Relationship between working memory, auditory perception and speech intelligibility in cochlear implanted children of elementary school

Objectives: This Study examined the relationship between working and short-term memory performance, and their effects on cochlear implant outcomes [speech perception and speech production] in cochlear implanted children aged 7-13 years. The study also compared the memory performance of cochlear implanted children with their normal hearing peers

Methods: Thirty-one cochlear implanted children with a mean age of 121.52 months [ 10 years] and SD= 19.946 and 31 normal hearing children with a mean age 120.68 months [ 10 years] and SD=1and137 participated in this study. Their memory performance was assessed by Working Memory Test Battery for Children [1], speech perception was measured by Categories of Auditory Performance [2], and their speech production was assessed by Speech Intelligibility Rating [3]. Finally, the data were analyzed using SPSS through its descriptive variables MANOVA and Spearman Correlation Coefficient

Results: A significant and positive correlation was observed between working memory performance and cochlear implant outcomes. In addition, the children using cochlear implants had poorer performance compared to their normal hearing peers

Discussion: This study demonstrated that the memory performance of children using cochlear implants has a significant effect on their speech production

[ effectiveness of positive parenting program [triple-p] training on interaction of mother-child with intellectual disability]

Objective: Intellectual disability affects all aspect of individual's life, while use of parenting educational programs has been associated with strong outcomes. The aim of the present research was to determine of the effectiveness of positive parenting program [Triple-P] training on interaction of mother-child with intellectual disability

Materials and Methods: The present research was a quasi-experimental study by pre-test, post-test design with control group. Participants in this study were 40 mothers of students with intellectual disability. The samples were recruited through random clustering method from exceptional schools of Tehran provinces. Participants were divided into two groups [experimental and control group], each of which was consisted of 20 individuals. Experimental group received Triple-P in 10 sessions while control group did not. The instrument of present research was parent child relationship scale [PCRS] of Piyanta [1994]. The obtained data were statistically analyzed by MANCOVA using SPSS software

Results: Findings showed that experimental and control groups had significant difference, At least in one of sub scales of the PCRS [P<0/001]. The final results of MANCOVA showed that Triple-P had significant and positive effect on the conflict, closeness, dependency, and positive relationship [P<0/001]

Conclusion: The results indicated that Triple-P training has led to the improvement of interaction of mother-child with intellectual disability. It is suggested that specialists with implementation of Triple-P training promoted interaction of mother-child with intellectual disability

[ role of working memory on the performance of executive functions in students with learning disabilities]

Introduction: Deficits in working memoryand executive functions are a common feature of a wide range of developmental disorders and specific learning difficulties. Objective: Current research was conducted for studying roleof working memory on executive functions in students with learning disabilities [LD]

Methods: The sample was consisted of 40 students with LD [20 students with impairment in working memory and 20 students without impairment] and 20 students without LD. Used instrumentsincluded Raven intelligence test, WMTB-C, Tower of London and Wisconsin Card Sorting Test.The results revealed that students with LD having impairments in working memory acquired significantly lower scores on the planning [one of executive functions]. So therewas no significant difference betweenplanning performance in students with learning disability having impairments in working memory and normal group. As well as both groups who have learning disabilityperformed more poorly than normal group onthe Flexibility component

Conclusion: This study showed that working memory influences on executive function performance in student with learning disabilities strongly