Volume 15, Issue 4 (November 2017)                   IRJ 2017, 15(4): 333-340 | Back to browse issues page


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Zilaey S, Adibsereshki N, Pourmohamadreza-Tajrishi M. Attention Program and Math Performance of Students With Intellectual Disability. IRJ. 2017; 15 (4) :333-340
URL: http://irj.uswr.ac.ir/article-1-759-en.html

1- Department of Psychology and Exceptional Children Education, University of Social Welfare & Rehabilitation Sciences, Tehran, Iran.
2- PhD Student Department of Psychology and Exceptional Children Education, University of Social Welfare & Rehabilitation Sciences, Tehran, Iran.
3- Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Abstract:   (137 Views)
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.
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Type of Study: Original Research Articles | Subject: Psychology
Received: 2017/06/18 | Accepted: 2017/09/10 | Published: 2017/12/1

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