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Zahra Sarvarian 
, Rasol Roshan * , MohammadReza Naeinian , Hojjatollah Farahani , Sajed Yaghobnezhad
, Rasol Roshan * , MohammadReza Naeinian , Hojjatollah Farahani , Sajed Yaghobnezhad
Professor, Department of Clinical Psychology, Faculty of Humanities, Shahed University, Tehran, Iran , rasolroshan@yahoo.com
Abstract: (71 Views)
Background: Attention and response inhibition is one of the problems of dysgraphia students whose treatment has not been paid much attention, so it requires new psychological interventions including cognitive rehabilitation.
Aims: The present study was conducted with the aim of determining the effectiveness of cognitive rehabilitation on the attention and response inhibition of dysgraphia students.
Methods: The current research was semi-experimental with a pre-test and post-test design with a follow-up period with a control group. The research population included all second and third grade female students with dysgraphia in the 15th district of Tehran in the academic year of 2021-2022, who were referred to Sharq Counseling Center from regular schools. 14 people were selected by multi-stage cluster random sampling; and they were randomly placed in two experimental and control groups and answered Yaqoubi et al.'s dysgraphia diagnostic questionnaires (2021), Mandy Brackencamp's selective attention, concentration and effort test (2002) and Bruno-Nero Hoffman test (1984). Then the experimental group received the Aram Nejati attention and memory rehabilitation training program (2017) for 10 sessions of 60 minutes, but only school training was provided to the control group. After the training sessions, the post-test was conducted. Analysis of variance with repeated measures was used to analyze the data.
Results: The results showed that cognitive rehabilitation training was effective in improving attention and response inhibition of dysgraphia students compared to the control group. These results continued in the follow-up period(p< 0/01).
Conclusion: Based on the results, counselors and experts can use cognitive rehabilitation training to improve attention and inhibit response of dysgraphia students.
Aims: The present study was conducted with the aim of determining the effectiveness of cognitive rehabilitation on the attention and response inhibition of dysgraphia students.
Methods: The current research was semi-experimental with a pre-test and post-test design with a follow-up period with a control group. The research population included all second and third grade female students with dysgraphia in the 15th district of Tehran in the academic year of 2021-2022, who were referred to Sharq Counseling Center from regular schools. 14 people were selected by multi-stage cluster random sampling; and they were randomly placed in two experimental and control groups and answered Yaqoubi et al.'s dysgraphia diagnostic questionnaires (2021), Mandy Brackencamp's selective attention, concentration and effort test (2002) and Bruno-Nero Hoffman test (1984). Then the experimental group received the Aram Nejati attention and memory rehabilitation training program (2017) for 10 sessions of 60 minutes, but only school training was provided to the control group. After the training sessions, the post-test was conducted. Analysis of variance with repeated measures was used to analyze the data.
Results: The results showed that cognitive rehabilitation training was effective in improving attention and response inhibition of dysgraphia students compared to the control group. These results continued in the follow-up period(p< 0/01).
Conclusion: Based on the results, counselors and experts can use cognitive rehabilitation training to improve attention and inhibit response of dysgraphia students.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)