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Volume 21, Issue 3 (Autumn 2019)
Advances in Cognitive Sciences 2019, 21(3): 52-64 |
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Faramarzi S, Ashori M, Shoaei G. The effectiveness of sensory processing training on some neuropsychology skills of students with visual impairment. Advances in Cognitive Sciences 2019; 21 (3) :52-64
URL: http://icssjournal.ir/article-1-894-en.html
URL: http://icssjournal.ir/article-1-894-en.html
1- Associate Professor, Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran
2- Assistant Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
3- . MA in General Psychology, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Assistant Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
3- . MA in General Psychology, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Abstract: (3315 Views)
Introduction: Visual impairment affects all aspect of individual's life and its family, as well as cognitive and neuropsychological skills; however, the use of sensory processing training has been associated with desirable outcomes. The present research aimed to investigate of the effectiveness of sensory processing training on some neuropsychology skills of attention, working memory and executive functions of students with visual impairment.
Methods: The present study was a single-subject study with the base line, intervention and follow up design. The participants included elementary students with visual impairment in Isfahan city, among whom 5 students who had problems in neuropsychological skills and with visual impairment were selected using convenient sampling method. In total, 10 sessions, three sessions per week of 45-minutes sensory processing training were administrated to sample group. The instrument used in the present research was Connors neuropsychological questionnaire. The obtained data were analyzed using visual analysis.
Results: The results showed that sensory processing training led to improve attention, working memory and executive functioning neuropsychology skills of students with visual impairment.
Conclusion: Consequently, with paying attention to the obtained results of the present research, recommend that along with the other educational and rehabilitation methods for children with visual impairment, applied sensory processing training can be taken into account.
Methods: The present study was a single-subject study with the base line, intervention and follow up design. The participants included elementary students with visual impairment in Isfahan city, among whom 5 students who had problems in neuropsychological skills and with visual impairment were selected using convenient sampling method. In total, 10 sessions, three sessions per week of 45-minutes sensory processing training were administrated to sample group. The instrument used in the present research was Connors neuropsychological questionnaire. The obtained data were analyzed using visual analysis.
Results: The results showed that sensory processing training led to improve attention, working memory and executive functioning neuropsychology skills of students with visual impairment.
Conclusion: Consequently, with paying attention to the obtained results of the present research, recommend that along with the other educational and rehabilitation methods for children with visual impairment, applied sensory processing training can be taken into account.
Type of Study: Research |
Subject:
Special
Received: 2017/10/29 | Accepted: 2018/09/27 | Published: 2019/12/21
Received: 2017/10/29 | Accepted: 2018/09/27 | Published: 2019/12/21
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