Comparison of Executive Function and Educational Satisfaction in Primary School Students with Normal Hearing and Hearing Impaired with and without Cochlear Implanted

Document Type : Original article

Authors

1 PhD, Student of Psychology Special Children, Department of Psychology, Islamic Azad University of centeral Tehran Branch, Tehran, Iran

2 Department of Psychology, Islamic Azad University, Malayer Branch, Malayer, Iran.

3 Associate Professor of Special Children, Department of Psychology, Abhar Branch, Islamic Azad University, Abhar, Iran

Abstract

Background and Aims: Hearing impairment has negative consequences on different aspects of children’s development like high cognitive function, learning, and linguistic processes. The purpose of the present study was to compare executive function and educational satisfaction among normal hearing and hearing impaired primary school students with and without cochlear implant.
Materials and Method: A total of 155 primary school students, 44 with hearing impairment and without implants from special schools and 44 with cochlear implants from special and normal schools, were randomly selected. In addition, 67 normal hearing primary school student were selected using random cluster sampling from Tehran between 1393-94. Wisconsin Card Sorting Task (WCST) and the Quality of School Life Questionnaire (QSL) were used for evaluating executive functions and educational satisfaction, respectively.
Results: The results of data analysis using ANOVA showed that there was no significant difference between the tree groups in terms of executive function, but there was a significant difference in time performance test (P=0/004). Also, there was a significant difference among the tree groups in terms of educational satisfaction (P=0/031).
Conclusion: Hearing impaired students with and without cochlear implant had no difference with normal hearing students in terms of executive functions measured by visual test, but they spent more time in the executive function test in comparison to the normal hearing students and had less educational satisfaction.

Keywords

Main Subjects

References

  1. Dehghani M, Karimi N, Taghipur Javan A, Hasan Natag Zadeh F, Zyd Abadi F. Effectiveness games rhythmic movements (rhythmic) on the executive function of  children with learning disabilities, developmental neuropsychology preschool. Journal of learning disabilities. 2012; 2(1): 53-77.##
  2. Abedi A, Malekpur M, Arizi HR, Faramarzi S, Jamali Paghaleh S. Standardization of the reliability and validity of neuropsychological tests NEPSY in children. 2012; Journal of clinical psychology Iran. 2012; (1). ##
  3. Abedi A, Malekpur M, Molavi H, Arizi HM, Amiri Sh. Compare attention and executive function in preschool children with learning disabilities Neuropsychological developments with normal children. Cognitive science new. 2011; 10(2): 38-48. ##
  4. Abedi A, Malekpur M. Early psychological interventions to improve the effectiveness of teaching children with learning disabilities, attention, executive functions. 2010; 1(11):65-86##
  5. Alizadeh H, Zahedipur M. Executive functions in children with and without Developmental Coordination Disorder. New cognitive science. 2006; 6(3&4). ##
  6. Malekpur M, Kavianpur F, Abedi A. Efficacy of executive function training (response inhibition) on the attention of preschool children with developmental coordination disorder: A single- subject research. J Res Behav Sci. 2013; 11(2): 108-20. ##
  7. Aghababai S, Malekpoor M, Abedi A. Effectiveness of Executive function Training on Academic performance with spelling learning Disability. Advances in cognitive science. 2012; 14(2): 63-72. ##
5.     Abedi A, Malekpur M. Educational-psychological effectiveness of early interventions to improve attention and executive function of children with learning disabilities Neuropsychological. Modern teaching approaches. 2011; 1(11): 65-86. ##
9.     Ghamari givi H, Narima M, Mahmudi H. The effectiveness of cognition- performance software on executive function, response inhibition and working memory of children with dyslexia and attention dificit/hyperactivity. Journal of Learning Disabilities. 2012; 1(2): 98-115. ##
10. Mirmahdi R, Alizadeh H, Syf Naraghi M. The Effectiveness of Executive Function performance on math and reading for elementary students with learning disabilities. Reserarch on Exceptional children. 2008; 9(1): 1-12. ##
11. Tehranidust M, Azadi B, Sedigh A, Ashrafi MR, Alagheband R. Impaired executive function in patients with PKU treated with fateel. Cognitive science news. 2007; 7(1): 1-9. ##
12. Ghamari H, Narimani M, Rabiee J. Comparison of executive function among children with attention deficit hyperactivity disorder, learning disability and normal children. Journal of fundamentals of mental healt. 2010; 11(4):322-33. ##
13. Khodami I, Abedi N, Atashpur H. The efficacy of executive function to improve academic performance of student with mathematics learning disabilities. New finding in psychology. 2011; 5(17): 63-77. ##

14. Esfandi K, Ghorbani A, Farhandoosth H, Nazari MA, Jalai Sh. Comparison of shifting attention function in 7-13 years old children with fluent speech developmental. Audiol. 2014; 23(1):70-80. ##

15. Hekmati I, Hashemi T, Pirzadeh J. Comparison of executive in subclinical obsessive- compulsive disorder without depressive symptoms. Journal of behavioral sciences. 2012; 6(1): 39-47. ##
16. Hesam m, Senagu a. Academic underachievement and some Related factors Associated with Academic Satisfaction in Golestan university of Medical science`s student. Jgbfrm. 2013; 9(2): 90-96. ##
17. Edraki M, Rambod M, Abdoli R. The Relationship between Nursing student`s educational Satisfaction and their academic success. Iranian Journal of Medical Education. 2012; 11(1):32-39. ##
18. Rabani R, Rabiee K. Career choice and Satisfaction assess its impact students of Isfahan University. Fazlnameh Research program in higher education. 2011; 60: 99-120. ##
19. Narimani M, Khoshnoodia Chomachaei B, Zahed A, Abolghasemi A. The role of perceived teacher support in predicting Academic self- efficacy in studets with learning disabilities. Journal of Learning Disabilities. 2013; 3(1): 148-155. ##
20. Samani S, Jokar B, Sahragard N. Resiliency and mental health and life Satisfaction. Iranian Journal of Psychiatry and Clinical Psychology. 2008; 13(3): 290-295. ##
21. Mohammadi Z, Jokar B. Perfectionism, emotional problems and life satisfaction in Iranian students. Developmental psychology. Iranian psychologist. 2011; 6(23): 270. ##

22. Atkinson RL, Atkinson RC, Smith EE, Bem DJ, Hoeksema SN. Hilgards introduction to psychology. In Persian: Barahani MT, Bireshk B, Bik M, Zamani R, Shahr Aray M, Karimi U, Gahan N, Mohiyedin M. Editor: Barahani MT. Tehran; Roshd; 2005. ##

23. Kamel Attar Kar N. Comparing Auditory perception performance Index of 2 &5 years old children after Cochlear Implant surgery. Thesis in General Psychology. Tehran: Iran. Payam-e-Nor University of Varamin; 2005. (Inedited) ##

24. Bah Pajoh A, Ghobary Bonab B, Hossin Khanzadeh A, Hejazi E. Compare the social skills of hearing impaired students in regular schools and special compilation. JOEC. 2007; 35(2):63-83. ##

25. Afrooz GH. Introduction Educational of Exceptional Children. Tehran: Tehran University; 2011. ##

26. Halahan DP, Kauffman JM. Introduction to Exceptional children. 1999. In Persian: Javadiyan M. 4ed ed. Mashhad: Astane Ghods; 2008.   ##

27. Saif M, Naderi E. Psychology and Education of Exceptional Children. Tehran; Arasbaran: 2014. ##

28. Werts M, Culutta R, Tompkins J. Fundamental of Special Education. 2007. In: Amirimajd M. 3ed ed. Tehran: Shahr Ashub; 2012: 365-400. ##

29. Kimberly P. Executive Function in Children who are Deaf/ Hard of Hearing. Center on the Developing Ch .Western Washington University. 2014. Kimberly.Peters@wwu.edu. (In Persian). ##

30. Kronenberger WG et al. Pattern of cognitive risks in some children with cochlear implants identified by researchers. Science Daily. (Neurocognitive Risk in Children with Cochlear Implants). Journal of the American Medical Association Otolaryngology- Head and Neck Surgery. 2012. 10.1001/.jamato.2014.757<www.sciencedily.com/2014/05/140522175709.htm>(In Persian) ##

31. Davoodi A, Neshatdust HT, Pashashasharifi H. The comparison of executive functions in patients with schizophrenia, nonpsychotic major depression and normal individuals in Tehran. Arak Medical University Journal (AMUJ).  2011; 4(57): 10-19. ##

32. Soltani, R. Karshki H, Aghamohammadian Sharbaf H.R, Abdekhodaee M.S, Bafande H.. Evaluation of Validity and Reliability of the Quality of School Life Questionnaire in Mashhad Schools. Journal of Kerman University of medical sciences. 2012; 19(1): 79-93. ##

33. Abasian Nik Z, Hassan Zadeh S, Ghobari Bonab B. Effectiveness of Exercising on Short Time Memoryof Deaf Children with Cochlear Implant. 2012; 13(1): 25-33. ##

34. Houston DM, Beer J, Bergeson TR, Steven BC, Pisoni TR, & Miyamot RT. The Ear Is Connected to the Brain: Some New Directions in the Study of Children With Cochlear Implants at Indiana University. Department of Otolaryngology Head and Neck Surgery, Indiana University School of Medicine; Department of Psychological and Brain Sciences, Indiana University. 2012; 23:446-463. (In Persian) ##

35. Barekley RA. Behavioral inhibition, sustained attention, hyperactivity and conduct problems among preschool children. Journal of clinical child and Adult Psychology. 1997; 31(2): 65-94. (In Persian) ##

36. Spencer LJ, Tomblin J, Bruce BruceJ. AUTHOR(S) Grow Up With a Cochlear Implant: Education, Vocation, and Affiliation. Journal of Deaf Studies & Deaf Education. 2012; 17(4):483. (In Persian) ##

37. Kushalnagar P, Mathur G, moreland Ch, Napoli DJo, Ostering V, Paden C,  Rathmann Ch. Infants and Children with Hearing Loss Need Early Language Access (Grow Up With a Cochlear Implant: Education, Vocation, and Affiliation). 2011. (In Persian) ##

38. Sarant J, Garrard P. Parenting Stress in of Children with Cochlear Implants: Relationships among Parent Stress, Child Language, and Unilateral Versus Bilateral Implants. (Author affiliations) The University of Melbourne. 2013. (In Persian) ##

39. Volkova A, Trehub SE, Schellenberg EG, Papsin BC, Gordon KA. Children with bilateral cochlear implants identify emotion in speech and musice. Department of psychology, University of Toronto, Toronto, Canada, Department of Otolaryngology. University of Toronto. Toronto, Canada. 2013; 80-91. (In Persian) ##

40. Satisfaction with Online Learning: A Comparative Descriptive Study. Journal of Interactive Online Learning. 2006; (5) 3.  www.ncolr.org/jiol ##

41. Jafary Nejad N, Ghobari Bonab B. Social Skill and Academic achievement in Exception student in integrated and regular school. JOEC. 2009; 9(1):63-73. ##

The Scientific Journal of Rehabilitation Medicine
Volume 8, Issue 2
July 2019
Pages 200-209

Files

History

  • Receive Date: 11 September 2018
  • Revise Date: 01 January 2019
  • Accept Date: 19 January 2019
  • First Publish Date: 22 June 2019

Share

How to cite

Statistics