اثربخشی تمرینهای حرکتی ریتمیک بر کارکردهای اجرایی دانش آموزان کم توان ذهنی

Aim: The object of the present study was to determine the effectiveness of rhythmic movement practices on executive functions of male students with intellectual disability. Methods: The present research was a quasi-experimental study by pre-test, post-test design and with control group. 27 male students with educable intellectual disability were selected by convenience sampling method from the elementary schools of Tehran city. They were divided into experimental and control group. 13 students were in experimental group and 14 students were in control group. The experimental group participated in rhythmic movement practices in 10 sessions (three sessions weekly, each lasted for 40 minutes), while control group did not. The students were evaluated by Coolidge Neuropsychological Inventory and data were analyzed by covariance analysis through SPSS version 19. Results: The results indicated that the rhythmic movement practices has improved executive functions of students with intellectual disability. It is suggested that specialists improve executive functions of students with intellectual disability by designing and implementing the rhythmic movement practices. Conclusion: According to the findings, the results of this study were in line with other studies conducted on other groups of exceptional people in order to improve the effectiveness of motor exercises on executive work.