The effectiveness of verbal self-instruction training on executive functions and visual motor coordination in children with dyslexia

Document Type : Research Paper

Authors

1 .Corresponding Author: Professor Emeritus of Psychology, University of Mohaghegh Ardabili

2 Professor of Psychology, University of Guilan

3 Ph.D of Psychology, University of Mohaghegh Ardabili

10.22098/jld.2018.616

Abstract

This study investigated the effectiveness of verbal self-instruction training on executive functions and visual-motor coordination is the dyslexic students. This research is quasi-experimental and has used two-group pretest-posttest design. The population of the study included all children with dyslexia who referred to centers in Mashhad city in 2015. The sample consisted of 40 children with dyslexia that were selected and randomly assigned to two experimental and control groups (each group n = 20). Tower of Londo, Stroop, continuous operation test and Bender-Gestalt visual-motor coordination were used to collect data and the data were analyzed using MANOVA. The results showed that verbal self-instruction training on all the executive functions (exception of consistent errors in Stroop test) and visual-motor coordination is effective on dyslexic individuals (P˂ 0.001). According to the findings it was concluded that verbal self-instruction training is an effective treatment to improve symptoms of dyslexic children.

Keywords


امینیایی، فرشته و موسوی­نسب، سیدمحمدحسین. (1393). مقایسه کارکردهای اجرایی دانش­آموزان دارای اختلال خواندن با دانش­آموزان عادی. فصلنامه تازه­های علوم شناختی 16(3)، 53-60.
بشرپور، سجاد (1385). ﺑﺮرﺳﻲ ﺳﺮﻋﺖ ﭘﺮدازش اﻃﻼﻋﺎت، ﭘﺮدازش ﺧﻮدﻛﺎر و ﻛﻨﺘﺮل ﺷﺪه و ﺗﺄﺛﻴﺮ داروﻫﺎی  ﺿﺪ اﻓﺴﺮدﮔﻲ ﺑﺮ اﻳﻦ ﺳﻪ ﻣﺘﻐﻴﺮ در اﺧﺘﻼل اﻓﺴﺮدﮔﻲ. ﭘﺎﻳﺎنﻧﺎﻣﻪ ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ روانﺷﻨﺎﺳﻲ ﻋﻤﻮﻣﻲ، داﻧﺸﮕﺎه ﻣﺤﻘﻖ اردﺑﻴﻠﻲ، اردبیل، ایران.
بهراد، بهنام  (1384). فراتحلیل شیوع ناتوانی­های یادگیری در دانش­آموزان ابتدایی ایران. پژوهش در حیطه کودکان استثنایی، 5(4)، 436-417.
خانخانی­زاده، هنگامه و باقری، سحر (1391). اثربخشی خودآموزی کلامی بر بهبود سازگاری اجتماعی دانش­آموزان با ناتوانی­های یادگیری. مجله ناتوانی­های یادگیری 2(1)، 52-43.
دلاور، علی (1380). مبانی نظری و علمی پژوهش در علوم انسانی و اجتماعی. تهران: انتشارات رشد.
شهیم، سیما و هارون­رشیدی، همایون. (1386). مقایسه­ی عملکرد کودکان دارای اختلالات یادگیری کلامی و غیرکلامی در مقیاس تجدیدنظر شده­ی هوش وکسلر، آزمون دیداری - حرکتی بندرگشتالت و مقیاس ریاضیات ایران کی­مت. مجله­ی دانش و پژوهش در روان­شناسی 8(4)، 35-30.
صداقتی، لیلا؛ فروغی، رقیه؛ شفیعی، بیژن و مرآتی، محمدرضا. (1389). بررسی میزان شیوع نارساخوانی در دانش­آموزان طبیعی پایه­ی اول تا پنجم دبستان های اصفهان. مجله شنوایی­شناسی 19 (1)، 61-44.
قمری گیوی، حسین؛ نریمانی، محمد و محمودی، هیوا (1391). اثربخشی نرم افزار پیشبرد شناختی بر کارکردهای اجرایی، بازداری پاسخ و حافظه کاری کودکان دچار نارساخوانی و نقص توجه. مجله ی ناتوانی های یادگیری، 5(3)، 13-1.
علیزاده، حمید و زاهدی­پور، مهدی (1383). کارکردهای اجرایی در کودکان با و بدون اختلال هماهنگی. مجله تازه­های علوم شناختی، 6(3)، 45-36.
کاراحمدی، مژگان و شهریور، زهرا. (1385). بررسی کارکردهای اجرایی در مبتلایان به سندرم توره با و بدون اختلال کمبود توجه و بیش­فعالی.  مجلۀ دانشکدة پزشکی اصفهان، 24(82)، 22-17.
نریمانی، محمد و سلیمانی، اسماعیل(1392). اثربخشی توان بخشی شناختی بر کارکردهای اجرایی (حافظه کاری و توجه) و پیشرفت تحصیلی دانش‌آموزان دارای اختلال یادگیری ریاضی. مجله‌ی ناتوانی های یادگیری، 2(3)، 115-91.   
مهری­نژاد، سیدابوالقاسم؛ صبحی قراملکی، ناصر و رجبی مقدم، سارا.  (1391). بررسی توان پیش بینی آزمون بندر گشتالت برای آمادگی ابتلا به ناتوانی­های خواندن و دیکته در کودکان پیش­دبستانی. مجله­ی ناتوانی­های یادگیری (3)، 118-130.
هادیان فرد، حبیب؛ نجاریان، بهمن؛ شکرکن، حسین و مهرابی­زاده هنرمند، مهناز. (1389).  تهیه و ساخت آزمون عملکرد پیوسته. مجله مطالعات روانشناسی 16، 404-308.
هاشمی، تورج؛ اقبالی، علی و محمود علیلو، مجید. (1388). تأثیر خودآموزی کلامی بر بهبود سازگاری اجتماعی کودکان مبتلا به اختلال سلوک. مجله­ی روا نشناسی بالینی 1(2)، 36-29.
Alizade, H. & Zafedipour, M. (2004). Executive functions in children with and without coordination disorder. New Journal of Cognitive Science, 6(3), 36-45. (Persian)
American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 5th Edition. (2013). Washington DC, American Association.
Aminaee, F. & Mousavi-Nasab, S. M. H. (2014). The comparison of executive functions in students with and without reading disorder. Advances in Cognitive Science, 16(3), 53-60. (Persian)
Baluoti, A. R; Bayat, M. R. & Alimoradi, M. (2012). Relationship between visual perception and reading disability in primary students (first, second, third, grade) of Ahwaz city. International Research Journal of Applied and Basic Sciences, 3 (10), 2091-2096.
Barkely, R.A. (2003). ADHD in children, adolescents and adults: Diagnosis, assessment and treatment. Papers presented at 5 th Annual National ADHD Conference , St, louis, Mo
Basharpour, S. (2006). Determine the speed of information processing, automatic processing and control, and effect of antidepressant drugs on these three variables on depression. MA thesis in General Psychology, Mohaghegh Ardebili University, Ardebil, Iran. (Persian)
Behrad, B. (2005). Meta-analysis of the incidence of learning disabilities in elementary school students. This area of exceptional children, 5 (4), 436-417. (Persian).
Bernice, W. Lorraine, G. Maureen, H. & Jeanett, B. (2009). The ABCS of learning. Learning Disabilities. Press kleas.
Bhatia, T; Garg, K; Pogue-Geile, M; Nimgaonkar, V. L. & Deshpande, S. N. (2009). Executive functions and cognitive deficits in schizophrenia: comparisons between probands, parents and controls in India. Journal of Postgrad Medeciane; 55 (1), 3-7
Buchan, B. D. (2009). The classification of reading disability subtypes and the efficacy of hemisphere specific stimulation.
Caspi, A. & Moffitt, T.E. (1995). The continuity of Maladaptive behavior : From description to understanding in the study of antisocial behavior. In D. cichetti & D.J.cohen (Eds), Developmental Psychopathology. Vol2. Risk disorder and adaptation ,472-511. New York: Wiley.
Cragg, L. & Nation, K. (2010). Language and the development of cognitive control. Topics in Cognitive Science, 2(4), 631-42.
Debranat, J; Vingerhoets, G; VanWaelvelds, H; Leemans, A; Taymans, T, & Caeyenberghs, K. (2016). Brain Connectomics of Visual-Motor Deficits in Children with Developmental Coordination Disorder. The Journal of Pediatrics, 169, 21-27
Delavar, A. (2000). Theoretical and practical research in the humanities and social sciences. Tehran, Roshd Publisher. (Persian)
Faber, G. (2006). The effects of visualizing and verbalizing methods in remedial spelling training: individual changes in dyslexic student spelling test performance. International Journal of Special Education 21(3), 85-95
Facoetti, A., Lorusso, M. L., Paganoni, P., Cattaneo, C., Galli, R. & Mascetti, G. G. (2003). The time course of attentional focusing in dyslexic and normally reading children. Brain Cogn. 53, 181–184
Finn, E. S., Shen, X., Holahan, J. M., Scheinost, D., Lacadie, C., Papademetris, X., Shaywitz, S.E., Shaywitz, B.A. & Constable, R.T. (2014). Disruption of functional networks in dyslexia: a whole-brain, data-driven analysis of connectivity. Biological Psychiatry, 76, 397–404.
Franceschini, S., Gori, S., Ruffino, M., Pedrolli, K.. & Facoetti, A. (2012). A causal link between visual spatial attention and reading acquisition. Current Biology. 22, 814–819
Frick, P. J., Cornell, A. H., Bodin, S. D., Dane, H. E. & Barry, C. T. (2003). "Callousunemotional trains and developmental pathways to severeconduct problems". Developmental psychology, 39, 226-260.
Fusco, NGermano, G. D. & Capellini, S. A. (2015). Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. Codas. 27(2), 128-34.
Ghamari Givi, H., Narimani, M . & Mahmoodi, H. (2012). The effectiveness of cognition-promoting software on executive functions, response inhibition and working memory of childern with dyslexia and attention dificit/ hyperactivity disorders. Journal of Learning Disabilities, 1(2), 98-115. (Persian).
Gooch, D; Snowling, M. & Hulme, H. (2011). Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms. Journal of Child Psychology and Psychiatry 52:(2), 195–203
Gori, S. & Facoetti, A. (2014). Perceptual learning as a possible new approach for remediation and prevention of developmental dyslexia. Vision Research. 99, 78–87.
Hadianfard, H; Najjarian, B; Shokrkon, H. & Mehrabizade Honarmand, M. (2011). Procurement and construction of the Continuous Performance Test. Journal of Psychology, 16, 388-404. (Persian)
Hashemi, T; Eghbali, A.  M. A. & Mahmud Alilo. (2009). The Effect of Verbal Self – Instruction on Social Adjustment in Children with Conduct Disorder. Journal of Clinical Psychology, 1(2), 29-36. (Persian)
Helland, T. (2006). Dyslexia at a behavioral and a cognitive level. Dyslexia;10, 234–52.
Hutzler, F., Kronbichler, M., Jacobs, A. M. & Wimmer, H. (2005). Perhaps correlational but not causal: No effect of dyslexic readers magnocellular system on their eye movements during reading. Neuropsychologia, 44, 637-648
Karahmadi, M, & shahrivar, Z. (2006). Comparative of Executive Function in tourett's syndrome In children with and without ADHD. Journal of Medical School, 24(82), 17-22. (Persian)
KhanKhanizadeh, H. & Bagheri, S . (2012). The effectiveness of verbal self instruction on social adjustment in students with learning disabilities. Journal of Learning Disabilities, 2(1), 43-52. (Persian)
Krause, T. H. (2015).  Pinpointing the Deficit in Executive Functions in Adolescents With Dyslexia Performing the Wisconsin Card Sorting Test. Journal of  Learning Disability   47( 3),  208-223
Kray, J; Eber, J. & Karbach, J. (2008). Verbal self-instructions in task switching: a compensatory tool for action-control deficits in childhood and old age? Developmental science, 11(2), 223-36.
Laasonen, M., Salomaa, J., Cousineau, D., Leppämäki, S., Tani, P. & Hokkanen, L. (2012). Project DyAdd: visual attention in adult dyslexia and ADHD. Brain Cognitive, 80, 311–327 

Lima, R. F; Azoni, C. A. & Ciasca, S. M. (2013). Attentional and Executive Deficits in Brazilian Children with Developmental Dyslexia. Psychology Journal, 4(10), 1-6

Mehrinejad, S. A; Sobhi Gharamaleki, N. & Rajabi Moghadam, S. (2012). An investigation of the power of the Bender Gestalt test in the prediction of preschool children’s predisposition for dyslexia and dysgraphia. Journal of Learning Disabilities, 1(3), 118-130. (Persian)
Menghini, D., Finzi, A., Carlesimo, G. A. & Vicari, S. (2011). Working memory impairment in children with developmental dyslexia: is it just a phonological deficit? Development Neuropsychology. 36, 199–213 
Mogasale, V. V., Patil, V. D., Patil, N. M. & Mogasale, V. (2011). Prevalence of Specific Learning Disabilities Among Primary School Children in a South Indian City. Indian Journal of Pediatrics, 3(2), 1-6.
Moreno-López, L., Stamatakis, E. A., Fernández-Serrano, M. J., Gómez-Río, M., Rodríguez-Fernández, A., Pérez García, M. & Verdejo-García, A. (2012). Neural correlates of hot and cold executive functions in polysubstance addiction: association between neuropsychological performance and resting brain metabolism as measured by positron emission tomography. Psychiatry Research: Neuroimaging, 203(2), 214-221.

 Moura, O;  Simões, M. R,  Pereira, M. (2015). Executive Functioning in Children With Developmental Dyslexia. The Clinical Neuropsychologist, 28, 11-19

Narimani, M. & Soleymani, E. (2013). The effectiveness of cognitive rehabilitation on executive functions (working memory and attention) and academic achievement in students with math learning disorder. Journal of Learning Disabilities, 2(3), 91-115. (Persian). 
Noushabadi, F;  Adibsereshki, N; Sajedi, F; Bakhshi, E; Rostami, M. & Syakhaneh, S. (2015).  Social Competence of Students with Learning Disability: Advantages of Verbal Self-Instructional Package. Iranian Rehabilitation Journal, 13,110-115
Oga, C. & Haron, F. (2012). Life experiences of individuals living with dyslexia in malaysia: a phenomenological study. Procedia – Social and Behavioral Sciences, 4, 1129–1133.
Ohare, A. (2010). Dyslexia: What do pediatricians need to know?. Journal of Pediatrics and Child health, 20, 338-340.
Pakadannaya, P., Devi, M., Zaveria, S., Chengappa, K. & Vaid, V. (2002). Directional scaning effect and stenght of reading habit in picture naming and recall. Brain and Cognition. 48(4), 84-490
Peterson, R. L. & Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 379, 1997e2007.
Sahari, S. H. & Johari, A. (2012). Improvising Reading Classes and Classroom Environment for Children with Reading Difficulties and Dyslexia Symptoms. Procedia - Social and Behavioral Sciences, 38, 100 – 107.
Sedaghati, L; Foroughi, R;  Shafiei, B. &  Maracy, M. R. (2010). Prevalence of dyslexia in first to fifth grade elementary students Isfahan, Iran. Audiol, 19(1), 94-101. (Persian)
Shahim, S. & Haronrashidi, H. (2007). Compare children with verbal and nonverbal learning disorders in the Wechsler Intelligence Scale-Revised, visual-motor Bender-Gestalt Test and mathematics scales of Kay Math. Journal of Science and Research in Psychology, 8(4), 30-35. (Persian)
Smith-Spark, J. H. & Fisk, J. E. (2007). Working memory functioning in developmental dyslexia.Memory 15, 34–56
Varvara, P; Varuzza, C;  Sorrentino, A. C. P; Vicari, S, &  Menghin, D. (2014). Executive functions in developmental dyslexia. Human Neuroscience 8, 120-128
Verdejo-Garcia, A. & Bechara, A. (2010). [Neuropsychology of executive functions]. Psicothema, 22(2), 227-235.
Winsler, A; Manfra, L. & Diaz, R. M. (2007). “Should I let them talk?”: Private speech and task performance among preschool children with and without behavior problems. Early Childhood Research Quarterly, 22(2), 215-31.
Zhou, Y; Chang, C. M. &  Wong, N. (2014). What is the role of visual skills in learning to read? Frontal Psychology, 5, 776-783