نوع مقاله : پژوهشی اصیل
موضوعات
عنوان مقاله English
نویسندگان English
The present study aimed to investigate the impact of an educational-therapeutic intervention based on brain empowerment on dysgraphia. The participant of this study was a third-grade male student from one of Elementary School in Quchan (a city in Iran). He was selected for inclusion in the study through the purposive sampling method, which involved interviewing the teacher, administering a test, and completing a dictation evaluation checklist. The Bender Visual Motor Gestalt Test (BVMGT) and the Goodenough-Harris Draw A Person test (GHDAP) were employed to assess intelligence. The results indicated that the participant exhibited natural intelligence. Utilizing a single-subject A-B-A design, the study commenced with a baseline phase, followed by the introduction of interventions. The participant underwent 12 individual sessions, each lasting 45 minutes, where the educational-therapeutic intervention aimed at ameliorating dysgraphia was administered. Subsequent to the intervention phase, two dictation evaluations were conducted one week apart, with a three-day gap between them. The results demonstrated that an educational-therapeutic intervention based on brain empowerment is an effective approach for improving dysgraphia. The results suggest that such interventions could be advantageous for students with dysgraphia and advocate for their adoption by educators and therapists specializing in learning disorders.
کلیدواژهها English
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