The purpose of this study was the comparison of mind Dimensions theory in children with/ without Autism Disorders in Isfahan city. The research method was causal- Comparative. The subjects were boys(age 5-10 years) with Autism Disorders, from whom 15 children with Aut More
The purpose of this study was the comparison of mind Dimensions theory in children with/ without Autism Disorders in Isfahan city. The research method was causal- Comparative. The subjects were boys(age 5-10 years) with Autism Disorders, from whom 15 children with Autism Disorders who had suitable oral ability were selected, and 15 Normal Children who were ethnographically in harmony were chosen as the control group. Theory of mind Scale of Morris and colleagues (1999) was used to gather the data. After gathering the data the statistical analysis of variance was applied and the following results were revealed: The difference between the performance of children with Autism Disorders in theory of mind test scales was significant (P < 0.001). It shows that children with Autism Disorders were lower than the normal children in theory of mind test scores and other levels. Thus, children with Autism Disorders must receive different attention and interpretation compared with typical children.
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The purpose of this study was to comparison effectiveness of Davis and Fernald methods on reading performance of dyslexia in third elementary school students. Participants were 45 students (15 students that received Fernald method, 15 students that received Davis method More
The purpose of this study was to comparison effectiveness of Davis and Fernald methods on reading performance of dyslexia in third elementary school students. Participants were 45 students (15 students that received Fernald method, 15 students that received Davis method and15 students in control group) who were randomly selected and received 10 sessions individual intervention and control group received no intervention. Experimental design with pre-test and post-test was used. The assessment tools included Reading and Dyslexia Test (RDT), Wechsler's Intelligence scale for Children (WISC-IV) Wechsler's and Recognition Learning Disability Children Checklist. The pre-test and post-test were administered to both the experimental and control groups. The results of covariance analysis showed that there was a significant difference between the mean scores of reading test in the experimental and the control groups in the post test (p < 0.001). Also, the results of pair wise comparison of groups showed that there was significant difference between the mean scores of Davis and Fernald groups in the post test (p < 0.001).
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