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Within the field of second language learning, the need to provide equal access to L2 education has directed modern educators' attention to the potentials of Dynamic Assessment (DA) for students with learning disabilities. The purpose of the present single case study was to explore the effects of interactionist DA on ADHD L2 learners' knowledge of vocabulary and working memory capacity. A 13-year-old female EFL learner with the combined type of ADHD voluntarily participated in this study as an elementary student. During each session, a few new vocabulary items were taught through providing mediations relying on a regulatory scale from the most implicit to the most explicit emerging from the interactions between the mediator and the learner. The microgenetic analysis of DA protocols led to the development of an inventory of mediations consisting of different forms of implicit and explicit prompts. The results of the study demonstrated that DA could contribute to the learner's vocabulary knowledge with a number of fluctuations in some DA sessions, while it did not improve her working memory capacity. The findings of this study provide further insight into teachers' perception of how ADHD learners can learn an L2 and, at the same time, call for policy makers' and materials developers' greater attention to the progressive mediations required to help ADHD learners develop a higher level of self-regulation functioning through dialogic and social interactions. [ABSTRACT FROM AUTHOR]

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Mental impairment has undesirable effects on the all aspect of individual's life, while the use of parenting programs has been associated with beneficial outcomes. The aim of this research was the adaptation of a positive parenting program (Triple-P) training based on the cultural values and evaluation of its effectiveness in psychological health and interaction of mother with slow paced (SP) children. This research was a semi-experimental study designed as pretest-posttest using control group. The magnitude of 40 mothers of students with SP participated in this study. They were selected according to the random cluster sampling method from exceptional schools of Tehran provinces. The participants were divided into two groups; each group consisted of 20 participants. The experimental group received Triple-P training in twelve 90-minute sessions, while no intervention was carried out on the control group. The instruments of present research were general health questionnaire and parent-child relationship scale. The results of MACNOVA showed that Triple-P had a positive significant effect on the psychological health and interaction of mothers with SP children. Since parenting skills training can lead to the enhanced psychological health and improved motherchild interaction, planning for Triple-P training based on cultural values has particular importance. [ABSTRACT FROM AUTHOR]

Introduction: Educational performance and executive functions are two factors related to positive outcomes. Delay or the reduction of the development of executive functions in children with Intellectual Disabilities (ID) may result in negative outcomes in social skills and educational competence. The main important aspects of executive functions, including working memory, attention, and inhibition are considered the main predictors of learning social skills, as well as educational skills in life. The current study aimed at evaluating the effectiveness of family-based cognitive rehabilitation on working memory, sustained attention, inhibition, and social skills of children with ID. Materials and Methods: The participants of the present study were a subgroup of 11-14-yearold children with ID, who were studying in the exceptional schools from 2017 to 2018 in Tehran, Iran. The samples were selected by clustering multi-stages method; 15 students were assigned to the experimental group and 15 students were assigned to the control group. Then, they were evaluated by the Boshra test for cognitive inhibition, working memory test for children, Integrated Visual and Auditory (IVA) test, Behavior Rating Inventory of Executive Function (BRIEF), and Vineland social skill scale before and after the cognitive family-based intervention. The experimental group received 12 sessions of intervention. The data were analyzed by SPSS V. 24. Results: Family-based cognitive rehabilitation had significant effects on improving working memory, attention, and inhibition (P<0.001) through addressing underlying executive functions, but had no significant effect on the social skills of children with ID. Conclusion: As a new intervention, cognitive family-based rehabilitation may improve the executive functions of children with ID as supplementary intervention along with behavioral or other cognitive interventions to help children overcome some challenges under social situations. [ABSTRACT FROM AUTHOR]

Objective Intellectual Disability (ID) affects all aspect of life. Although children with ID have low intelligence, the educational environment, living environment, and relationships with their others, especially their parents, have an important effect on their potential actualization. With regard to the limitations and problems of children with ID in the working memory, it is very important to plan programs to improve their ability in working memory. One of the most important factors in the study of cognitive development and improvement of memory is active participation in the leisure time. Leisure time is an important issue and one of the main elements of human needs in today's life. The use of the rich and proportional leisure time program has been associated with effective outcomes. The present study aimed to determine the effectiveness of enriched and proportional Arsh leisure time program on the working memory profile of students with educable ID. Materials & Methods The present research was a quasi-experimental study with pretest, posttest and control group. The participants were 30 female students with ID from exceptional schools in Isfahan City selected by simple random method. Subjects were divided into experimental and control groups, each group consisted of 15 students. The experimental group received 16 sessions of Arsh leisure time program (two 60-minute sessions per week) and the control group did not. The instruments were working memory test battery for children (2001). The obtained data were collected through the scales before and after the training sessions. Multivariate analysis of covariance was used by SPSS (Version 23) for analyzing the data. Results First, the normality of the study variables and contingency of variance and covariance assump- tions were tested. The Kolmogorov-Smirnov test showed that all variables were normally distributed (P>0.05). Also, the Box test confirmed the contingency of variance-covariance assumption. So, assump- tions of MANCOVA test were met and it can be used for analysis of data. The results showed that Arsh leisure time program had a significant effect on the working memory (P<0.0001). The results also revealed that Arsh leisure time program had a significant effect on the central executive, visual-spatial sketchpad, and phonological loop subscales in these subjects (P<0.001). It can be said that according to Eta2, respec- tively 63%, 61%, and 68% of variations in central executive, visual-spatial sketchpad and phonological loop subscales can be explained by the participation of subjects in Arsh leisure time program. Conclusion Arsh leisure time program improved working memory of students with educable ID. So, this program can be used to enhance cognitive rehabilitation of these students in the working memory domain. Finally, the planning for providing Arsh leisure time program for these children has particular importance. [ABSTRACT FROM AUTHOR]