Volume 4, Issue 170 (11-2022)
J Except Educ 1401, __(170): 94-94 |
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sohrabi N, behashtipour M, samani S, zarnaghash M. Comparing the effectiveness of timely intervention with the
effectiveness of timely intervention along with family education
on improving the cognitive ability of late learners. J Except Educ 2022; 4 (170) :94-94
URL: http://exceptionaleducation.ir/article-1-2519-en.html
URL: http://exceptionaleducation.ir/article-1-2519-en.html
1- , Sohrabi_sh2006@yahoo.com
Abstract: (95 Views)
Abstract
Purpose: This research was conducted with the aim of comparing the effectiveness of timely intervention and
timely intervention along with family education on improving the academic ability and cognitive performance of
late learners.
Method: The research method was an experiment with a pre-test and a post-test with a control group. 36 late
learners were considered as samples using available sampling method. They were replaced randomly in three
groups (two experimental groups and one control group). The experimental groups were trained in 20 sessions
of 90 minutes during one month. The data obtained from reading, math and writing prerequisite skills tests,
Wechsler test for children, Leiter test and Goodinaf dummy were analyzed using covariance analysis method.
Results: The results showed that timely intervention and timely intervention along with family education had
an effect on the components of academic ability (reading, writing and math prerequisite skills). Also, the results
showed that timely intervention and timely intervention along with family education had an effect on cognitive
performance in Wechsler's test and Leiter's test, but did not affect Godinaf's dummy test. The results of Tukey's
test also showed that timely intervention and timely intervention along with family education were significantly
different from the control group in the components of academic ability. In addition, timely intervention along with
family education has been more effective in reading prerequisite skills. However, timely intervention and timely
intervention along with family education did not have different effectiveness in math and writing prerequisite skills.
Also, the results of Tukey's test also showed that timely intervention and timely intervention along with family
education in the Wechsler test were significantly different from the control group, but only timely intervention
along with family education was significant in the Leiter test. In addition, timely intervention along with family
education has been more effective in the Wechsler test. Timely intervention and timely intervention along with
family education showed different effectiveness in the Wechsler test.
Conclusion: The findings of this research confirmed the effectiveness of timely intervention and timely intervention
along with family education on improving the academic ability and cognitive performance of late learners.
Purpose: This research was conducted with the aim of comparing the effectiveness of timely intervention and
timely intervention along with family education on improving the academic ability and cognitive performance of
late learners.
Method: The research method was an experiment with a pre-test and a post-test with a control group. 36 late
learners were considered as samples using available sampling method. They were replaced randomly in three
groups (two experimental groups and one control group). The experimental groups were trained in 20 sessions
of 90 minutes during one month. The data obtained from reading, math and writing prerequisite skills tests,
Wechsler test for children, Leiter test and Goodinaf dummy were analyzed using covariance analysis method.
Results: The results showed that timely intervention and timely intervention along with family education had
an effect on the components of academic ability (reading, writing and math prerequisite skills). Also, the results
showed that timely intervention and timely intervention along with family education had an effect on cognitive
performance in Wechsler's test and Leiter's test, but did not affect Godinaf's dummy test. The results of Tukey's
test also showed that timely intervention and timely intervention along with family education were significantly
different from the control group in the components of academic ability. In addition, timely intervention along with
family education has been more effective in reading prerequisite skills. However, timely intervention and timely
intervention along with family education did not have different effectiveness in math and writing prerequisite skills.
Also, the results of Tukey's test also showed that timely intervention and timely intervention along with family
education in the Wechsler test were significantly different from the control group, but only timely intervention
along with family education was significant in the Leiter test. In addition, timely intervention along with family
education has been more effective in the Wechsler test. Timely intervention and timely intervention along with
family education showed different effectiveness in the Wechsler test.
Conclusion: The findings of this research confirmed the effectiveness of timely intervention and timely intervention
along with family education on improving the academic ability and cognitive performance of late learners.
Keywords: academic ability, cognitive performance, late learners, timely intervention, timely intervention along
with family education
Type of Study: Original Article |
Subject:
Mental Retarded
Received: 2022/Sep/Mon | Revised: 2023/Jan/Tue | Accepted: 2022/Nov/Sun | Published: 2023/Jan/Tue | ePublished: 2023/Jan/Tue
Received: 2022/Sep/Mon | Revised: 2023/Jan/Tue | Accepted: 2022/Nov/Sun | Published: 2023/Jan/Tue | ePublished: 2023/Jan/Tue
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