Effectiveness of Early Intervention based on the Quinn Project on Cognitive, Verbal, and Socio-Emotional Learning of Children with Borderline Intellectual Functioning

Document Type : Original article

Authors

1 Ph.D Student, Educational Psychology, Department of Educational Science and Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran

2 Associate Professor, Department of Educational Science and Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran

3 Associate Professor, Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran

4 Associate Professor, Department of Clinical Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran

Abstract

Background and Aims: The purpose of the present study was to investigate the effectiveness of early education based on Quinn project on cognitive, verbal, and social-emotional learning in children with borderline intelligence performance.
Materials and Methods: The present semi-experimental with pretest-posttest design and follow-up with control group study was performed on 30 pre-school students with borderline IQ in Isfahan selected via convenience sampling who were randomly assigned to experimental and control groups. Research tools included the International Lighter Performance Scale and Wechsler Intelligence Scale for Preschool Children together with evaluation of socio-emotional learning. Early training based on the Quinn project was administered to the experimental group for eight sessions. Data were analyzed using repeated measure ANOVA.
Results: Based on the findings, it can be stated that the main effects of group membership (early intervention based on Quinn project vs. no intervention) in groups showed significant differences in the scores of cognitive, verbal, and socio-emotional learning scores (P <0.05).
Conclusion: According to the results of the current study, it can be concluded that early education based on Quinn project increases the scores of cognitive, verbal, and socio-emotional learning scores of children with borderline IQ.

Keywords

Main Subjects

References

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The Scientific Journal of Rehabilitation Medicine
Volume 9, Issue 4
January 2021
Pages 32-40

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History

  • Receive Date: 05 October 2019
  • Revise Date: 27 October 2019
  • Accept Date: 31 October 2019
  • First Publish Date: 21 December 2020

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