A Comparison of Executive Functions in Children with and Without Nonverbal Learning Disorder

Document Type : 78

Authors

• samane rezai
• hamid alizadeh
• abdollah dargahi

Abstract

Background and Objective: Recent theories of neuropsychological executive functions focus on students at risk of failure, especially students with learning disabilities and attention deficit hyperactivity disorder are students. The aim of this study was to compare three components of executive functions as inhibition, working memory, and flexibility in children with and without nonverbal learning disorder. Methods: A causal-comparative study, 60 elementary school students formed 2 groups (each includes 30) of normal and with nonverbal learning disorder with average age of 7-10 based on access sampling. Coolidge test, digital memory subtests, Wechsler Comprehension Test and Goldstein Test used for executive functions components and diagnosis of nonverbal learning disorder, respectively. Data was analyzed by t-test. Results: The results showed that normal Students abilities inhibition, working memory and flexibility than children with nonverbal learning disorders were significantly different (p<0.05). Conclusion: It can be concluded that, one can conclude that children with nonverbal learning disorder are weak in measured components of executive functions.    Key words: Inhibitionability, Working memory, Flexibilit,  Nonverbal learning disorder, Students.  

Keywords

• Inhibitionability
• working memory
• Flexibilit
• Nonverbal learning disorder
• students

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