جستجوی مقالات مرتبط با کلیدواژه "neuropsychological skills" در نشریات گروه "پزشکی"

The present study was conducted with the purpose of investigating the effectiveness of training child-based mindfulness on neuropsychological skills in pre-elementary children.

The present study was quasi-experimental with pretest, posttest, control group and forty-five-day follow-up period design. The statistical population included all 546 pre-elementary children in the city of Isfahan in academic year 2019-20. 30 pre-elementary children who were selected through purposive sampling method and they were randomly accommodated into experimental and control groups (each group of 15 children). The experimental group received ten seventy-five-minute sessions of child-based mindfulness intervention during two-and-a-half months (Bordick, 2014). The applied questionnaire in the current study included neuropsychological skills questionnaire (NSQ). The data from the study were analyzed through repeated measurement ANOVA via SPSS23.

The results showed that training child-based mindfulness has significant effect on pre-elementary children’s neuropsychological skills (p<0.001) in a way that this intervention has succeeded in increasing pre-elementary children’s neuropsychological skills.

According to the findings of the present study it can be concluded that training child-based mindfulness can be applied as an efficient therapy to improve pre-elementary children’s neuropsychological skills through employing techniques such as thoughts, emotions, mindful behavior and being in the present time.

The primary goal of preschool education is facilitating learning the basic concepts such as reading, writing, and math. Prerequisite skills such as neuropsychological ones are required for learning these concepts. This study aimed at constructing and evaluating psychometric properties of neuropsychological skills questionnaire (teacher form) for preschool children. 

In the qualitative section, we used the thematic analysis method. The statistical population included all books, theories, and Persian and English articles related to neuropsychological skills. The sample was selected using the purposeful sampling method and considered sufficient as theoretical saturation was achieved. A descriptive- survey research design was used in the quantitative section. The statistical population consisted of all preschool children in Isfahan in the academic year of 2020-2021. According to Cochran’s formula, 374 preschool children were determined as the research sample. Due to the Coronavirus - 2019 restrictions, this study used an online questionnaire, and 410 preschool teachers selected by the two-stage cluster sampling completed the questionnaire. Exploratory factor analysis method with the main components’ analysis and the varimax rotation and confirmatory factor analysis for the goodness of the model fit were used to investigate the construct validity.

The results confirmed the face and content validity, discriminant validity, construct validity, and the right norm of the researcher-made questionnaire. The reliability of the questionnaire, estimated by Cronbach’s alpha, was 0.921; its split-half reliability coefficient was .84, and its clinical cut-off point was 2.86. Regarding eigenvalues greater than one, eighteen factors in the first order and five factors in the second order were extracted using exploratory factor analysis, which respectively explained 83.58 and 85.59 percent of the total variance of the scale. Confirmatory factor analysis revealed that factor loadings of all items were higher than 0.4 and significant (p<0.01).

In general, it can be concluded that the researcher-made questionnaire has good validity, reliability, and norm; therefore, it can be used as a valid instrument for assessing the neuropsychological skills of preschool children.

The purpose of the present study is to investigate the effect of perceptual-motor training on neuropsychological skills in children with visual impairment.

A single-case experimental study was conducted on three children (2 boys and 1 girl, aged between 4 and 7 years old) with visual impairment (20/70 and 20/200) who referred to Department of Social Welfare of Isfahan, Iran. The participants were selected through convenience purposive sampling method for the perceptual-motor training. The Language Development Scale, Guzel perceptual-motor Scale, Stanford-Binet scale, and Conner’s Neuropsychological questionnaire were used to collect the data. The multiple baseline design (MBA) was used in the present study, followed by the perceptual-motor intervention. The baseline position for the first, second, and third participants lasted three, five, and seven weeks, respectively, and the intervention duration for each participant was eight weeks as three sessions per week with each session lasting for one hour. Exit of the participants according to their entry into the training program was made in the step by step manner. The data were plotted and then the stability envelope and the trend of all three participants in the baseline and intervention positions were plotted and compared.

The perceptual-motor training was effective on neuropsychological skills [percentage of non-overlapping data (PND) = 87.5%] in three participants.

The perceptual-motor exercise may be an appropriate training method to improve neuropsychological skills in children with visual impairment.

Aim and Sensory integration improves children's ability to process and organize sensory information. The outcome of the brain’s ability to organize sensory information is improved performance and life skills, emotional growth, and general development. The aim of the current research was to investigate the efficacy of sensory integration on neuropsychological skills of children with attention deficit hyperactivity disorder (ADHD).
Methods and Materials: This experimental study was conducted through pretest and posttest and with a control group on 20 elementary school students in Isfahan, Iran, with ADHD. The participants were selected using random cluster sampling method, and then assigned randomly to experimental and control groups. The data collection tools consisted of Conner’s Parent and Teacher Rating Scales and Conner’s Neuropsychology Questionnaire. The collected data were analyzed in SPSS using covariance analysis.
Findings: A significant difference was observed in the posttest stage between the control and experimental groups in terms of neuropsychological skills (P It can be concluded that sensory integration training affects children's neuropsychological skills, and thus, can be used in rehabilitation and education of children with ADHD. The use of this training method in preschools is recommended in order to prevent the incidence of ADHD.