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Review of ınterventions for executive functions of students with specific learning disabilities

Year 2021, Volume: 8 Issue: 3, 642 - 662, 30.12.2021
https://doi.org/10.30900/kafkasegt.959163

Abstract

Students with specific learning disabilities experienced different problems in reading, writing and math. Students with specific learning disabilities mostly have problems in the field of reading and most of the students are diagnosed because of the difficulties they experience in reading. The problems that student with specific learning disabilities have problems in academic fields may be resulted from their difficulties in executive functions. However, the insufficiencies of students in executive functions effect their school success. Various interventions are applied to the areas where students with specific learning disabilities have problems. In this study the studies consisting of the interventions for students with specific learning disabilities are examined. The examination is conducted by using the key words "executive functions", "executive function interventions", "specific learning disabilities", "working memory", "attention" in this study aiming at investigation of the researches about the interventions for abilities related with executive functions in EbscoHost, ProQuest Central, Springer LINK, SAGE, ScienceDirect, SCOPUS and ULAKBIM National Databases in the 2000-2021. In this context 13 studies meeting the inclusion criteria are reached. It is informed about the participants, methods and results of the studies about the interventions applied for supporting the executive function skills of students with specific learning disabilities. As a result of the study it demonstrated that the executive function interventions develop the attention, working memory and academic skills of students with specific learning disabilities. In addition, there is a need for growing of literature of specific learning disabilities, for evaluation and improvement for executive functions of students with specific learning disabilities

References

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Özel öğrenme güçlüğü olan öğrencilerin yürütücü işlevlerine yönelik uygulanan müdahalelerin incelenmesi

Year 2021, Volume: 8 Issue: 3, 642 - 662, 30.12.2021
https://doi.org/10.30900/kafkasegt.959163

Abstract

Özel öğrenme güçlüğü olan öğrenciler okuma, yazma ve matematikte farklı sorunlarla karşılaşmaktadır. Özel öğrenme güçlüğü olan öğrenciler en çok okuma alanında sorun yaşamakta ve öğrencilerin büyük bir kısmı okumada yaşadıkları güçlükler nedeniyle tanı almaktadır. Özel öğrenme güçlüğü olan öğrencilerin yaşadıkları akademik güçlükler yürütücü işlevlerdeki sorunlarından kaynaklanabilmektedir. Bununla birlikte öğrencilerin yürütücü işlevlerdeki yetersizlikleri okul başarılarını olumsuz olarak etkilemektedir. Özel öğrenme güçlüğü olan öğrencilerin sorun yaşadıkları alanlara yönelik çeşitli müdahaleler uygulanmaktadır. Bu çalışmada 2000-2021 tarihleri arasında özel öğrenme güçlüğü olan öğrencilerin yürütücü işlev becerilerini geliştirmeye yönelik uygulanan müdahaleleri içeren çalışmalar incelenmiştir. Özel öğrenme güçlüğü olan öğrencilerin yürütücü işlev becerilerine yönelik müdahaleleri konu alan çalışmaların gözden geçirilmesinin hedeflendiği bu çalışmada EbscoHost, ProQuest Central, Springer LINK, SAGE, ScienceDirect, SCOPUS ve ULAKBİM Ulusal Veritabanları’nda “yürütücü işlevler”, "yürütücü işlev müdahaleleri", "özel öğrenme güçlüğü",”executive functions”, “executive functions interventions”, “specific learning disabilities”, “working memory”, “attention” anahtar sözcükleri kullanılarak tarama yapılmıştır. Bu kapsamda dahil etme ölçütlerini karşılayan 13 makaleye ulaşılmıştır. Araştırmanın bulgular bölümünde özel öğrenme güçlüğü olan öğrencilerin yürütücü işlev becerilerini geliştirmeye yönelik uygulanan müdahaleler ile ilgili çalışmaların katılımcıları, yöntemleri ve sonuçları konusunda bilgi verilmektedir. Sonuç olarak araştırmaya dahil edilen yürütücü işlev müdahalelerinin özel öğrenme güçlüğü olan öğrencilerin dikkat, çalışan bellek ve akademik becerilerini olumlu olarak etkilediği görülmektedir. Ek olarak, Türkiye’de özel öğrenme güçlüğü ile ilgili literatürün gelişmesi, öğrencilerin yürütücü işlev becerilerinin değerlendirilmesi ve geliştirilmesi için daha fazla bilimsel çalışma ihtiyacı bulunmaktadır.

References

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  • Altemeier, L., Jones, J., Abbott, R. D. ve Berninger, V. W. (2006). Executive functions in becoming writing readers and reading writers: Note taking and report writing in third and fifth graders. Developmental Neuropsychology, 29(1), 161-173.
  • Araujo Jiménez, E. A., Jané-Ballabriga, M. A., Bonillo Martin, A. ve Capdevilla i Brophy, C. (2014). Executive function deficits and symptoms of disruptive behaviour disorders in preschool children. Universitas Psychologica, 13(4), 1267-1277.
  • Azizi, A., Drikvand, F. M. ve Sepahvandi, M. A. (2018). Effect of cognitive-behavioral play therapy on working memory, short-term memory and sustained attention among school-aged children with specific learning disorder: a preliminary randomized controlled clinical trial. Current Psychology, 1-8.
  • Bahr, R. H., Lebby, S. ve Wilkinson, L. C. (2020). Spelling error analysis of written summaries in an academic register by students with specific learning disabilities: Phonological, orthographic, and morphological influences. Reading and Writing, 33(1), 121-142.
  • Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin, 121(1), 65.
  • Barkley, R. A. (2006). Attention-deficit hyperactivity disorder. A Handbook for Diagnosis and Treatment, Guilford, New York
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  • Catts, H. W., Adlof, S. M., Hogan, T. P. ve Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders?. Journal of Speech, Language, and Hearing Research, 48(6), 1378-1396.
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  • Çalık, M. ve Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of content analysis]. Eğitim ve Bilim, 39(174), 33-38. doi: http://dx.doi.org/10.15390/EB.2014.3412
  • Collins, B. C., Tekin-Iftar, E. ve Olçay-Gül, S. (2017). International collaboration and its contributions: Disseminating knowledge and supporting evidence-based practices across countries. Education and Training in Autism and Developmental Disabilities, 52(3), 227-239.
  • De Bree, E., Rispens, J. ve Gerrits, E. (2007). Non-word repetition in Dutch children with (a risk of) dyslexia and SLI. Clinical Linguistics & Phonetics, 21(11-12), 935-944.
  • Emami Kashfi, T., Sohrabi, M., Saberi Kakhki, A., Mashhadi, A. ve Jabbari Nooghabi, M. (2019). Effects of a Motor Intervention Program on Motor Skills and Executive Functions in Children with Learning Disabilities. Perceptual and Motor Skills, 126(3), 477-498.
  • Esmaili, S. K., Shafaroodi, N., Mehraban, A. H., Parand, A., Zarei, M. ve Akbari-Zardkhaneh, S. (2017). Effect of play-based therapy on meta-cognitive and behavioral aspects of executive function: A randomized, controlled, clinical trial on the students with learning disabilities. Basic and Clinical Neuroscience, 8(3), 203-212.
  • Farghaly, W. M., Ahmed, M. A., El-Tallawy, H. N., Elmestikawy, T. A., Badry, R., Farghaly, M. S., Omar, M. S., Hussein, A. S. R., Salamah, M. ve Mohammed, A. T. (2018). Construction of an Arabic computerized battery for cognitive rehabilitation of children with specific learning disabilities. Neuropsychiatric disease and treatment, 14, 2123.
  • Fathiazar, E., Mani, A., Adib, Y. ve Sharifi, Z. (2020). Effectiveness of an educational neuroscience-based curriculum to improve academic achievement of elementary students with mathematics learning disabilities. Research and Development in Medical Education, 9(1), 18-18.
  • Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M. ve Facoetti, A. (2013). Action video games make dyslexic children read better. Current Biology, 23(6), 462-466.
  • Franceschini, S., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., Facoetti, A. ve Gori, S. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports, 7(1), 1-12.
  • García, J. N. ve Fidalgo, R. (2008). Writing self-efficacy changes after cognitive strategy intervention in students with learning disabilities: The mediational role of gender in calibration. The Spanish Journal of Psychology, 11(2), 414-432.
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There are 69 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Makaleler
Authors

Özge Balıkçı 0000-0003-4632-1275

Bora Görgün 0000-0002-9080-5667

Publication Date December 30, 2021
Submission Date June 29, 2021
Published in Issue Year 2021 Volume: 8 Issue: 3

Cite

APA Balıkçı, Ö., & Görgün, B. (2021). Özel öğrenme güçlüğü olan öğrencilerin yürütücü işlevlerine yönelik uygulanan müdahalelerin incelenmesi. E-Kafkas Journal of Educational Research, 8(3), 642-662. https://doi.org/10.30900/kafkasegt.959163

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