Zargham Mehrganfard Jirandeh, Rahim Badri Gargari, Shahrouz Nemati, Sharam Vahedi,
Volume 9, Issue 4 (1-2022)
Abstract
| The aim of the current reaerch was to study the effectiveness of cognitive rehabilitation on mathematical word problem solving in students with specific learning disabilitiy with impairment in mathematic. The research design was quasi-experimental pre-test and post-test with a control group. The statistical population of the study included all male students with specefic learning disabilitiy with impairment in mathematic in Rasht who were selected by available sampling. In the same vein, cognitive rehabilitation intervention was carry out in 8 sessions for the experimental group and the Response to intervention Key Math Scale, RAVEN Intelligence Test and Mathematical Verbal Problem Solving Test were used to collect the data in the pre- and post-test stages. Univariate analysis of covariance revaled that cognitive rehabilitation increased the rate of mathematical word problem solving in students with specific learning disabilitiy with impairment in mathematic. To achieve evidence-based practices, it is recommended to develope and implement a cognitive rehabilitation program to improve the verbal problem solving of students with specific learning disabilitiy with mathematical impairment and other students with developmental disabilities. |
Rayhane Ghorbanpour, Majid Pakdaman, Hossin Kareshki,
Volume 11, Issue 2 (9-2023)
Abstract
Abstract:
The present study was conducted with the aim of evaluating the effectiveness of the educational package of basic psychological processes on improving the processing speed and mathematical progress of elementary school students with learning disabilities in mathematics. The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of this research included all female students with second grade math disorder who have referred to Tolu Qain Special Learning Difficulties Training Center in the academic year of 1400-1399, the total number of these students was 20, which is a sample They were randomly placed in two experimental and control groups. Prepare worksheets in 20 different areas of psychological processes and the experimental group was trained for 20 sessions of 45 minutes, while the control group did not receive any training. To collect data, the processing speed subscale of the fourth edition of the Wechsler Intelligence Scale for children (Wechsler, 2003), the Iran KIMAT math test, and two tests developed by the researcher of the Mathematical Progress (Qorbanpour, 2019) were used. Data were analyzed using multivariate analysis of covariance. The obtained results showed a significant difference between the two experimental and control groups in the post-test. This means that education has been effective in improving the processing speed and math progress of students with math disorders. Based on the obtained results, paying attention to the educational strategies of basic psychological processes can lead to promising results in the education and rehabilitation of students with learning disabilities, and it can be used as an effective intervention method.
