خلاصة:
Executive functions and visual perception are variables that play important roles in learning and educational improvement. Therefore, the aim of this study was to investigate the effectiveness of attention rehabilitation on executive functions and visual perception of students with learning disorder and the study was of quasi - experimental type with pre-test, post-test and control group. The statistical population included all elementary school students in Rafsanjan in the second semester of 2018. The sampling method was multi-stage cluster method and the statistical sample of research involved 20 students with specific learning disorders, selected and replaced by a simple random method in two groups of experiment and control groups (2 groups of ten). The research tools were the visual perception test of Frostig and the Wisconsin cards. After performing pre-test on both control and experimental groups, the experimental group was trained using Captain Log software for 12 session, and at the end, the post-test was performed on both groups. The data were analyzed using SPSS v.24 software and statistical analysis of covariance (MANCOVA). The results of statistical analysis showed that attention facilitator rehabilitation is effective in improving students' ability in visual perception test. Also, the results revealed that rehabilitation of attention can significantly improve the performance of children with learning disorder in the executive functions.
ملخص الجهاز:
The Effectiveness of Attention Facilitator-Inhibitor Rehabilitation on Executive Functions and Visual Perception of Children with Learning Disorder on the Basis of Integrated SNP/CHC Model Maryam Mirzaie Khalilabadi M.
Therefore, the aim of this study was to investigate the effectiveness of attention rehabilitation on executive functions and visual perception of students with learning disorder and the study was of quasi - experimental type with pre-test, post-test and control group.
These problems include defect in attention , working memory and processing speed (Amani, Fadayi, Tavakoli, Shiri, & Shiri, 2017; Cornoldi, Giofre, Orsini, & Pezzuti, 2014; Eqlidi, Koobasi, Nejati & Tabatabai, 2013; Moshiriyan Frahi, Zarif Golbar Yazdi & Amin Yazdi, 2016; Peng & Fuchs, 2016; Zolfaghari, 2014).
Therefore, considering the importance of basic cognitive abilities such as visual perception and executive function in children's educational ability, and the results of previous researches that show, improving these basic processes can be effective on improving the children’s learning problems, finding a way to promote these abilities seems necessary.
Then, using a post-test of both groups, the effectiveness of attention rehabilitation on visual perception and executive functions of children was assessed.
The results of covariance analysis showed that attention facilitator/inhibitor rehabilitation had a significant effect on increasing the ability of children with learning disorder in all executive function subscales as well as visual perception variable.
This result is in agreement with the research results of Narimani and Soleimani (2013), Najarzadegan, Njati, Amiri and Sharifiyan (2015), Qaedi, Khalili, Afshin Majd, Rahmati and Karimi (2017) and Eyvazi, Yazdanbakhsh and Moradi (2018).