The Effectiveness of Neuropsychological Early Interventions Package on Processing Speed of Children with Developmental Cognitive Delay
Subject Areas : Educational Psychology
mohammad hosseinali zade
1
(Isfahan)
Salar Faramarzi
2
(Department of Children with spatial needs, University of Isfahan, Isfahan, Iran)
ahmad abedi
3
(Associate Professor of Psychology,department of exceptional children psychology, university of Isfahan, Isfahan, Ira)
Keywords: neuropsychological early interventions, processing speed, development cognitive delays,
Abstract :
The aim of the present study was to Effectiveness of Neuropsychological Early Interventions Package on processing speed of Children with Developmental Cognitive Delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research population consisted of 4-6 year-old children with Developmental Cognitive Delay who were under training in kindergartens and preschool centers in Tabriz. The multistage random sampling method was employed in such a way that three regions were selected randomly and from each of them, three kindergartens and pre-school centers were randomly selected. The interventions were designed by the researchers. Then, the Wechsler Preschool and Primary Scale of Intelligence-3 (WPPSI-III) was administered on children for screening, and the number of 30 students with development cognitive delays and enjoyed inclusion criteria were randomly selected and divided into two experimental and control groups. Afterwards, a 16-session neuropsychological intervention program was performed on the experimental group and the control group did not receive any intervention. Data were analyzed by the repeated measures ANOVA using SPSS- 22. The results indicated that there was a significant difference between the subjects in the experimental group and control group in terms of processing speed in post-test and follow up stages (P <0.05). As a result, it can be concluded that a neuropsychological interventions package has led to an increase in processing speed in children with development cognitive delays.
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Voss, M. W., Kramer, A. F., Basak, C., Prakash, R. S., & Roberts, B. (2010). Are expert athletes ‘expert’in the cognitive laboratory? A meta‐analytic review of cognition and sport expertise. Applied Cognitive Psychology, 24(6), 812-826.
Yarmohammadian, A., Ghamarani, A., Seifi, Z., & Arfa, M. (2015). Effectiveness of cognitive strategies training on memory, reading performance and speed of information processing in students with dyslexia. Journal of Learning Disabilities. 4 (4): 110-117 [In Persian].
_||_Apache, R. G. (2005). Activity-based intervention in motor skill development. Perceptual and motor skills, 100(3_suppl), 1011-1020.
Asghari Nekah, S. M. (2007). Necessity and Position of Early Intervention and Preschool Education for Children with Special Needs, Journal of Exceptional Education, 74, 11-3 [In Persian].
Fathi Ashtiani, M., Akhavan Tafti, M., & Khademi, M. (2016). Effectiveness of cognitive education on processing speed and working memory of children with learning disabilities, Journal of Educational Psychology, 12(41), 125-141 [In Persian].
Golinkoff, R. M., Hirsh-Pasek, K., & Singer, D. G. (2006). Why play= learning: A challenge for parents and educators. Play= learning: How play motivates and enhances children's cognitive and social-emotional growth, 3-12.
Guralnick, M. J. (1991). The next decade of research on the effectiveness of early intervention. Exceptional children, 58(2), 174-183.
Hasani, J., & Rezaee, J, H. (2014). Assessment of Information Processing Speed with Regard to StateTrait Anxiety. Journal of Cognitive Psychology, 2(3), 12-20 [In Persian].
Hirbod, S, Ghalmzan, M. & Abedi, A. (2015). Wechsler preschool and primary scale of intelligence: Third Edition (Translation, Adaptation, and Standardization). First Edition, Tehran: Azmon Yar Pooya Publication [In Persian].
Hosseinalizadeh, M., Faramarzi, S., & Abedi, A. (2018). Developing a Child-Centered Neuropsychological Interventions Package and Assessing Its Effectiveness on the Performance of Children with Developmental Cognitive Delay, Quarterly of Psychology of Exceptional Individuals, 8(31), 37-56 [In Persian].
Jacobson, L. A., Ryan, M., Martin, R. B., Ewen, J., Mostofsky, S. H., Denckla, M. B., & Mahone, E. M. (2011). Working memory influences processing speed and reading fluency in ADHD. Child Neuropsychology, 17(3), 209-224.
Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences, 105(19), 6829-6833.
King, N., Horrocks, C., & Brooks, J. (2018). Interviews in qualitative research. SAGE Publications Limited.
Kosarian, M., Vahid Shahi, C., Shefaat, A, B., Abbaskhaniyan, A., Azizi, S., Shahrokh, SH., & Asadi, M. (2007). Screening of evolutionary disorders in kindergarten children in Sari city, Journal of Mazandaran University of Medical Sciences, 59 (17), 75-69 [In Persian].
Leonard, Charles. (2012). Neurology of Human Motion. Translated by Pooneh Mokhtari, Second Edition, Tehran: Imam Hossein Comprehensive Publication [In Persian].
Liyqat, R., Bagheri Karimi, A., Bayat, S. & Mellalli, M. (2017). The Effectiveness of Sensory Integration Therapy on Active Memory Function and Processing Speed of Children with Attention Deficit and Hyperactivity Disorder, International Conference on Psychopathology and Education, Volume 1, Alzahra University. [In Persian].
Malekpour, M. & Nesayi Mogadam, B. (2014). Effect of sand play Therapy on cognitive development of Educable Mentally Retarded, Journal of Researches of Cognitive and Behavioral Sciences, 1(4), 141-154 [In Persian].
Memmert, D. (2009). Pay attention! A review of visual attentional expertise in sport. International Review of Sport and Exercise Psychology, 2(2), 119-138.
M'Lisa, L. S., & Rush, D. D. (2001). The ten myths about providing early intervention services in natural environments. Infants & Young Children, 14(1), 1-13.
Moreno, J., & Saldaña, D. (2005). Use of a computer-assisted program to improve metacognition in persons with severe intellectual disabilities. Research in Developmental Disabilities, 26(4), 341-357.
Naimi, A., Shahim, S. & Hemati Alamdarloo, G. (2014). Assessment of Cognitive Processing Dimensions in Students with Learning Disabilities, Master’s Degree in Psychology and Exceptional Child Education, College of Education and Psychology, Shiraz University [In Persian].
Nutbrown, C. (2011). Key concepts in early childhood education and care. Sage.
Paterson, J., Iusitini, L., & Gao, W. (2011). Child developmental assessment at two-years of age: Data from the Pacific Islands Families Study. Pac. Health Dialog, 17, 51-63.
Persson, J., & Reuter-Lorenz, P. A. (2008). Gaining control: Training executive function and far transfer of the ability to resolve interference [retracted]. Psychological Science, 19(9), 881-888.
Petermann, F. (2011). WPPSI-III: Wechsler Preschool and Primary Scale of Intelligence-: Deutschsprachige Adaptation nach D. Wechsler. Pearson Assessment and Information.
Poon-McBrayer, K. F. (2012). Bridging policy–practice gap: Protecting rights of youth with learning disabilities in Hong Kong. Children and Youth Services Review, 34(9), 1909-1914.
Rahmati, N. (2018). The Effect of Metacognitive Skills on Cognitive Ability and Learning Styles of Dyslexic Students, Journal of Educational Sociology, 6(10), 79-86 [In Persian].
Rindermann, H., & Neubauer, A. C. (2010). Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models. Intelligence, 32(6), 573-589.
Sajaniemi, N., Mäkelä, J., Salokorpi, T., Von Wendt, L., Hämäläinen, T., & Hakamies-Blomqvist, L. (2001). Cognitive performance and attachment patterns at four years of age in extremely low birth weight infants after early intervention. European Child & Adolescent Psychiatry, 10(2), 122-129.
Sanii Abadeh, S. N. & Abedi, A. (2017). The Effectiveness of a Quinn Project-Based Early Learning Program on Pre-school Children Isfahan Memory and Self-Esteem. M.Sc., General Psychology, Faculty of Educational Sciences and Psychology, Islamic Azad University, Khorasgan Branch.
Schiller, P. (2010). Early brain development research review and update. Exchange, 196, 26-30.
Shiran, A., & Breznitz, Z. (2011). The effect of cognitive training on recall range and speed of information processing in the working memory of dyslexic and skilled readers. Journal of Neurolinguistics, 24(5), 524-537.
Soleimani, F., Sajedi, F., & Amir Ali Akbari, S. (2014). Developmental delay and related factors, Journal of Nursing and Midwifery, 24(58), 61-70 [In Persian].
Soleimani, F., Teymouri, R., & Biglarian, A. (2013). Predicting developmental disorder in infants using an artificial neural network. Acta Medica Iranica, 51(6), 347.
Torabi, F., Amir Ali Akbari, S., Amiri, S., Soleimani, F., & Alavi Majd, H. (2012). Correlation between high-risk pregnancy and developmental delay in children aged 4–60 months. Libyan Journal of Medicine, 7(1), 18811.
Voss, M. W., Kramer, A. F., Basak, C., Prakash, R. S., & Roberts, B. (2010). Are expert athletes ‘expert’in the cognitive laboratory? A meta‐analytic review of cognition and sport expertise. Applied Cognitive Psychology, 24(6), 812-826.
Yarmohammadian, A., Ghamarani, A., Seifi, Z., & Arfa, M. (2015). Effectiveness of cognitive strategies training on memory, reading performance and speed of information processing in students with dyslexia. Journal of Learning Disabilities. 4 (4): 110-117 [In Persian].