نوع مقاله : مقاله پژوهشی
1 دانشجوی دکتری روانشناسی کودکان استثنایی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران
2 استادیارگروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران : نویسنده مسئول
3 استادیارگروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران
4 دانشیارگروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران
عنوان مقاله [English]
Introduction: Executive functions can be considered as the umbrella of cognitive and social abilities. Accordingly, executive functions such as behavioral inhibition, flexibility, information organization, targeting, and self-monitoring can provide educational and social achievement for children, however, research findings suggest that executive functions in mentally retarded children have limitations and fundamental problems . Accordingly the purpose of this study is to develop a early intervention program based on executive functions and its effectiveness on improving social developmentof Children with intellectual disabilities.
Materials and Methods: The method of this research is experimental with pre-test, post-test and follow-up with the control group. The statistical population of this study is all children with a low educational level of 50 to 70 students who are studying in the pre-school period of exceptional schools in Tehran. Among them, 20 subjects were selected by non-random sampling method and divided into two groups (n = 12) and control group (n = 8). The data of this study, which were collected using the New Version of Tehran-Stanford-Binet Intelligence Scale and Social Growth Scale for Social Development (Gersham & Eliot), were using SPSS software for analyzed MANCOVER repeated measures test.
Results: Results: The findings of the study indicate that early intervention program based on executive functions has led to a significant improvement
(p= 0.001) in social skills among performance of the Children with intellectual disabilities .
Conclusion: According to the findings, it is suggested that executive functions should be considered as a pillar and axis of early interventions, given the great importance they play in the cognitive and social functioning of children with intellectual disabilities.