, there was no significant effect on the components of shape-background recognition and motor-visual coordination. It can be concluded that the Hamrah cognitive rehabilitation package can be used as a single treatment or along in combination psychological therapies for students with dysgraphia.

The present study was conducted with the aim of designing, building and validating the educational package of cognitive rehabilitation of dysgraphia "Hamrah". The research method included 6 steps. In the first stage, the necessary information for making the package was collected through books and research background based on the cognitive approach to improve writing skills and executive functions. In the second step, based on the background of the research, major writing problems in dysgraphia were identified. In the third and fourth stages of the research, relevant games were designed and made. In the fifth stage, the validation package was provided to experts in the field of cognitive psychology and specific learning disorders (1 psychologist in the cognitive field, 2 psychologists in the field of specific learning disorders, and 2 experienced primary school teachers in the field of specific learning disorders). For this purpose, a questionnaire with a 4-point spectrum was used. The validation result showed that the package has acceptable validity (CVI=0.85). Finally, the package containing 40 game-based exercises was given to 3 normal students and 2 dysgraphia elementary school students for preliminary testing. In this way, the problems that existed during the execution of the games were identified and resolved. It is suggested that the educational package of cognitive rehabilitation of dysgraphia, along with other treatment methods, should be used in medical centers by experts in the field of learning disorders in order to improve writing skills and improve executive functions for students with dysgraphia

The purpose of the current research was to investigate the effect of technology and especially researcher-made courseware on the spelling disorder of students with poor visual memory. The research was conducted utilizing a quasi-experimental method with an experimental and control group design. The statistical population of the research includes all male students in Mashhad who have dysgraphia and poor visual memory in the academic year 2021-2022. The research sample includes 40 students who were selected by the available sampling method and randomly divided in two experimental and control groups. In order to carry out the research, the experimental group was trained with courseware during eight sessions. The T-test was used to analyze the obtained data. Analysis of the obtained results, it can be concluded that with 95% confidence courseware has a significant effect on improving the dysgraphia of students with poor visual memory. The findings of the study indicated that utilizing courseware can be an efficient method to reduce the dysgraphia in students.

Dysgraphia is one of the common symptoms of specific learning disorders. children with dysgraphia have several cognitive problems. This research was conducted with the aim of investigating the effectiveness of HAMRAH cognitive rehabilitation package on improving executive functions (working memory and response inhibition) in children with dysgraphia. The present research was semi-experimental in the form of pre-test-post-test with a control group. The statistical population of the research was students with dysgraphia who referred to education counseling centers in Kermanshah city in 1401. Among them, 40 people (initially 20 people in the experimental group and 20 people in the control group, but one of the control group was removed by the end of the experiment) who were willing to cooperate and were also available were selected and then randomly divided into experimental and control group. Then, in both groups, the pre-test was implemented, and after that, the experimental group received 12 intervention sessions of the HAMRAH cognitive rehabilitation package, but there was no intervention for the control group. Then, a post-test was performed for both groups. The data were analyzed using covariance. The results showed that the Hamrah cognitive rehabilitation package has an effect on improving working memory and response inhibition in children with dysgraphia (P<0.01). It is suggested that the HAMRAH cognitive rehabilitation package be used in medical centers by mental health specialists, along with other treatment methods, in order to improve working memory and response inhibition for children with dysgraphia

Considering the effects of dysgraphia on the psychological dimension of affected students and severe academic learning problems, the present study was conducted to determine the effectiveness of cognitive rehabilitation on the working and visual memory of dysgraphia students.

The present study was semi-experimental with a pre-test and post-test design with a follow-up period with a control group. The research population included all second and third-grade female students with dysgraphia in Tehran, Iran, in the academic year of 2021-2022 who were referred from regular schools to educational and rehabilitation centers for special learning problems. Among them, twenty-eight people were selected and randomly placed in two experimental and control groups. Furthermore, they responded to Yaqoubi et al.'s dysgraphia diagnostic scale (2020), N-BACK (2001), and Kim Karad's visual memory test (1945). Then, the experimental group received the cognitive rehabilitation training program, but only school training was provided to the control group. For data analysis, a repeated measurement test was used with SPSS version 24 software at a significance level 0.05.

The results revealed that the cognitive rehabilitation program effectively improved the working and visual memory of dysgraphia students, and the results were stable in the follow-up period. (P<0.01).

It is suggested to use the cognitive rehabilitation approach in educational and training centers to improve the working and visual memory of dysgraphia students.

Due to the importance of rehabilitation among children with special learning disabilities, the aim of this study was to evaluate the effect of brain Gym on suppression of theta/alpha ratio and working memory of students aged 8 to 12 years with dyslexia or dysgraphia. This research was a quasi-experimental study with a pre-test and post-test design with a control group. The population of this study included all girls and boys with reading or writing disorders referring to special centers for learning disabilities in Kermanshah. The convenience sampling methods were used. For this purpose, according to the inclusion and exclusion criteria, 20 students aged 8 to 12 years were selected and randomly allocated into two groups of 10 people. The experimental group were received brain Gym intervention for 20 sessions of 20 minutes over 10 weeks. In order to record the brain waves of the participants, a dual-channel neurofeedback device was used. Moreover, the Wechsler memory software was used to measure their active memory. To analyze the data, univariate one-way covariance analysis and multivariate one-way covariance analysis were used using SPSS software version 26. The results showed that the ratio of theta waves to alpha in the experimental group was significantly reduced and active memory span in the experimental group was significantly increased compared to the control group (P < .05). The findings of this study indicated that brain exercise can significantly suppress the ratio of theta waves to alpha and also improve working memory among children with special learning disabilities. The findings confirm the neurological evidence for the positive effect of the brain Gym intervention on the modulation of brain waves and working memory in children with dyslexia or dysgraphia.

Students with dysgraphia are characterized by defects in working memory, attention and response inhibition, but the attempts made for curing them are far from adequate.

The purpose of this study was to investigate the effect of neuropsychological rehabilitation program on working memory and response inhibition of students with dysgraphia.

The present research was a quasi-experimental study with pretest-posttest control group design. The population of the study consisted of all4th and 5th grade male students in the district 16 of Tehran during the academic year of 2019-2020. 26 students were selected through multi-stage cluster sampling with the inclusion and exclusion criteria, and were then randomly assigned to experimental group (13 members) and control group (13 members). The experimental group members individually participated in SOUND SMART (2007) intervention programs (three 30 - 45 minute sessions per week) for two months.The control group was placed on the waitlist. Intelligence Scale for Children (Wechsler, 1991), Writing Disorder Test (Fallahchay, 1995), Working Memory Test Battery for Children (Pickering & Gathercole, 2001) and The Integrated Visual and Auditory Test (Sandford & Turner, 1994) were used for data collection. Data were analyzed using multivariate analysis of covariance.

The results suggested that when the effect of pretest is controlled, a significant difference can be observed between the mean post-test scores of experimental and control groups in terms of working memory and response inhibition (p< 0/001).

Therefore, it can be argued that the neuropsychological rehabilitation program were effective contributed to enhancement of working memory and response inhibition in Students with dysgraphia.

This study aimed to examine the effectiveness of Neurofeedback training method on students with dyslexia and dysgraphia disorders. This study was conducted with quasi-experimental design with pretest and posttest control group. The population of the study was primary school-aged students in Bojnord city who received diagnostic of dyslexia and dysgraphia. Thirty participants were chosen by purposive sampling method. Then, they were randomly assigned to an experimental and control group, and the experimental group received Neurofeedback training. The participants were assessed by the dyslexia test (NAMA) and the dictation test. Data were analyzed by analysis of covariance method. Results showed that Neurofeedback treatment in dyslexic students led to significant gains in reading skills and also an enhancement of writing skills in dysgraphic students. To sum up, this study confirmed the effectiveness of Neurofeedback training method to improve disordered students’ skills.

The purpose of this study was to determine the effectiveness of Mindfulness Training on anxiety sensitivity, self-concept and academic self-efficacy in students with dysgraphia. Research method was quasi-experimental with pretest, posttest, and control group and a two month follow up. The statistical population included all girls and boys between the ages of 9 to 15 at elementary school level who referred to Kermanshah Province’s Education Learning Disorder Center, in 2017. The number of patients diagnosed as having Dysgraphia was 114. Of these, using convenience sampling, 30 students were selected and randomly assigned to an experimental group and a control group. Measurement tools were Reis & Mcnally’s Anxiety Sensitivity Index (1985), Beck, Steer, Epstein & Brown Self-Concept Test (1990), Jings & Morgan’s Educational Self-Efficacy Inventory 1999 (Quoted by Mazaheri and Sadeghi, 2015), Kabat-Zinn’s Mindfulness Training Program (1992). Participants in the experimental group received eight weekly 90-minute sessions of Mindfulness Training Program. Data gathered from questionnaires filled out by both groups were analyzed in three stages using mixed variance analysis with repeated measurement. Findings showed that Mindfulness Training has a significant effect on anxiety sensitivity (F= 16.46, P= 0.001), self-concept (F= 51.97, P= 0.001), and educational self-efficacy (F= 69.69, P= 0.001) and this effect remained unchanged in the two month follow-up phase. Since mindfulness training leads to the acceptance of emotions and physical and psychological symptoms in the students, it can be used as an effective intervention method for the decrease of psychological problems, especially in children with dysgraphia.

The aim of this study was to evaluation the effect of training cognitive strategies (Englert model) on the education achievement of students in the fifth grade that has a specific learning disability in Dysgraphia. Experimental methods were pre-test and post-test with control group. Statistical Society was 480 students in fifth grade in Ilam with Dysgraphia. Sample size was a simple random sampling method, 60 patients (30 female and 30 male), who were divided into experimental and control groups. To measure variables is used, the questionnaire content analysis of the written language, Raven intelligence test, Child Behavior Checklist, Persian spelling in reading test, interview and student achievement test. After selecting the experimental and control groups, the pre-test was performed on both groups,, the experimental intervention only on the experimental group were presented in 25 sessions in five different stages, and after completion of the program, then past - test was performed on both groups. The data were analyzed with using ANOVA and Tukey test. The results showed that cognitive strategies are effective in reducing disorder and is a significant difference between control and experimental groups. As well as significant differences between male and female students in academic performance was not observed after teaching cognitive strategies. On this basis, it can be concluded that cognitive strategies training can be effective as therapeutic approach, on education achievement in students with Dysgraphia.

The purpose of this study is to produce Dicteyar Educational Multimedia Effectiveness on improving Dysgraphia students ‘Auditory and Visual Memory Problems in learninig spelling. An quasi-experimental research method and two-groups with pre-test and post-test research design are used. The statistical universe contain Dysgraphia students in the second grade of primary schools in Arak province during academic year of 1390-91. Among these students, 20 persons in experimental group and 19 persons in control group were randomly replaced. In 15 sessions, Students in experimental group were trained by Dicteyar and control group were trained by the traditional method. Revised Wexler Scale, clinical interviews and spelling test wrer used to identify these students in learning disabilities center. The academic achievement of spelling exam was used in order to collect data. analysing data, Wilcoxon and Mann Whitney U tests were used. The result has shown that the multimedia Dicteyar meaningfully improved Auditory and visual memory problems than traditional method(P<0/001). So, multimedia Dicteyar is more effective in improving Dysgraphia students ‘Auditory and visual memory problems. It is suggested that the multimedia educational dicteyar should be used in training Dysgraphia students and develop multimedia for other learning disability.