Comparative study of the effectiveness of verbal self-instruction and perceptual-motor games on behavioral-emotional organization and problem-solving skills in high school students

Document Type : Original Article

Authors

1 Ph.D student in Psychology and Education of Exceptional Children, Faculty of Psychology, Islamic Azad University, Tehran Science & Research Branch, Tehran, Iran.

2 Assistant professor of Cognitive Neuroscience, Shahid Madani University, Tabriz, Iran. h_bafandeh@azaruniv.ac.ir

3 Associate Professor of Psychology and Exceptional Children Education, Pediatric Neurology Research Center, Tehran University of Social Welfare and Rehabilitation Sciences, Tehran, Iran Sciences, Tehran, Iran

4 Assistant professor of Educational Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.

Abstract

Aim: The purpose of the present study was to compare the effectiveness of verbal self-instruction method and perceptual-motor games on behavioral-emotional organization and problem solving skills of high school students in Tabriz. Methods. This was an experimental study with pre-test and post-test design and a control group. The statistical population includes all boy students in Tabriz primary schools in the academic year of 2017-2018. Based on DSM-5 diagnostic criteria and CSI-4 questionnaire, they were diagnosed as uncontrolled and hypreactive students. Finally, 60 students were selected using cluster sampling method, 40 of whom were assigned randomly to two experiment groups and 20 students to the control group. To collect the data, Conners’ Psychological Nursing Scale was used and multivariate analysis of covariance was used to analyze the data. Results. Comparison of means shows that behavioral-emotional organization and problem-solving skills in cognitive-motor skills and verbal self-learning in pre-test are higher than the post-test. Finally, comparing the effectiveness of perceptual-motor method and verbal self instruction method, there was no significant difference in behavioral-emotional organization and problem solving skills among students. Conclusion. Based on the findings, it can be concluded that proper interventions such as using verbal self-learning and perceptual-motor games can be useful in treating behavioral-emotional problems, increase problem-solving skills and improve cognitive skills of hyperactive students.

Keywords

References

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  • Receive Date: 25 January 2019
  • Accept Date: 25 January 2019

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