Journal of Rehabilitation Sciences & Research

The Relationship between Poor Executive Functioning and Social Functioning and the Efficacy of Brain Training on Social Functioning

Zahra Husseini; vahid nejati; Mojtaba Habibi

Volume 6, Issue 2 , June 2019, , Pages 95-100

Abstract

Background: Brain processes are controlled and directed by some brain functions called Executive Functioning. Poor EF affects amelioration of brain functions and related behaviors in ... Read More Background: Brain processes are controlled and directed by some brain functions called Executive Functioning. Poor EF affects amelioration of brain functions and related behaviors in social and academic life. In the present research, we investigated the relationship between EF and social functions and tested the brain training effect on EF and social functioning improvement. Methods: The present study aims to investigate the correlation between poor EF and social self-efficacy and social adjustment and examine the efficacy of cognitive EF training on selected components of social functioning. Through available sampling, 369 healthy high school students aged 16-18 participated in the experiment who were randomly assigned into experimental and control groups; the experimental group consisted of 183 persons (105 girls and 78 boys) and the control group consisted of 186 persons (117 girls and 69 boys). Main EF processes (working memory, shifting, inhibition and problem solving) and social functions (social adjustment and social self-efficacy) were assessed and their correlations were measured. In a randomized controlled trial with pretest, post-test and follow-up assessment, the effects of cognitive brain training was studied on self-efficacy and social adjustment performance of the experimental group. The intervention tool was Practical Cognitive Strategy Training (PCST) which used cognitive awareness, cognitive strategy training and cognitive training to accomplish both goals of EF training in twelve ninety-minute sessions, once a week. Results: Result showed significant moderate correlation between social and executive functions (p ≤ .001). After twelve weeks of brain training practice, participants showed a significant difference in social adjustment and self-efficacy compared with the control group. The pre-, post- and follow-up tests were time-consuming and might have affected the results. Conclusion: Social functions correlate with EF performance and cognitive brain training can improve social adjustment and self-efficacy.

Effectiveness of compensatory rehabilitation on neuropsychological functions of preschool children with attention deficit hyperactivity disorder symptoms

Mahdis Maghsudloo; Vahid Nejati; Jalil Fathabadi

Volume 5, Issue 1 , March 2018, , Pages 23-29

Abstract

Background: The effects of aquatic exercises on strength and balance are still controversial, nevertheless an attempt has been made to investigate the effect of underwater trampoline ... Read More

The Effect of Cognitive Rehabilitation on the Improvement of Language Skills in 9-12 Years Old Children with Attention Deficit/Hyperactivity Disorder

Masoomeh Asefi; Vahid Nejati; Masood Sharifi

Volume 4, Issue 4 , December 2017, , Pages 89-96

Abstract

Background: According to the research literature, there was a relationship between cognitive functions of attention and working memory and linguistic skills. The aim of this research ... Read More Background: According to the research literature, there was a relationship between cognitive functions of attention and working memory and linguistic skills. The aim of this research was to investigate the effect of cognitive rehabilitation on the improvement of the linguistic skills in 9-12 years old children with attention-deficit/hyperactivity disorder.Methods: 40 students in grade 4, 5 and 6 of a primary school in Miyane city were assigned equally and randomly to two intervention and control groups. The research design was experimental with pre-test, post-test, follow-up, and control group. The language tests included; Thurston Verbal Fluency task, Token test of receptive language, Boston naming speed test, Assessment of Persian Reading Ability (APRA), verbal working memory subtest of Wechsler Intelligence Scale for Children, and Attention Register task. Parental version of the Swanson, Nolan, and Pelham (SNAP-IV) questionnaire was used to screen ADHD. The intervention method was based on Attentive Rehabilitation of Attention and Memory (ARAM) with emphasis on attention and working memory. Mixed ANOVA statistical test was used to analyze the data.Results: The results showed that the linguistic skills assessed in the research which include naming (F=29.42, P=0.01), verbal fluency (phonological fluency: F=15.68, P=0.01; semantic fluency: F=13.73, P=0.01), reading abilities (alphabet reading 1: F=17.84, P=0.01; alphabet reading 2: F=27.07, P=0.01; word reading: F=19.82, P=0.01; reading ability: F=19.97, P=0.01; voice change: F=13.47, P=0.01; reading comprehension: F=36.85, P=0.01), comprehension (F=6.75, P=0.01), verbal working memory (direct digits: F=7.7, P=0.01; inverse digits: F=14.26, P=0.01) and attention (attention registration 1: F=10.23, P=0.01; attention registration 2: F=4.33, P=0.04) were improved, following the intervention.Conclusion: Computerized Training of working memory and attention can enhance the language skills in children with ADHD. This result confirmed the role of attention and working memory on language skills.

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Author = nejati, vahid

The Relationship between Poor Executive Functioning and Social Functioning and the Efficacy of Brain Training on Social Functioning

Abstract

Effectiveness of compensatory rehabilitation on neuropsychological functions of preschool children with attention deficit hyperactivity disorder symptoms

Abstract

The Effect of Cognitive Rehabilitation on the Improvement of Language Skills in 9-12 Years Old Children with Attention Deficit/Hyperactivity Disorder

Abstract