Mehri Hajmohammadi, Abbas Nesaeean, Roghaye Asadi Gandomani,
Volume 2, Issue 145 (5-2017)
Abstract
Background: Time Perception is an important performance that facilitates ability to anticipate future and efficiency of respond to happening events. The aim of this study is to compare the features of time perception in three subtypes of Attention Deficit/Hyperactivity Disorder (ADHD).
Method: The study was descriptive and causal-comparative. The study population includes all primary school children with attention deficit / hyperactivity disorder in girls' schools in 2016 in Sirjan. The sample consists of 69 children with attention deficit / hyperactivity disorder, which were selected by purposive sampling. To collect data, Achenbach conduct disorder questionnaire and three task estimates, the production of the time was used. The data were analyzed using descriptive statistics, ANOVA and Tukey test.
Result: The results showed that there is a significant difference between the three sub-types of Attention Deficit / Hyperactivity in the task of time estimation (p <0/003). The finding also showed that there is no significant difference between the three types of Attention Deficit / Hyperactivity Disorder in the task of production and reproduction time (p> 0/258).
Conclusion: Based on the findings, time perception is difference in sub-type of attention deficit/ hyperactivity disorders.
Malahat Amani, Rogjaye Asadi Gandomani, Abas Nesayan, Mohamadreza Vahdani Asadi, Smat Badakhshan,
Volume 3, Issue 158 (9-2019)
Abstract
Introduction: Today, children with IQ of 84-70 are not classified as mentally retarded. These children are able to study alongside other normal students, but they are not able to learn content and solve problems like their normal children and their peer, due to their late mental development.
Methods: The purpose of this study is to investigate the used methods for training of slow learners in elementary schools in North Khorasan and provide strategies for improving it. The statistical population includes all slow learners and their teachers in the North Khorasan province. A sample of 384 people was selected using Morgan sample size formula through simple random sampling. The research tools included student health records and researcher-made questionnaire for examining educational status. 300 completed questionnaires were collected. Descriptive statistics (mean and standard deviation) and SPSS software were used to analyze the data.
Results: The results of this study showed that 19.67% of teachers reported that they provided training for slow learners, other than the usual classroom activities, and among these teachers, 11.33% mentioned that they used a different method for teaching late students. Teachers have used a variety of ways to train slow learners, most of which include providing extra tuition at leisure and sports, helping the family to work home-based homework, teaching lessons from the first grade. Also, the results showed that Student's academic performance was in the borderline situation.
Conclusion: To improve the quality of training for slow learners, all involved individuals including educational system, the manager, the teacher, the classmates and the student's family and the student themselves should be involved in training process.
