The Effect of Cognitive Skills Training on the Performance and Cognitive Abilities of Children with Learning Disabilities

Document Type : Research Paper

Authors

1 Associate Professor of Guilan University

2 Phd Student of Psychology, Azad University of Rasht

10.22098/jld.2019.756

Abstract

The purpose of this study was to evaluate the effect of cognitive skills training on cognitive impairment of children with learning disabilities. This research is a quasi-experimental one. The statistical population of the study includes all students with baseline third grade elementary school learning disorder in primary schools in Rasht, Iran, in 2007-2012 from which 30 were selected by random sampling. Regarding the sample size, 15 subjects were randomly assigned to the experimental group and 15 to the control group. In the current research, the Wisconsin Revised Scale of Children 4 and Student Wisconsin Test were used. The cognitive skills training program was presented to the experimental group in 14 45-minute sessions, while the control group did not receive any special training. The results of data analysis showed that cognitive skills training was effective on performance and cognitive abilities of children with learning disabilities (p <0.01). Based on the results of this study, considering the role and importance of cognitive abilities and teaching meta-cognitive strategies in the performance development of students with learning disabilities, it is necessary for these trainings to be taught in different ages and educational courses according to the level of intelligence and mentality of learners.

Keywords


باباپور خیرالدین، جلیل؛ پورشریفی، حمید؛ هاشمی، تورج و احمدی، عزت اله (1391). رابطه‌ی مؤلفه‌های فراشناخت و ذهن آگاهی با باورهای وسواسی دانش‌آموزان. مجله‌ی روان‌شناسی مدرسه، 1(4)، 38-23.
شیخ الاسلامی، علی. (1396). اثربخشی آموزش راهبردهای یادگیری شناختی و فراشناختی بر اهمال‏کاری تحصیلی دانش‌آموزان با پیشرفت تحصیلی پایین. مجله ی روان شناسی مدرسه، 6(3)، 65-84.
طاهرزاده قهفرخی، سجاد؛ ابراهیمی‌قوام، صغری؛ درتاج، فریبرز و سعدی پور، اسماعیل. (1395). مقایسه اثربخشی مداخله‌ فراشناختی و خودآموزی‌کلامی مایکنبام بر اضطراب‌امتحان دانش‌آموزان دختر‌ دبیرستانی. مجله ی روان شناسی مدرسه، 5(1)، 48-64.
عاشوری، مریم؛ آزادمرد، علی، جلیل آبکنار، مرضیه و معینی کیا، علی(1392). بررسی تأثیر تمرین­های روان­شناختی – تربیتی در کاهش بعضی اختلالات نوشتاری کودکان عقب مانده ذهنی آموزش پذیر. مجله ی روان شناسی مدرسه، (1)،4- 150-189
غیاثی گیشی، مهدی؛ مشهدی، علی و غنائی چمن آباد، علی. (1397). اثربخشی آموزش کنش‌های اجرایی و نوروفیدبک بر ارتقاء عملکرد تحصیلی دانش‌آموزان. مجله ی روان شناسی مدرسه، 7(2)، 177-195.
کاکاوند، علی (1392). اختلالات یادگیری، انتشارات شمس.
کبیری مریم، کیامنش علی، حجازی امید. (1395). نقش متغیرهای شخصی در پیشرفت ریاضی با توجه به نظریه شناختی-اجتماعی. مجله روان­شناسی معاصر، 1(5). 11-20.
مرادیان، زهرا؛ مشهدی، علی؛ شعرباف، حمیدرضاآقامحمدیان و اصغری نکاح، سید محسن. (1393). اثربخشی قصه درمانی مبتنی بر کنش‌های اجرایی بر بهبود بازداری و برنامه‌ریزی/سازماندهی دانش‌آموزان مبتلا به اختلال نارسایی توجه/فزون‌کنشی. مجله­ی روان شناسی مدرسه، 3(2)، 186-204.
میلانی‌فر ، بهروز؛ تبریزی، مصطفی (1390).  روان­شناسی کودکان استثنایی. انتشارات آبیژ.
یارمحمدیان، مریم، براقیان، علی، پارسیان، صلت. (1394) تأثیر آموزش راهبردهای شناختی بر عملکرد خواندن، سرعت پردازش اطلاعات، حافظه کلامی و حافظه‌ی بصری کودکان نارساخوان. فصل­نامه پژوهش­های نوین روان­شناختی،7 (3)، 81-99.
Babapour Kheiroddin, J., Poursharifi, H., Hashemi, T. & Ahmadi, E. (2012). The relationship of meta-cognition and mindfulness components with obsessive beliefs in students. Journal of school psychology, 1(4), 23-38. (Persian).
Bekman, B (2015). Students' Goal Orientations and Cognitive Engagement In Classroom Activities. Journal Of Educational Psychology, 80, 514-523.
Bekran, A (2010). Reward Contingencies And The Development Of An Audit Of Technological Innovation Capabilities In Chinese Firms: Some Empirical Findings In Bejing, China",Research Policy,33 (8), 123-140.
Boyake, J. & Pupusi. K (2013). Mainly Openness: The Relationship Between The Big Five Personality Traits and Learning Approaches. Journal Of Learning And Individual Differences, 19, 780-910.
Dawn, J., Flengan, K., Samuel, F. & Vincent, G (2016). The Achievement Test Desk Reference: A Guide To Learning Disability Identification, Second Edition.
Doker, R (2009). Perception Of Classroom Environment, Achievement Goals, And Achievement Outcomes. Journal Of Educational Psychology. 93(1), 43-54.
Funne, R (2008). A 2x2 Achievement Goal Framework. Journal Of Personality And Social Psychology, 80(3), 501-519.
Ghiyasi, M., Mashhadi, A., Ghanaei Chaman Abad, A. (2018). The effectiveness of executive-function training and neuro-feedback on improving students’ academic performance. Journal of School Psychology, 7(2), 177-195. (Persian).
Gerestean, J. & Fologo, A. (2009). The Development Of Epistemological Theories: Beliefs About Knowledge And Knowing And Their Relation To Learning. Review Of Educational Research, 61(1), 88-140.
Kalan, K. (2014). Relationship Among Pigsties Io And Achievement Assessment Child Development, 43,796-750.
Maluth, S. (1990). A Meta- Analysis Of The Relationship Berween Anxity Toward Mathematics And Achievement In Mathematics. Journal For Research In Mathenatics Education, 30, 520- 540.
Moradian, Z., Mashhadi, A., Aghamohammadian, H., Asghari Nekah, M. (2014). The effectiveness of narrative therapy based on executive functions on the improvement of inhibition and planning/organizing performance of student with ADHD. Journal of School Psychology, 3(2), 186-204. (Persian).
Maugham, L. & Garroll, K (2017). Preliminary An Alysis Of Family Life Skill Program. Presented At The National Association For Welfare Research And Statistics Annual Workshop, Cleveland, Ohio, August.
Mayak, M. (2017). Exploring Students Learning Sryles And Teachers Sryles. Submitted To Meet The Requirements Of Esc707 In Partial Fulfillment Of The Requirements For The Degree Of Masters Of Science In Education In Mathematice Education.
Sheykholeslami, A. (2017). The effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement. Journal of School Psychology, 6(3), 65-84. (Persian).
Shannon, D. & Allen, F. (2016). The Effectiveness Of A Rebt Training Program In Increasing The Performance Of High School Students In Mathematics. Journal Of Rational-Emotive & Cognitive-Behavior Therapy, 16(3), 197-209.
Swanson, H. L. & Jerman, R. (2011). Math Achievement, Numerical Processing, And Executive Functions In Girls With Turner Syndrome (Ts): Do Girls With Turner Syndrome Have Math Learning Disability? Learning And Individual Differences, 20(2), 70-81.
Taherzadeh Ghahfarokhi, S., Ebrahimi Ghavam, S., Dortaj, F. & Saadi pour, E. (2016). The comparison of the effectiveness of meta-cognitive therapy and meichenbaum’s self-instructional on test anxiety of high school girl students. Journal of School Psychology, 5(1), 48-64. (Persian).
Wagan, G (2015). Referenc Predictors Of Change In Life Skils In Schizophrenia Research After Congnitive Remediation, 197, 267-274.