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شنبه 1 اردیبهشت 1403
دوره 15، شماره 4 - ( December 1396 )
جلد 15 شماره 4 صفحات 340-333 |
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Zilaey S, Adibsereshki N, Pourmohamadreza-Tajrishi M. Attention Program and Math Performance of Students With Intellectual Disability. Iranian Rehabilitation Journal 2017; 15 (4) :333-340
URL: http://irj.uswr.ac.ir/article-1-759-fa.html
URL: http://irj.uswr.ac.ir/article-1-759-fa.html
Attention Program and Math Performance of Students With Intellectual Disability. مجله انگلیسی زبان توانبخشی. 1396; 15 (4) :333-340
چکیده: (5187 مشاهده)
Objectives: The aim of the present study was to determine the effectiveness of attention training on the math performance of elementary school students with intellectual disability.
Methods: The present research was a quasi-experimental study by pre-test, post-test design with the control group. The study population comprised students with intellectual disability aged 10-12 years. Subjects were selected by convenient sampling method. In this study, 30 students with intellectual disability participated. Subjects were divided into two groups (experimental and control group) randomly, and each group consisted of 15 students. The experimental group received attention training program in 18 sessions while the control group did not. In this study, the Raven progressive matrices test and math performance test were used. The obtained data were analyzed using MANCOVA.
Results: The findings showed that there was a significant increase in math performance scores (in context, operation, and application domains) of the experimental group in comparison with the control group.
Discussion: The results indicated that attention training program has influenced math performance of the primary school students with intellectual disability.
Methods: The present research was a quasi-experimental study by pre-test, post-test design with the control group. The study population comprised students with intellectual disability aged 10-12 years. Subjects were selected by convenient sampling method. In this study, 30 students with intellectual disability participated. Subjects were divided into two groups (experimental and control group) randomly, and each group consisted of 15 students. The experimental group received attention training program in 18 sessions while the control group did not. In this study, the Raven progressive matrices test and math performance test were used. The obtained data were analyzed using MANCOVA.
Results: The findings showed that there was a significant increase in math performance scores (in context, operation, and application domains) of the experimental group in comparison with the control group.
Discussion: The results indicated that attention training program has influenced math performance of the primary school students with intellectual disability.
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