نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، صندوق پستی 889- 14665، تهران، ایران
2 کارشناسی ارشد، دانشکده علوم تربیتی، دانشگاه فرهنگیان، تهران ایران
3 گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: The present study aimed to investigate the effectiveness of organizational skills training with an emphasis on self-monitoring and the use of visual timers on improving executive functions in students with Specific Learning Disorder.
Materials and Methods: This study employed a single-case design with a multiple baseline across participants. Three students aged eight to ten years with a diagnosis of Specific Learning Disorder were selected from learning disorder centers in Tabriz using purposive sampling. Inclusion criteria included definitive diagnosis of Specific Learning Disorder based on DSM-5-TR, IQ between ninety-five and one hundred fifteen, and no receipt of similar intervention in the past six months. The intervention was implemented in twelve sessions of forty-five minutes each, three times per week, individually. Data collection tools included the Behavior Rating Inventory of Executive Function, (BRIEF-2), a researcher-made observational checklist, and a daily parent log form. The validity and reliability of the instruments were confirmed. Data were analyzed using visual analysis, within-phase and between-phase indices, and Tau-U effect size. Ethical approval was obtained from the university and informed parental consent was secured.
Results: The average percentage of correct material organization and correctly completed planned tasks increased. BRIEF-2 subscale T-scores decreased from the clinical range to the normal range and remained stable at the one-month follow-up.
Conclusion: Findings provide preliminary evidence of a functional relation between the intervention package and im-proved organization and planning in the present sample..
کلیدواژه‌ها [English]
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