The effectiveness of neuropsychological rehabilitation treatment on improving the performance of response inhibition in students with learning disabilities in math and dyscalculia

Document Type : Research Paper

Author

Assistant Professor, PhD in Cognitive Neuroscience, Tabriz Islamic Art University

10.22098/jld.2020.860

Abstract

 
 
This study examines the effectiveness of neuropsychological rehabilitation treatment on improving the performance of response inhibition in people with learning disabilities in math and dyscalculia. Therefore, among the population of the city of Tabriz, that all students with disabilities in math and reading centers of learning disorders in the 2015-2016 academic year, 30 students with these disabilities, aged 8 to 12 years, received 20 sessions of 30- to 45-minute treatment, with the Persian version of the educational software SOUND SMART produced by BRAIN TRAIN company. The data were analyzed through SPSS (Version 21) descriptive statistics and multivariate regression analysis. The results revealed that neuropsychological rehabilitation of response inhibition had a significant positive impacton students with learning disabilities in math and reading (p < .01). According to the results of the present study, it can be concluded that rehabilitation therapy can be used as a complementary therapy along with other conventional therapies for math and reading learning disabilities.

Keywords


بیرامی، منصور (1392). اثربخشی آموزش خودتنظیمی بر کارکردهای اجرایی و عملکرد خواندن دانش آموزان نارساخوان. مجله پژوهش های نوین روان شناختی، 8 (29)، 66-43.
علیزاده، حمید (1385). رابطة کارکردهای اجرایی عصبی شناختی با اختلال های رشدی. مجله تازه های علوم شناختی، 8(4)، 70-57.
کوهبنانی، سکینه و شریفی درآمدی، پرویز (1391). اثربخشی برنامه رایانه یار حافظه کاری بر بهبود کنش های اجرایی دانش‌آموزان ناشنوا. مجله روانشناسی تحولی: روانشناسان ایرانی، 10(27)، 60-51.
کاپلان، بنجامین و سادوک، ویرجینیا. (2007). خلاصه روان پزشکی، ویراست 3، تهران، انتشارات ارجمند.
نریمانی، محمد؛ سلیمانی، اسماعیل و تبریزچی، نرگس. (1394). بررسی تأثیر توانبخشی شناختی بر بهبود نگه­داری توجه و پیشرفت تحصیلی ریاضی دانش آموزان دارای اختلالADHD. مجله‌ی روان­شناسی مدرسه، 4(2)، 118-134
 نریمانی، محمد؛ سلیمانی، اسماعیل؛ زاهد بابلان، عادل و  ابوالقاسمی، عباس (1392). مقایسه اثربخشی آموزش کنش‌های اجرایی و بازی درمانی در بهبود حافظه کاری، نگهداری توجه و پیشرفت تحصیلی دانش آموزان مبتلا به نارسایی در حساب. مجله روانشناسی بالینی، 5(4)، 16-1.
Alizadeh, H (2006). The Relationship between Cognitive Neurological Executive Functions and Developmental Disorders. New Journal of Cognitive Science, 8(4);70-57. (Persian).
Avzton, S. (2012). Effect of neuroscience based cognitive skill training on growth of cognitive deficits associated with learning disabilities in children grades. Minneapolis: College of education, Walden University.
Bakker, D. J. (2004). Neurofeedback Training with Virtual Reality for Inattention and Impulsiveness, Journal of Psychological Behavorl; 7(5): 519-526.
Bakker, D. J. (2006). Treatment of Developmental dyslexia: A Review. Pediatric Rehabilitation, in press.
Barkley, R. A. (1997). ADHD and nature of self control. NewYork: Guilford Press.
Barlow, D. H. & Durand, M. V. (2014). Abnormal Psychology: an integrative approach, seventh edition.
Bayrami, M (2013). The Effectiveness of Self-Regulation Training on the Executive Functions and Reading Performance of Dyslexic Students. Journal of Modern Psychological Research, 8(29); 43-66. (Persian).
Buchan, B. D. (2009). The classification of reading disability subtypes and the efficacy of hemisphere specific stimulation.
Bull, A, Screrif Y. (2002). Goaldirected upper limb movments by children and without DCD: A window into perceptuo-motor dysfunction? Phisiotherapy international journal; 9 (3): 1-12.
Bull, R. & Scerif, G. (2001). Executive functions as a predictor of children's mathematics ability: Inhibition, shifting, and working memory. Journal of Developmental Neuropsychology; 17(1): 273-293.
Casey, J. (2012). A model to guide the conceptualization, assessment, and diagnosis of nonverbal learning disorder. Canadian Journal of School Psychology; 27 (1): 35–57.
Castellanos, AS. (1997). Learning disorders with a special emphasis on reading disordes. Journal of AM Academec child Adolescence psychiartry;17 (36): 1020- 1032.
Degeus, F. Denys, D.A. Sitskoormm. Westenberg, H G. (2007). Attention and cognition in patients with obsessive – compulsive disorder. Journal of Psychiatry Clin Neurosci., 67 (1):45 – 53.
Fernel, J.  (2005). The prefrontal cortex (2nd ed.) New York: Raven Press.
Gatian, A. & Garolera, M. (2012). Efficacy of an adjunctive computer based cognitive impairment and Alzheimers disease: a single blind randomized clinical trail. the Journal of Geriatric Psychiatry; 15 (2): 28-35.
Hadassah Medical Organization. (2011). The Efficacy of Computerized Cognitive Training in Adults With ADHD: Change in ADHD Symptoms, Executive Functions and Quality of Life Following Three Months of Training, NCT00843141 History of Changes; 15(3): 400- 430.
Halahan, S.P. & Kofmann, S. G. (2001). The Affective Style Questionnaire: Development And Psychometric Properties. Journal of Psychopathol Behavior Assessment; 32 (12): 255–263.
Kaplan, B & Sadok, V. (2007). Psychiatric Abstract, Edition 3, Tehran, Arjmand Publications. (Persian).
Kelinberg, G. & Fernell, D. (2005). Deficits in Attention Motor Control and Perception and other Syndromes Attributed to Minimal Brain Dysfunctional. Journal of Clinics in Developmental Medicine; 12 (5):138-172.
Kesler, S. R., Lacayo, N. J. & Jo, B. (2011). A pilot study of an online cognitive rehabilitation program for executive function skills in children with cancer-related brain injury, Journal of Psychiatry and Behavioral Sciences; 25(1):101-12.
Kouhbani, S. & Sharifi Daramadi, P (2012). The Effectiveness of Working Memory Assistant Computer Program on Improving Deaf Students' Executive Performance. Journal of Transformational Psychology: Iranian Psychologists, 10(27); 51-60. (Persian).
Lerner, J. (2003). Learning disabilities: theories, diagnosis and teaching strategies (9 thed). Boston: MA:Houghton Mifflin.
Mason, L. H. (2004). TWA versus reciprocal questioning: Effects on expository reading comprehension performance among students who struggle with reading. Journal of Educational Psychology; 96 (8): 283–296.
Mclean, K. & Hitch, J. (2001). Executive functions in student with and without mathematics disorder.  Journal of learning disabilities; 30(2): 214-225.
Milton, H. (2010). Effects of the computerized Working Memory Training Program on Attentin, Working Memory and Academics in Adolescents with severe ADHD/ LD. Journal of Psychology; 1(14): 120-122.
Muller, A. & zelazo T. (2004). What Is ADHD? KidsHealth for parents Nemoures foundation. journal of psychology children; 12 (5): 100- 120.
Narimani, M., Soleymani, E., Tabrizchi, N. (2015). The effect of cognitive rehabilitation on attention maintenance and math achievement in ADHD students. Journal of School Psychology; 4(2), 118-134. (Persian).
Narimani, M., Soleimani, S., Zahed Bablan, A. & Abolghasemi, A (2013). Comparison of the effectiveness of executive and play therapy training in improving working memory, attention retention and academic achievement in students with arithmetic disorder. Journal of Clinical Psychology, 5(4); 1-16. (Persian).
Nigg, J. T., Blaskey, L. G., Huang-Pollock, C. L. & Rappley, M. D. (2002). Neuropsychological executive functions and DSM-IV ADHD subtypes. Journal of the American Academy of child and Adolescent Psychiatry; 41(11): 59-66.
NikPay, E., Farahbakhshs, S. & Yousefvand, L. (2017). The effect of training self-regulated learning strategies on critical thinking of students. Journal of School Psychology, 6(3), 116-135. (Persian).
Owen, A. M., Hampshire, A. & Grahn, J. A. (2010). Putting brain training to the test nature. Journal of Europe PMC Funders Group; 10 (465): 775-778.
Reid, G. (2003). Dyslexia: A practitioner,S. Handbook. Third Edition. John wiley & sons ltd.
Seidman, L. J. (2006). Neuropsychological functioning in people with ADHD across the lifespan. Clinical Psychology Review; 26 (3): 466–485.
Sluis, S. De Jong, P. F. & Van Der Leij, A. (2004). Inhibition and shifting in children with learning dificts in arithmetic reading. Journal of Expermintal Child Psycholgy; 87(5): 239- 266.
Soltani Kohbani, S., Alizadeh, H., Hashemi, Z. H. & Sarami, GH. (2013) Executive Function Deficits in vStudents With Mathemetical Learning Disorder. Journal of Advances in Cognitive Sceince, 14 (3); 75-84. (Persian).
Thorell, L. B., Linqvist, S., Nutley, S. B., Bohlin, G. & Klingberg, T. (2009). Training ana transfer effects of executive functions in preschool children. Journal of Developmental Science; 12(1): 106-113.
Valera, E. M. & Seidman, L. J. (2006). Neurobiology of Attention-Deficit/Hyperactivity Disorder in Preschoolers. Journal of Infants and Young Children; 19(2): 94-108.
Woolf, C. J. & Salter. M. W. (2002). Neuronal plasticity: Increasing the gain in pain. Journal of Science; 288(5): 1765-1772.