پديد آورندگان :
نظري، سميه دانشگاه تهران، تهران، ايران , حسن زاده، سعيد دانشگاه تهران، تهران، ايران - گروه روان شناسي و آموزش كودكان استثنايي , شكوهي يكتا، محسن دانشگاه تهران، تهران، ايران - گروه روان شناسي و آموزش كودكان استثنايي , خرازي، كمال دانشگاه تهران، تهران، ايران - گروه مديريت و برنامه ريزي آموزشي , فرزاد، ولي اله دانشگاه خوارزمي، تهران، ايران - گروه روان شناسي
كليدواژه :
برنامهٔ كاركردهاي اجرايي , بازداري , حافظهٔ كاري , تغيير آمايه , ناتواني يادگيري رياضي , آموزش فرايند محور
چكيده لاتين :
Background & Objectives: It is hypothesized that there are deficiencies in the Executive Functions (EF) as well as specific–domains of mathematics learning, as the substructure of mathematical learning disabilities. Furthermore, there is a lack of process–based interventional
programs, i.e., specially designed to use numerical and arithmetic materials for students with mathematical learning disabilities. Therefore, the present study aimed to design and validate a process–based program for enhancing EF in students with learning disabilities in mathematics, i.e.,
called "Farayesh."
Methods: The intervention program was designed after studying EF theoretical models and task paradigms. The Farayesh program was generated
based on Diamond's EF theoretical model (2013) in three components of working memory, inhibition, and switching. The program training
approach was process–based, and tasks’ content implements numerical materials and arithmetic processes. The Farayesh was presented in the
form of 12 tasks with parallel forms. Four complex span tasks contain categorization span, subtraction span, computation span, and numerical
dot–matrix used for working memory component. Four tasks comprise number–word Stroop, number–digit Stroop, size–magnitude Stroop, and
stop–signal designed for inhibition component; four tasks are used for switching contain addition–subtraction switching, larger–than–smaller
switching (with two rules), number–digit switching, and ones–tens switching. The face and content validity of the program was estimated using
the views of 8 experts by the Content Validity Ratio (CVR). For assessing the effects of the program, a quasi–experimental research with a
pretest–posttest and an active control group design was used. The research population comprised all third– and fourth–grade students with
mathematical learning disabilities in governmental centers for individuals with learning disabilities in Ahvaz City, Iran. In total, 30 students were
selected using a purposive sampling method and randomly assigned to the experimental and control groups. The experimental group received
17 sessions of the Farayesh program; however, the control group received their routine schedules. The Wechsler Intelligence Scale for Children–
Fourth Edition (WISC–IV) and IRAN KEY–MATH Test of Mathematics was used for recruiting eligible students. Scores, completion time, and
the number of errors of the 12 tasks were considered as the pretest and posttest values to assess working memory, inhibition, and switching. The
obtained data were analyzed using descriptive and inferential statistics, including Analysis of Covariance (ANCOVA) in SPSS at the significance
level of α=0.05.
Results: The obtained data indicated the high reliability and validity of the process–based program of executive function (Farayesh) for students
with mathematical learning disabilities. The CVR for all tasks was higher than those of the Lawshe table (CVR>0.75). Thus, the content validity
of the program was established. The Farayesh program improved the frequency of correct responses of working memory (p<0.001) and reduced
completion time and error in switching (p<0.001) and inhibition tasks (p<0.001) in the experimental group, compared with the controls.
Conclusion: The "Farayesh" program with a process–based approach to teaching core EFs (i.e., working memory, inhibition, & switching) and
with a math–specific domain content could be used to stimulate and optimize the pre–existing cognitive capacity of students with mathematical
learning disabilities. Implementing this program could improve dysexecutive functions in this group. Additionally, the present study result was
consistent with the brain plasticity theory. In other words, it approved that with a sufficient amount of time and effort of cognitive exercises, the
inherent capacity of biological, cognitive systems could be eliminated. The Farayesh program could be used as a preventive and therapeutic
cost–effective intervention, i.e., especially for children with learning disabilities. The process–based program, "Farayesh," used for improving EFs, is recommended for educational, clinical, and therapeutic use in schools and rehabilitation centers due to its high reliabili ty and validity.
