A Comparative Study of the Effectiveness of Cognitive Rehabilitation Intervention with Aerobic Exercises on the Cognition of Slow Learner Children

Kobra Abazari Gharebelagh, Nahid Mohammadi Darvish Baghal, Islamshahr Tehran Iran Educational Counselor
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引用次数: 1

Abstract

Received: 26 Nov 2017 Accepted: 03 Jul 2018 Available: 9 Nov 2019 Background and Purpose: Slow learner children have some problems with cognitive components (memory and attention) and are not able to learn and solve problems like their peers. Familiarity with techniques and instruments affecting the brain and enhancing the cognition is now the main concern of the professionals. This research was conducted to compare the effectiveness of cognitive interventions and aerobic exercises on the cognition of slow learner children. Method: This study was a semi-experimental research of pretest-posttest control group design. The participants included all the 36 slow learner primary school students of Islamshahr city (in Tehran province) in 2017, which had been selected by convenience sampling. This sample was divided into 3 groups of cognitive rehabilitation, aerobic exercises, and control (12 per group). For 2 months, the interventions were administrated in 50-60 minute sessions, 3 times per week. Finally, all the three groups were administrated the posttest to investigate the effectiveness of the interventions. To measure the intelligence and cognitive characteristics of the students, Stanford-Binet Intelligence Scale (2003) was used. To analyze the data, multivariate analysis of covariance was used. Results: Results showed that there was a significant difference between the 3 groups in the visual memory component (P = 0.027, F = 2.737, Wilks’ Lambda = 0.273). Also, there was no significant difference between the rehabilitation and aerobic exercises groups in terms of cognitive variables (i.e., verbal and nonverbal working memories and visual verbal and nonverbal spatial processing), but the rehabilitation group had a significant difference (P = 0.014) with the control group in the nonverbal working memory scale (visual memory); i.e., both rehabilitation and aerobic groups performed well after intervention, but the cognitive rehabilitation group performed better than the aerobic group. Conclusion: Because cognitive rehabilitation focus on increasing working memory, according to the results of this research, a cognitive rehabilitation package can be used to increase the visual working memory in slow learner children at schools and rehabilitation centers in order to improve their educational status. Citation: Abazari Gharebelagh K, Mohammadi Darvish Baghal N. A comparative study of the effectiveness of cognitive rehabilitation intervention with aerobic exercises on the cognition of slow learner children. Quarterly Journal of Child Mental Health. 2019; 6(3): 149-161.
认知康复干预与有氧运动对慢学习儿童认知效果的比较研究
接收日期:2017年11月26日接收日期:2018年7月3日提供日期:2019年11月9日背景和目的:学习缓慢的儿童在认知成分(记忆和注意力)方面存在一些问题,不能像同龄人一样学习和解决问题。熟悉影响大脑和增强认知的技术和仪器是目前专业人员关注的主要问题。本研究旨在比较认知干预与有氧运动对慢学习儿童认知能力的影响。方法:采用前测后测对照组设计的半实验研究。参与者包括2017年伊斯拉沙赫尔市(德黑兰省)所有36名慢速学习小学生,这些学生是通过方便抽样选出的。将样本分为认知康复组、有氧运动组和对照组3组(每组12人)。在2个月的时间里,干预措施每周进行3次,每次50-60分钟。最后,三组均进行后测,以调查干预措施的有效性。为了测量学生的智力和认知特征,采用了斯坦福-比奈智力量表(2003)。数据分析采用多变量协方差分析。结果:三组在视觉记忆成分上差异有统计学意义(P = 0.027, F = 2.737, Wilks’Lambda = 0.273)。在认知变量(言语和非言语工作记忆、视觉言语和非言语空间加工)上,康复组与有氧运动组之间无显著差异,但在非言语工作记忆量表(视觉记忆)上,康复组与对照组有显著差异(P = 0.014);即康复组和有氧组干预后均表现良好,但认知康复组优于有氧组。结论:由于认知康复的重点是增加工作记忆,根据本研究的结果,在学校和康复中心使用认知康复包可以增加慢学习儿童的视觉工作记忆,以改善他们的教育状况。引用本文:Abazari Gharebelagh K, Mohammadi Darvish Baghal N.认知康复干预与有氧运动对慢学习儿童认知效果的比较研究。儿童心理健康季刊。2019;6(3): 149 - 161。
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