نمایش مختصر رکورد

dc.contributor.authorHajmohammadi, Zahraen_US
dc.contributor.authorHajializadeh, kobraen_US
dc.contributor.authorArteshdar, Roghayehen_US
dc.date.accessioned1402-03-11T03:21:00Zfa_IR
dc.date.accessioned2023-06-01T03:21:00Z
dc.date.available1402-03-11T03:21:00Zfa_IR
dc.date.available2023-06-01T03:21:00Z
dc.date.issued2023-01-01en_US
dc.date.issued1401-10-11fa_IR
dc.date.submitted2023-01-22en_US
dc.date.submitted1401-11-02fa_IR
dc.identifier.citationHajmohammadi, Zahra, Hajializadeh, kobra, Arteshdar, Roghayeh. (2023). Effectiveness of Neurofeedback Therapy with Cognitive-Behavioral (Play Therapy) in Improving Attention and Cognitive Function in Children with Learning Disorder in Primary School. Iranian journal of Learning and Memory, 5(20)en_US
dc.identifier.issn2645-5455
dc.identifier.issn2645-5447
dc.identifier.urihttps://journal.iepa.ir/article_168933.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/977433
dc.description.abstractThis study aimed to evaluate the effect of Neurofeedback (NFB) Therapy with Play Therapy in improving attention and cognitive function in students with Learning Disorder (LD). This study was a quasi-experimental research with a pre-test and post-test design. The statistical population of the research was about 600 elementary school students with LD in Lar city in 2017 (N=212). A sample of 60 LD children who were identified in schools was selected by multistage cluster random sampling and randomly divided into four groups fifteen-three experimental and one control group. The tools used in the study were the Wechsler Intelligence Scale for Children (WISC-R) (Wechsler, 2003) and integrated visual and auditory continuous performance (IVA) (Sandford and Turner, 1995). NFB training was done according to the guidelines recommended by Monastra et al. (2005) in 20 sessions and play therapy cognitive performance and attention therapy were done according to the guidelines recommended by Drewes (2009) in 20 sessions, while no intervention was performed in the control group. Data were analyzed by the covariance analysis method. The results showed that NFB and play therapy were effective in increasing cognitive performance (p<0.01) and attention (p<0.01) compared to the control group. The combination of play therapy and NFB intervention was more effective on cognitive performance and attention rather than the two interventions separately. According to the results, it is recommended that therapists and clinical psychologists use NFB and play therapy to increase the sustained attention and working memory of students with LD.en_US
dc.languageEnglish
dc.language.isoen_US
dc.publisherIranian Educational Psychology Associationen_US
dc.relation.ispartofIranian journal of Learning and Memoryen_US
dc.subjectLearning Disabilityen_US
dc.subjectattentionen_US
dc.subjectCognitive Functionen_US
dc.subjectNeurofeedbacken_US
dc.subjectPlay therapyen_US
dc.subjectSchool Psychologyen_US
dc.titleEffectiveness of Neurofeedback Therapy with Cognitive-Behavioral (Play Therapy) in Improving Attention and Cognitive Function in Children with Learning Disorder in Primary Schoolen_US
dc.typeTexten_US
dc.typeOriginal Articleen_US
dc.contributor.departmentMA in Clinical Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.en_US
dc.contributor.departmentAssociate Professor of Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.en_US
dc.contributor.departmentMA in Clinical Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.en_US
dc.citation.volume5
dc.citation.issue20
nlai.contributor.orcid0000-0001-8681-5232
nlai.contributor.orcid0000-0002-6547-1853
nlai.contributor.orcid0000-0001-9526-5121


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