A COMPARATIVE STUDY OF SUSTAIN ATTENTION TO AUDITORY AND VISUAL STIMULUS IN CHILDREN WITH MIX LEARNING DISORDER AND NORMAL PEERS

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EGHLIDI JANDARK; KOOBASI FARNAZ; NEJATI VAHID; TABATABAEE SEYYED MEHDI

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Journal: Journal of Research in Rehabilitation Sciences Year:2013 | Volume:9 | Issue:3 Page(s): 435-444

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Title

A COMPARATIVE STUDY OF SUSTAIN ATTENTION TO AUDITORY AND VISUAL STIMULUS IN CHILDREN WITH MIX LEARNING DISORDER AND NORMAL PEERS

Author(s)

EGHLIDI JANDARK | KOOBASI FARNAZ | NEJATI VAHID | TABATABAEE SEYYED MEHDI | Issue Writer Certificate

Keywords

LEARNING DISORDERQ2

VISUAL SUSTAIN ATTENTIONQ2

AUDITORY SUSTAIN ATTENTIONQ2

CONTINUOUS PERFORMANCE TESTQ2

Abstract

Introduction: Children with LEARNING DISORDERs (LD) show difficulties in one or more than one basic psychological process involved in both understanding and using spoken and/or written language. This study compared sustained attention to visual and auditory stimuli in children with learning disability and their typical counterparts.Materials and Methods: In this study, 26 primary schoolers with LEARNING DISORDER of NOS type and 40 healthy school children were examined. Wechsler intelligence test for children and the test of auditory and visual continuous performance were used for obtaining the data of interest. Paired t test or Wilcoxon’s test, Independent t test or Mann-Whitney U test were conducted for the statistical analysis of the data using SPSS 16.Results: The two groups had meaningful differences in either visual sustained attention or visual emission error (P=0.003) and also in visual and auditory reaction times (P£0.005). Moreover, neither sustained auditory attention nor auditory omission error had meaningful difference when the two groups were compared (P=0.752).Conclusion: According to the results of the present study, it seems that children with LEARNING DISORDER have visual attention deficits. Children with LD have deficits in auditory selective attention and in the control of impulsivity against auditory stimulants. Finally, because of superior performance of children with LD in visual and not in auditory modality, the use of visual stimulants in the rehabilitation and training sessions is recommended.

Cites

INVESTIGATING THE PATTERNS OF ATTENTION PERFORMANCE IN CHILDREN WITH MATHEMATICAL LEARNING DISORDER, WITH USING “TEST OF EVERYDAY ATTENTION FOR CHILDREN”

References

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APA: Copy

EGHLIDI, JANDARK, KOOBASI, FARNAZ, NEJATI, VAHID, & TABATABAEE, SEYYED MEHDI. (2013). A COMPARATIVE STUDY OF SUSTAIN ATTENTION TO AUDITORY AND VISUAL STIMULUS IN CHILDREN WITH MIX LEARNING DISORDER AND NORMAL PEERS. JOURNAL OF RESEARCH IN REHABILITATION SCIENCES, 9(3), 435-444. SID. https://sid.ir/paper/144135/en

Vancouver: Copy

EGHLIDI JANDARK, KOOBASI FARNAZ, NEJATI VAHID, TABATABAEE SEYYED MEHDI. A COMPARATIVE STUDY OF SUSTAIN ATTENTION TO AUDITORY AND VISUAL STIMULUS IN CHILDREN WITH MIX LEARNING DISORDER AND NORMAL PEERS. JOURNAL OF RESEARCH IN REHABILITATION SCIENCES[Internet]. 2013;9(3):435-444. Available from: https://sid.ir/paper/144135/en

IEEE: Copy

JANDARK EGHLIDI, FARNAZ KOOBASI, VAHID NEJATI, and SEYYED MEHDI TABATABAEE, “A COMPARATIVE STUDY OF SUSTAIN ATTENTION TO AUDITORY AND VISUAL STIMULUS IN CHILDREN WITH MIX LEARNING DISORDER AND NORMAL PEERS,” JOURNAL OF RESEARCH IN REHABILITATION SCIENCES, vol. 9, no. 3, pp. 435–444, 2013, [Online]. Available: https://sid.ir/paper/144135/en

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