This study aimed to evaluate the effectiveness of non-structural activities and games before entering the classroom on attention problems and adjustment of slow-paced students. A quasi-experimental design (with pretest-posttest and control group) was used. The study population consisted of all students in preschool mental disability. The sample consisted of 30 preschool children who were slow step that selected and then divided into two groups of 15 (test and control) groups. Research tools was Connors nerve-psychological test and Vainlad social development scale. Non-structural activities and games before entering the classroom perform in eight 45-minute sessions for the experimental group. The results of multivariate analysis of covariance showed that non-structural activities and games before entering the class significantly decreased the attention problems (0.001) and increased adjustment (0.005) in slow-paced students. The results of this research could be judged to be the Non-structural activities and games before entering the class is a good way to reduce attention problems and increase adjustment of slow-paced students.
Naghdi, N., Ghasemzadeh, S., & Afroz, S. (2016). The effectiveness of non-structural activities and games before entering the classroom on attention and adjustment of slow-paced students. Empowering Exceptional Children, 7(2), 1-8.
MLA
Nayereh Naghdi; Sogand Ghasemzadeh; Sotodeh Afroz. "The effectiveness of non-structural activities and games before entering the classroom on attention and adjustment of slow-paced students". Empowering Exceptional Children, 7, 2, 2016, 1-8.
HARVARD
Naghdi, N., Ghasemzadeh, S., Afroz, S. (2016). 'The effectiveness of non-structural activities and games before entering the classroom on attention and adjustment of slow-paced students', Empowering Exceptional Children, 7(2), pp. 1-8.
VANCOUVER
Naghdi, N., Ghasemzadeh, S., Afroz, S. The effectiveness of non-structural activities and games before entering the classroom on attention and adjustment of slow-paced students. Empowering Exceptional Children, 2016; 7(2): 1-8.
