نمایش مختصر رکورد

dc.contributor.authorAsefi, Masoomehen_US
dc.contributor.authorNejati, Vahiden_US
dc.contributor.authorSharifi, Masooden_US
dc.date.accessioned1399-07-09T01:27:17Zfa_IR
dc.date.accessioned2020-09-30T01:27:17Z
dc.date.available1399-07-09T01:27:17Zfa_IR
dc.date.available2020-09-30T01:27:17Z
dc.date.issued2017-12-01en_US
dc.date.issued1396-09-10fa_IR
dc.date.submitted2018-03-12en_US
dc.date.submitted1396-12-21fa_IR
dc.identifier.citationAsefi, Masoomeh, Nejati, Vahid, Sharifi, Masood. (2017). The Effect of Cognitive Rehabilitation on the Improvement of Language Skills in 9-12 Years Old Children with Attention Deficit/Hyperactivity Disorder. Journal of Rehabilitation Sciences & Research, 4(4), 89-96. doi: 10.30476/jrsr.2017.41125en_US
dc.identifier.issn2345-6167
dc.identifier.issn2345-6159
dc.identifier.urihttps://dx.doi.org/10.30476/jrsr.2017.41125
dc.identifier.urihttps://jrsr.sums.ac.ir/article_41125.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/199425
dc.description.abstractBackground: According to the research literature, there was a relationship between cognitive functions of attention and working memory and linguistic skills. The aim of this research was to investigate the effect of cognitive rehabilitation on the improvement of the linguistic skills in 9-12 years old children with attention-deficit/hyperactivity disorder.Methods: 40 students in grade 4, 5 and 6 of a primary school in Miyane city were assigned equally and randomly to two intervention and control groups. The research design was experimental with pre-test, post-test, follow-up, and control group. The language tests included; Thurston Verbal Fluency task, Token test of receptive language, Boston naming speed test, Assessment of Persian Reading Ability (APRA), verbal working memory subtest of Wechsler Intelligence Scale for Children, and Attention Register task. Parental version of the Swanson, Nolan, and Pelham (SNAP-IV) questionnaire was used to screen ADHD. The intervention method was based on Attentive Rehabilitation of Attention and Memory (ARAM) with emphasis on attention and working memory. Mixed ANOVA statistical test was used to analyze the data.Results: The results showed that the linguistic skills assessed in the research which include naming (F=29.42, P=0.01), verbal fluency (phonological fluency: F=15.68, P=0.01; semantic fluency: F=13.73, P=0.01), reading abilities (alphabet reading 1: F=17.84, P=0.01; alphabet reading 2: F=27.07, P=0.01; word reading: F=19.82, P=0.01; reading ability: F=19.97, P=0.01; voice change: F=13.47, P=0.01; reading comprehension: F=36.85, P=0.01), comprehension (F=6.75, P=0.01), verbal working memory (direct digits: F=7.7, P=0.01; inverse digits: F=14.26, P=0.01) and attention (attention registration 1: F=10.23, P=0.01; attention registration 2: F=4.33, P=0.04) were improved, following the intervention.Conclusion: Computerized Training of working memory and attention can enhance the language skills in children with ADHD. This result confirmed the role of attention and working memory on language skills.en_US
dc.languageEnglish
dc.language.isoen_US
dc.publisherShiraz University of Medical Sciencesen_US
dc.relation.ispartofJournal of Rehabilitation Sciences & Researchen_US
dc.relation.isversionofhttps://dx.doi.org/10.30476/jrsr.2017.41125
dc.subjectAttention-Deficit/Hyperactivity Disorderen_US
dc.subjectCognitive Rehabilitationen_US
dc.subjectNamingen_US
dc.subjectReading Abilitiesen_US
dc.subjectVerbal Fluencyen_US
dc.titleThe Effect of Cognitive Rehabilitation on the Improvement of Language Skills in 9-12 Years Old Children with Attention Deficit/Hyperactivity Disorderen_US
dc.typeTexten_US
dc.typeOriginal Articlesen_US
dc.contributor.departmentPh.D. student of Shahid Beheshti Universityen_US
dc.citation.volume4
dc.citation.issue4
dc.citation.spage89
dc.citation.epage96


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