Volume 23, Issue 1 (5-2025)
RBS 2025, 23(1): 152-163 |
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Nourizadeh Vahed Dehkordi A, Ahmadi R, Sharifi T. The Effectiveness Of The Neuropsychological-Based Sensory Integration Training Package On The Academic Performance Of Students With Mathematical Learning Disabilities. RBS 2025; 23 (1) :152-163
URL: http://rbs.mui.ac.ir/article-1-1907-en.html
URL: http://rbs.mui.ac.ir/article-1-1907-en.html
1- Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
2- Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. ,dr.ahmadi@iaushk.ac.ir
2- Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. ,
Abstract: (544 Views)
Aim and Background: Mathematical learning disorder is one of the main reasons for the poor academic performance of students in other subjects or even in the following academic years. Therefore, the necessity of providing an intervention that can improve the academic performance of these children is felt. Based on this, the aim of the present study was to investigate the effectiveness of the neuropsychological-based sensory integration training package on the academic performance of students with math learning disorders.
Methods and Materials: The present applied research was carried out using an experimental with a pre-test-post-test- follow-up design. The research population was the elementary school students with math learning disorder in Shahrekord in 2024. In order to carry out the research, 40 students were purposefully selected and randomly replaced in the experimental and control groups, and the pre-test was conducted by recording the academic average of the students. The experimental group underwent 16 weekly 60-minute neuropsychological-based sensory integration training. After the completion of the sessions and three months later, the two groups were re-examined. The data were analyzed by variance with repeated measurements and SPSS26.
Findings: The intra-group effect of the time factor on academic performance (Eta=0.179) is significant. The intergroup effect of the intervention is also significant in increasing academic performance (Eta=0.144). In addition, the results continued in the follow-up phase (p≤0.05).
Conclusions: The educational package of sensory integration based on neuropsychology can be used as a suitable intervention in increasing the academic performance of students with mathematical learning disabilities
Methods and Materials: The present applied research was carried out using an experimental with a pre-test-post-test- follow-up design. The research population was the elementary school students with math learning disorder in Shahrekord in 2024. In order to carry out the research, 40 students were purposefully selected and randomly replaced in the experimental and control groups, and the pre-test was conducted by recording the academic average of the students. The experimental group underwent 16 weekly 60-minute neuropsychological-based sensory integration training. After the completion of the sessions and three months later, the two groups were re-examined. The data were analyzed by variance with repeated measurements and SPSS26.
Findings: The intra-group effect of the time factor on academic performance (Eta=0.179) is significant. The intergroup effect of the intervention is also significant in increasing academic performance (Eta=0.144). In addition, the results continued in the follow-up phase (p≤0.05).
Conclusions: The educational package of sensory integration based on neuropsychology can be used as a suitable intervention in increasing the academic performance of students with mathematical learning disabilities
Keywords: Mathematical learning disorder, neuropsychologically based sensory integration education, academic performance.
Type of Study: Research |
Subject:
Special
Received: 2025/03/11 | Accepted: 2025/06/1 | Published: 2025/05/31
Received: 2025/03/11 | Accepted: 2025/06/1 | Published: 2025/05/31
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