1- science and arts university
Abstract: (47 Views)
Background and purpose: One of the most well-known disorders associated with attention deficit hyperactivity disorder is developmental dyslexia. Developmental dyslexia is a neurodevelopmental disorder characterized by slow and/or inaccurate word recognition and poor spelling in children or adults with adequate intelligence, appropriate instruction, and intact sensory abilities.The present study was conducted with the aim of determining the effectiveness of phonological awareness along with music rhythm on executive functions in children with attention deficit hyperactivity disorder with developmental dyslexia.
method: The current research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all children diagnosed with attention deficit hyperactivity disorder and developmental dyslexia in Yazd city in 2023, 30 of whom were randomly selected as the sample group by available sampling and divided into experimental (15 children) and control groups (15 children). The research tool was Barkley's Executive Function Questionnaire (2012). Data analysis was done using multivariate and univariate analysis of covariance in SPSS-26 software. A significant level was also considered (p=0.05).
Findings: The results of covariance analysis for each variable of time self-management (p=0.022), self-organization and problem solving (p=0.010), self-control/inhibition (p=0.017), self-motivation (p=0.016) =), emotional self-regulation (p=0.014) and total executive functions (p=0.008) showed effectiveness in the post-test phase of the experimental group compared to the control group, so that according to the eta square, the average increase of self-management variables Time, self-organization and problem solving, self-control, self-motivation, self-regulation of emotions and total executive functions were respectively equal to 0.878, 0.974, 0.929, 0.937, 0.949 and 0.951. It showed the effect of the experimental intervention (phonological awareness with music rhythm). The most effective was on the component of self-organization and problem solving with 0.97. (p ≥ 0.005).
Conclusion: The general conclusion showed that phonological awareness along with music rhythm training is effective in improving the executive functions of children with hyperactive attention disorder and developmental dyslexia. Music rhythm training can increase the the ability of self organization and problem solving in these children. that means when chideren with hyperactive attention disorder and developmental dyslexia experince better executive functions, the ability of learingin of phonological awarness also increase. So phonological awarneness with music rhythm training can be used as a new methode by psychologist in special schools for children with attention deficit hyperactivity disorder with developmental dyslexia.
method: The current research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all children diagnosed with attention deficit hyperactivity disorder and developmental dyslexia in Yazd city in 2023, 30 of whom were randomly selected as the sample group by available sampling and divided into experimental (15 children) and control groups (15 children). The research tool was Barkley's Executive Function Questionnaire (2012). Data analysis was done using multivariate and univariate analysis of covariance in SPSS-26 software. A significant level was also considered (p=0.05).
Findings: The results of covariance analysis for each variable of time self-management (p=0.022), self-organization and problem solving (p=0.010), self-control/inhibition (p=0.017), self-motivation (p=0.016) =), emotional self-regulation (p=0.014) and total executive functions (p=0.008) showed effectiveness in the post-test phase of the experimental group compared to the control group, so that according to the eta square, the average increase of self-management variables Time, self-organization and problem solving, self-control, self-motivation, self-regulation of emotions and total executive functions were respectively equal to 0.878, 0.974, 0.929, 0.937, 0.949 and 0.951. It showed the effect of the experimental intervention (phonological awareness with music rhythm). The most effective was on the component of self-organization and problem solving with 0.97. (p ≥ 0.005).
Conclusion: The general conclusion showed that phonological awareness along with music rhythm training is effective in improving the executive functions of children with hyperactive attention disorder and developmental dyslexia. Music rhythm training can increase the the ability of self organization and problem solving in these children. that means when chideren with hyperactive attention disorder and developmental dyslexia experince better executive functions, the ability of learingin of phonological awarness also increase. So phonological awarneness with music rhythm training can be used as a new methode by psychologist in special schools for children with attention deficit hyperactivity disorder with developmental dyslexia.
Keywords: Phonological awareness, executive functions, attention deficit hyperactivity disorder, dyslexia
Type of Study: Original Research Article |
Subject:
Psychology
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