The comparsion the effectiveness of Perceptual Skills Reconstruction and education executive functions(attention, planning, respose inhibition) on Working Memory, perceptual reasoning, and Math Performance of Students with Specific Math Learning disorder

Authors
farzaneh asiaee
mohamad Yamini
hossein Mahdian
Islamic Azad University,
Abstract
Abstract

The purposeof this study was to compare the effect of Perceptual skills reconstruction program and executive function training on perceptual reasoning, working memory and math performance of third grade students with special math disorder. Methods this empirical study includes pretest-posttest and control group.The statistical population of the study includes all students with special learning disorder in third grade mathematics in 2017 academic year. The sample consisted of 45 students who were selected by simple random sampling and placed in two intervention groups and one control group. To collect the data, the Key Math Test, the Raven Test, Wechsler–IV Perceptual Reasoning Scale, Math Disorders Diagnostic test, and Stanford-Bine's Working Memory Scale were used to be completed by intervention and control group participants before intervention and one to eight weeks after intervention. The experimental group A underwent 17 sessions of executive function training (45 minutes each) and the experimental group B underwent 16 sessions of rehabilitation training. Data analysis was performed using variance analysis with repeated measures. Findings showed that both interventions methods were effective on perceptual reasoning, non-verbal working memory and were not effective on verbal working memory. On the other hand, there was no significant difference between the effectiveness of these two methods. based on the results, it seems that these two methods can be used as an effective approach for the treatment of students with special learning disorder.
Keywords
Perceptual Skills reconstruction
"
executive function
working memory"
perceptual reasoning"
mathematic performance"
Specific math learning disorder
Abolhasani,I. (2011). The Efficacy of the combined intervention of sensory- motor and education on learning disorder math on elementary fourth grade gifted students in Yazd Isfahan University. , Isfahan. [Persian]
Afrouz, G. h., Kamkar,i K., Shokrzadeh, Sho., Halat ,A. (2013). Implementation Guide, Scoring and explanation of Wechsler Intelligence Scales for Children - 4th version (First edition ed.). Tehran: Science Publishers of Professors. [Persian]
Aghababaei, S., Amiri, Sh. (2015). Study of the visual-spatial component of active and short-term memory in student with learning disabilities and comparison with normal students. Cognitive Psychology, 2(4), 1-8. [Persian]
Amiri, S. K. N., F., Kharazmi Rahimabadi, A. (2017). Comparison of active memory among ordinary children with learning disabilities based on Tehran Stanford Binet intelligence scale. [Persian]
Azizian, M., Asadzadeh, H.,Alizadeh, H., Dortaj, F., Sadipour, E . (2018). Designing the educational package of executive functions and evaluating its effectiveness on the academic achievement of slow-learning students learnings. Journal of Cognitive Strategies in Learning, 113-137. [Persian]
Bayat, M. (2012). Teaching Exceptional Children. Missouri: Mc Graw Hill Company.
Dawson, p. G., R. (2018). Executive skills in children and adolescents: A pravtical guide to assessment and intervention. New York: Guilford publications.
Fletcher, J. M., Lyon, G.R., Fuchs, L.S., & Barnes, M. A. (2007). Learning disabilities From identifcation to intervention. New York: Guilford Press.
Geary, D. C., Hamson, C. O. , & Hoard, M. K. (2000). Numerical and arithmetical cognition A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, , 77(3), 236-263.
Hakimirad, E., Afrooz, G.A.,Behpajooh, A., Ghobari Bonab,B., & Arjmandnia, A. A. (2016). The Effectiveness of Reciprocal Imitation Training on Reducing Symptoms of Children with Autism Disorder. Psychology of Exceptional Individuals, 4(16), 77-96. [Persian]
Homayouni, A. R., Homayounnia, M.,Abazari, A., & Adabi Firouzjayee, Z. (2018). The study of the effect of physical activity and perceptual-motor skills on learning math concepts in children with developmental neuropsychological learning disabilities. Disability Studies Journal, 3(93), 1-6. [Persian]
Hussein Khanzadeh, A., Shojaei ,S., Amiri, P., Sadeghi, S., Azadi Menash, P., Azadi Manesh, S. . (2016). The effect of educational program of attention enhancement and sensory-motor perception on math performance of male students with math learning disabilities. Cognitive Strategies in Learning, 4(7), 139-156. [Persian]
Ismail Pour, M., & Pakdaman, M. (2017). Effect of Perceptual-Motor Skills Training on Cognitive Performance of Third-Grade Female Students in Learning Disorder. . Nasim-e-Tandorosti Quarterly, 4(4), 1-6. [Persian]
Jordan, N. C. G., J. Ramineni, C. (2010). The importance of number sense to Mathematics achievement in first and third grades. Learn Individ Differ, 20, 82-88.
Karande, S., Mahajan, V., & Kulkarni, M. J. I. j. o. m. s. (2009). Recollections of learning-disabled adolescents of their schooling experiences: A qualitative study. Indian Journal Of Medical Sciences, 63(9), 382.
Kazemi, S. & Saif, A. (2011). Effect of Teaching Practical Functions on the performance of Children Wechsler ACID Profile (Accounts, Coding, Information, Numerical Memory) in Learning Disorder Students in Shiraz. Journal of Psychological Methods and Models, 1(2), 93-108. [Persian]
Keshavarzi Arshadi F. (2010). New viewpoints in Theory and Application in Cognitive Evaluation and Wisdom. Tehran: Roush Gostaran Publication. [Persian]
Korkman, M., Kirk, U., & Kemp, S. J. S. A., TX: Psychological Corporation. (1998). A developmental NEuroPSYchological assessment (NEPSY). 64, 156-157.
Krause, T. H. (2015). Pinpointing the Deficit in Executive Functions in Adolescents With Dyslexia performing the Wisconsin Card Sorting Test. J Learn Disabil.47(3), 208-223
Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of experimental child psychology, 108(3), 677-692.
Landerl, K., & Willburger, E. (2010). Temporal processing, attention, and learning disorders. Learning and Individual Differences, 20(5), 393-401.
Lee, S. C., H. (2016). The role of testing in academic achievement and empower students. Journal of learning disabilities, 35(4), 264-279.
Mazzocco, M. M., Hanich, Laurie B (2010). Math achievement, numerical processing, and executive functions in girls with Turner syndrome: Do girls with Turner syndrome have math learning disability? J Learning Individual Differences, 20(2), 70-81.
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. J Developmental psychology, 49(2), 270.
Miler, P .H. Naglieri, J. A. & Best, J. R. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327-336.
Mirmahdi, R. (2016). Exceptional Children's Psychology. Tehran: : Payame Noor University Press. [Persian]
Mohammad Ismail, E., Homan, H. (2002). Conformity and standardization of K-math mathematics test. Exceptional Children, 2(4), 323-332. [Persian]
Naglieri, J., & Goldstein, S. J. N. Y., NY. (2014). Handbook of executive functioning. New York: Heidelb erg Dordrecht London.
Nou’ei, M. (2013). The Effectiveness of motor- visual remedial training on active memory functions, perceptual reasoning of students with math learning difficulties. Master's degree thesis. [Persian]
Oberauer, K., & Lin, H.-Y. (2017). An interference model of visual working memory. J Psychological review, 124(1), 21.
Pasini, A., Paloscia, C., Alessandrelli, R., Porfirio, M. C., & Curatolo, P. (2007). Attention and executive functions profile in drug naive ADHD subtypes. Journal of the Japanese society of child Neurology, 29(7), 400-408.
Pumfrey, P., & Reason, R. (2013). Specific learning difficulties (dyslexia): Challenges and responses: Routledge.
Radmehr, F., Alamolhoda, H., Daneshamouz, S. (2011). Examination of individual differences and cognitive approaches tomemory and the learners' mathematical problem solving performance. . Paper presented at the The first National Conference on Cognitive Science in Education, mashhad. [Persian]
Sazmand AH, T. M. (2014). growth, enhance of perceptual-motor skills in children (Fifth edition ed.). Tehran: Danzheh Publication. [Persian]
Seif Naraghi, M., . Naderi ,E. (2014). Psychology and Exceptional Children Education. (Thirteenth Edition. ed.). [Persian]
Sharifi, T., Rabiei, M. ( 2012). The use of the fourth edition of the children's Wechsler IQ test for the diagnosis of math and verbal abnormalities. Learning Disabilities, 2(59). [Persian]
Siadatian, H., Qamarani, A. (2015). Meta-analysis of Effectiveness of Psychological-Educational Interventions on Academic Performance of Slow-Learning Students. Journal of Psychological Research, 15(18), 85-97. [Persian]
Simin Ghalam, M., Ali Bakhshi, H., Ahmadizadeh, Z. . (2016). .An Investigation of Bilateral Coordination of Children with Specific Learning Disorder. Paramedical Sciences and Rehabilitation of Mashhad,, 5(1), 7-13. [Persian]
Soleimanidarajeh, M. (2012). The Effect of a Cognitive-Moving Program Selected based on Mental Disorders of Elementary Students. Master's Degree(M.A), Tarbiat Modares University, tehran. [Persian]
Titz, C., & Karbach, J. (2014). Working memory and executive functions: effects of training on academic achievement. Psychol Res, 78(6), 852-868. doi:10.1007/s00426-013-0537-1
Viterbori, P. M., Usai, M. C., Traverso, L., & De Franchis, V. (2015). How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3 : A longitudinal study. Experimental Child Psychology., 140, 38-55.
Vuijk, P. J., Hartman,E.,Mombarg,R.,Scherder,E., & Visscher,C. (2011). Associations between academic and motor performance in a heterogeneous sample of children with learning disabilities. Journal of learning disabilities, 44(1), 267-282.
Yarmohammadian, A., & Aseli Azad, M. (2013). Effect of metacognitive training and spatial relationships on math performance of children with learning disabilities. 4 ( 2), 61-70. [Persian]