Volume 1, Issue 159 (4-2020)
J Except Educ 1399, __(159): 27-38 |
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adedi A, torabi M, faramarzi S. The effect of Shaw’s Method on working memory of students with Borderline Intellectual Functioning (BIF). J Except Educ 2020; 1 (159) :27-38
URL: http://exceptionaleducation.ir/article-1-1455-en.html
URL: http://exceptionaleducation.ir/article-1-1455-en.html
1- , marzietorabi3@yahoo.com
Abstract: (1964 Views)
Objective: The purpose of this research was to investigate the effectiveness of Shaw’s method to enhance working memory of first-grade students with Borderline Intellectual Functioning
Method: A single subject method with multiple baseline design (MBD) research methodology was used. In this regard, among the first grade elementary school students in Isfahan in 2015-2017, four students with Borderline Intellectual Functioning were selected through available sampling .Data were collected using the Wechsler Fourth Intelligence Scale (WISC-IV) and clinical interviews. Students with Borderline Intellectual Functioning were placed in a 16 -session (one 40-minute session per week) in Shaw’s method. Data were analyzed by using visual analysis.
Results: The data analysis showed that Shaw’s method is significantly effective in increasing working memory of students with Borderline Intellectual Functioning.
Conclusion: Shaw’s method can be combined with other methods to improve working memory of students with Borderline Intellectual Functioning and can be used in teaching and rehabilitation of such students.
Method: A single subject method with multiple baseline design (MBD) research methodology was used. In this regard, among the first grade elementary school students in Isfahan in 2015-2017, four students with Borderline Intellectual Functioning were selected through available sampling .Data were collected using the Wechsler Fourth Intelligence Scale (WISC-IV) and clinical interviews. Students with Borderline Intellectual Functioning were placed in a 16 -session (one 40-minute session per week) in Shaw’s method. Data were analyzed by using visual analysis.
Results: The data analysis showed that Shaw’s method is significantly effective in increasing working memory of students with Borderline Intellectual Functioning.
Conclusion: Shaw’s method can be combined with other methods to improve working memory of students with Borderline Intellectual Functioning and can be used in teaching and rehabilitation of such students.
Type of Study: Original Article |
Subject:
Mental Retarded
Received: 2019/Sep/Thu | Revised: 2020/Sep/Sun | Accepted: 2020/Jul/Sun | Published: 2020/Apr/Mon | ePublished: 2020/Apr/Mon
Received: 2019/Sep/Thu | Revised: 2020/Sep/Sun | Accepted: 2020/Jul/Sun | Published: 2020/Apr/Mon | ePublished: 2020/Apr/Mon
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