What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the “General teaching model”. “Mentorship” was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner’s brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problem-oriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation

What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the “General teaching model”. “Mentorship” was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner’s brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problem-oriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation

The Relationship between Auditory Sensory Gating and Cognitive Functions on Auditory and

ObjectivesConsidering the common neurological origins, there is a relationship between the sensory gating and cognitive functions. However, there is no adequate information on this issue. In this study, auditory event-related potentials and the sensory gating performance were assessed in P50, N100 and P200 waves. Besides, their relationship with cognitive performance in auditory and visual modalities was investigated.Materials & MethodsNineteen normal primary school students (14 boys) were tested in Tehran, Iran from 2017 to 2018. In the auditory modality, the Persian version of the non-word repetition test and monaural selective auditory attention test (mSAAT) were used for assessment of the working memory and selective attention, respectively. In order to evaluate the visual working memory and visual selective attention, Rey-Osterrieth complex figure, selective and divided attention test were used, respectively. A 32-channel EEG system was used for electrophysiological assessment.ResultsThe P50 sensory gating was negatively correlated with the visual selective attention (P=0.034, r=-0.49) and N100 sensory gating was negatively correlated with the auditory working memory (P=0.043, r=-0.48) as well as visual selective attention (P=0.039, r=-0.47). For P200, there was a significant negative relationship with auditory selective attention in the right ear (P=0.034, r=-0.49).ConclusionSensory gating in children is not a modality-specific phenomenon. Sensory gating in a modality could be associated with cognitive functions in other modalitie

Exploring the contributing factors that influence the volition of adolescents with cerebral palsy: A directed content analysis

Background. Communication, behavioural disturbances and low motivation influence the functional potential and the effectiveness of interventions in adolescents with cerebral palsy (CP). While the model of human occupation (MOHO) is a conceptual model in occupational therapy, no research on the volition of adolescents with CP in daily activities has been undertaken. Aim. To explore the elements contributing to the volition of adolescents with CP based on their own experience Methods. A qualitative approach using directed content analysis with volition of MOHO as a framework was applied. Semi-structured in-depth interviews were carried out with five adolescents with CP and five parents of the same adolescents. Results. In this study primary codes were categorized into eight categories: family and community-related values, individual values, individual perceptions of ability level, sense of control over conditions, enjoying performing activities, enjoying interpersonal relationships, physical context features and social context features. Conclusions. Personal causation in interaction with environmental features is strongly influenced by adolescents’ motivation. Significance. Occupational therapists could improve the motivation of adolescents with CP in interaction with the individual’s volition with focussing on self-efficacy for promoting personal causation. Adapting to the physical environment and changing the attitudes of others to these adolescents is necessary

Predictors of interest in performing activities among Iranian adolescents with cerebral palsy

Objectives: Generally, adolescents who are interested in performing activities experience positive emotions and report high levels of well-being. However, adolescents with Cerebral Palsy (CP) encounter various issues affecting their interests. The present research was planned to investigate the predictor factors that affect the interest in performing activities in Iranian adolescents with CP. Methods: In total, 312 adolescents with CP (10-19-year-olds, Mean±SD age: 14.08±2.34 y) participated in this cross-sectional study. Their gross motor function was assessed by the Gross Motor Function Classification System (GMFCS), and their manual ability was evaluated by the Manual Ability Classification System (MACS) in random order by an occupational therapist. All study participants also completed the Adolescent Interest Inventory-Cerebral Palsy (AII-CP). The predictive model was analyzed using a multiple linear regression model by the enter method. Results: The multiple linear regression analysis data presented that the highest independence in motor performance, personal values, social environment support, and age appeared to be the strongest predictors of interest in performing activities in the explored adolescents with CP (R2: 0.475). Discussion: Interest as a significant factor for participation and motivation in conducting daily living activities is associated with the highest independence in motor performance, personal values, social environment support, and the age of adolescents with CP

Predictors of Instrumental Activities of Daily Living Performance in Patients with Stroke

Objective. Instrumental activities of daily livings are important for independent living and active participation in the community. The present study is aimed at determining factors predicting instrumental activities of daily living performance in patients with stroke. Methods. In this cross-sectional study, a convenient sample of 90 patients with stroke entered from five occupational therapy centers, which were selected based on the cluster randomization method. Lawton IADL scale, Barthel Index, Trail Making Test (A and B), Digit span subtest of Wechsler memory scale, Motorcity index, and Beck Depression Inventory-II were used to investigate the study’s aim. Statistical analyses were performed using independent sample t-test, one-way ANOVA, Pearson correlation, and multiple linear regression analysis. Results. Age (r=−0.384, p<0.001), memory (r=0.565, p<0.001), basic activities of daily living (r=0.818, p<0.001), depression (r=−0.758, p<0.001), Trial Making Test (B-A) (r=−0.614, p<0.001), and motoricity index (r=0.670, p<0.001) were significantly associated with instrumental activities of daily living performance. Conclusions. Basic activities of daily living were the strongest predictor of IADL’s performance. Age, TMT (B-A), and depression were orderly the next strongest predictors. Stroke patients with more dependency in basic activities of daily living, older age, cognitive impairment, and depression are more opted to be dependent in instrumental activities of daily living and as a result, less participation in home and community affairs

The Challenges of People With Heart Failure in Activity of Daily Living Performance: A Qualitative Study in Iranian Context

Objectives: People with Heart Failure (HF) encounter many limitations while performing their daily activities. These limitations can have adverse effects on their quality of life and self-satisfaction. Hence, to assess problems in the Activities of Daily Living (ADL) and plan effective interventions, we should properly identify people’s challenges in performing daily activities. This study aimed to recognize the ADL challenges in people with HF and their effects on ADL. Methods: Twelve people with HF (aged 38 to 65 years) recruited from Rajai Hospital participated in this study using a purposeful sampling method. They were interviewed up to data saturation. Each semi-structured interview session lasted for 20-45 minutes (average 32.5 minutes). The obtained data were analyzed using a qualitative content analysis approach.  Results: The challenges of the participants with performing ADL were summarized under two themes: “obstacles preventing normal functioning” and “disturbances in doing daily living activities as a burden”. The first theme consisted of “interference of previous experience in performance” and “challenges during the performance”. The second theme consisted of “personal laborious activities” and “interruption of activities performance related to family roles and outdoor tasks”. Discussion: Patients with HF have serious challenges with performing ADLs which are crucial for their living. Therefore, identifying their barriers and needs will play a major role in designing compensatory, educational, and coping programs based on the limited activities and the interrupted parameters in ADL performance

A Computer-Based Sustained Visual Attention Test for Pre-School Children: Design, Development and Psychometric Properties

Background: Sustained visual attention is a prerequisite for learning and memory. The early evaluation of attention in childhood is essential for their school and career success in the future. The aim of this study was to design, development and investigation of psychometric properties (content, face and convergent validity and test-retest and internal consistency reliability) of the computer - based sustained visual attention test (SuVAT) for healthy preschool children aged 4-6 with their special needs. Methods: This study was carried out in two stages: in the first stage computerbased SuVAT in two versions original and parallel were developed. Then the test-retest and internal consistency reliability using intra-class correlation and Cronbach’s alpha coefficients respectively were examined; Face validity was calculated through ideas gathering from 10 preschool children and content validity evaluated using CVI and CVR method and convergent validity of SuVAT with CPT was assessed using Pearson correlation. Results: The developed test showed a good content and faces validity, and also had excellent test-retest reliability. In addition, the assessment of internal consistency indicated the high internal consistency of the test (Cronbach’s alpha=0.869). SuVAT and CPT test demonstrated a positive correlation upon the convergent validity testing. Conclusion: SuVAT with good reliability and validity could be used as an acceptable sustained attention assessment in preschool children