Middle Eastern Journal of Disability Studies

Background & Objectives: The syntactic comprehension damage in patients with aphasia can debilitate lingual performance and simultaneously influence cognitive skills. Patients with aphasia, particularly those with Broca's aphasia are more vulnerable and act with further disabilities in producing and perceiving verbs in contrast to the other grammatical topics. Aphasia is a disorder or disruption in the natural order and course of speaking with its effect being manifested in the comprehension and expression dimensions of language in the form of disarrays in reading, listening, and speaking skills. Accordingly, it is expected to be difficult to comprehend the sentences with multiple verbs and multiple valencies of verbs. The present study aimed to compare the syntactic perception of sentences with one divalent verb, sentences with one trivalent verb, and two–verb sentences in patients with Broca's aphasia.
Methods: The present study was descriptive and cross–sectional research. Forty–five patients with Broca's aphasia were selected based on a convenience research method. The patients were selected from those who were referred to the neurotrophy center of Tehran University in Tehran City, Iran. They were recognized as patients with Broca's aphasia according to the diagnosis of a neurologist and the confirmation of Nilipour’s Aphasia Naming Test (2011). The study subjects included those with Broca's aphasia and agrammatism due to a brain injury in the left hemisphere with the diagnosis of a neurologist and the confirmation based on the aphasia test. Patients under pharmacotherapy were excluded from the current study. The required data were collected using a researcher–constructed demographic questionnaire, including the following variables: age, educational level, mother tongue, and dominant hand. We also used the Delis–Kaplan Executive Function System Test (Delis et al., 2001), covering sentences with divalent verbs, sentences with trivalent verbs, and two–verb sentences for assessing the syntactic comprehension in Iranian patients with aphasia. Data analyses were carried out using Dependent Samples t–test at a significance level of 0.01.
Results: The mean±SD comprehension values of one–verb sentences with divalent verbs, like active sentences was 3.71±1.06. The mean±SD comprehension scores of inverted sentences, subjective attributive sentences, and objective attributive sentences were 3.62±0.96, 3±1.11, and 3.65±1.21, respectively. Besides, the mean±SD comprehension scores of one–verb sentences with trivalent verbs, such as ablative sentences and inverted ablative sentences were 2.88±1.01 and 2.85±1.15, respectively. Finally, the lower averages for the mean±SD comprehension values of two–verb sentences, such as connected sentences with relative pronouns, subjective relative sentences, and objective relative sentences were 2.8±1.26, 2.11±1.05, and 2.18±1.2, respectively. The Dependent Samples t–test results indicated a significant difference between the comprehension of sentences with divalent verbs and sentences with trivalent verbs (p<0.001, t=11.18). Furthermore, there were significant differences between the comprehension of one–verb sentences with divalent verbs and two–verb sentences (p<0.001, t=5.91) as well as one–verb sentences with trivalent verbs and two–verb sentences (p<0.001, t=7.69). 
Conclusion: Patients with Broca’s aphasia understand monosyllabic sentences better than two–verb sentences and further suffer from the comprehension of sentences with three–verb verbs and two–verb sentences, compared with singular verb two–verb sentences. Therefore, patients with Broca's aphasia encounter different impairments in understanding one–act and two–act sentences. 

 

Background & Objectives: Some factors challenge the learning process for students, including a Specific Learning Disability (SLD). Samuel Kirk first noticed this disorder in 1963. Human resources have been added to it, and scholars concluded that SLDs are pretty different from mental disabilities. Therefore, to prevent thematic sputum, learning disability was limited to 3 topics; dyslexia (reading skills), math disorder, and writing disorder. Since then, it has been known as an SLD. This division caused the spectrum of SLD students to be separated from the spectrum of children with biopsychological disabilities. Over time, special training was developed to improve their condition. SLD is among the problems of ordinary students in education. Diagnosing learning disorders was very difficult until formal training began. Therefore, with its initiation and lack of academic achievement of students with SLDs, teachers and instructors will imagine that they are low–profile students if this is merely an impairment that can be improved. The lack of accurate and timely identification of these students from trainers and teachers. Another factor in criticizing their academic status is that the disorder can also emerge from other problems such as social skills and understanding. Students have survived the competition for competition in school; thus, they did not attempt to improve and separate their peers from their peers. Therefore, various tools for enhancing the academic status of students with SLDs have been presented; however, each has limitations. The current study aimed to investigate the effects of family–centered multibased programs on reading skills, understing, and social performance in SLD students.
Methods: This was a quasi–experimental study with pretest–posttest and a control group design. The statistical population was all knowledge (both genders) referring to two Centers of Learning Disorder of Qorveh City, Iran. The research sample consisted of 28 volunteers with SLDs and dyslexia, i.e., obtained by a random sampling method and randomly divided into the experimental and control group. First, to differentiate students with SLDs from other disorders, the Wechsler 4 test was performed among all students to determine the IQ score and active memory score of students. To identify students with SLDs, the scores that differed from the full scale by 12 points were separated and marked as students with SLDs. Then, by performing a dyslexia test, among the marked students, students with SLDs and reading difficulties were identified (n=28). They were divided into the control and experimental groups (n=14/group). Next, while maintaining the Wechsler test and dyslexia as a pretest for each member, the social skills test was taken as another pretest. To conduct research and encourage cooperation from the subjects, consent was obtained from the parents to play a central role in teaching in the present study of the family. Therefore, for justifying them, 16 sessions were first held for parents of the experimental group, and they became acquainted with all stages of family–centered multisensory training. Then, only for the experimental group, the sixteen–session of 45 minutes of education was based on multiple sensory bases by the Families.
Meanwhile, the researcher was in the training of students in students and the family intervention. Wechsler Intelligence Scale collected data for Children (2003), social skills (Gersham and Elliott, 1990), and dyslexia test (Karami and Moradi, 2001) in pretest and posttest stages. After training, a posttest was performed on the experimental and control groups to obtain the difference in the independent variable on the experimental group. The collected data were analyzed in SPSS by Analysis of Covariance (ANCOVA) at a significant level of 0.05.
Results: The ANCOVA results indicated that education (family–centered multisensory program) could lead to a significant difference in the mean scores of dependent variables (reading skills, comprehension, and students' social performance) in the posttest stage. The effect of family–centered multisensory training on students' reading, comprehension, and social performance was 0.32, 0.65, and 0.36, respectively (p<0.001).
Conclusion: According to the research findings, students with SLDs can progress in academic and social skills using a family–based multisensory program. Therefore, with the implementation of dyslexic problems, improving the social skills and understanding of children with SLDs in the experimental group was observed.