The Effects of a Family-Based Responsive Instructional Pacing Program Based on Functional Reading on Executive Functions and Adaptive Functioning in Children with Down Syndrome

Rahbar Karbasdehi, Ebrahim; Afrooz, Gholam Ali; Naghsh, Zahra

doi:10.30473/ijohp.2026.78382.1465

Document Type : research

Authors

¹ Ph.D. Student of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

² Distinguished Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

³ Associate Professor, Department of Educational Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

10.30473/ijohp.2026.78382.1465

Abstract

Objectives: Given that children with Down syndrome (DS) face various challenges in cognitive and behavioral functioning, the present study aimed to investigate the effects of a family-based responsive instructional pacing program based on functional reading on the executive functions and adaptive functioning in children with DS.
Method: The present study employed a quasi-experimental design with a pretest, posttest, and a three-month follow-up. The statistical population of the present study consisted of all children aged 9 to 12 years with DS who were referred to the Pardis Rehabilitation Center in Rasht, Iran, in 2025, and their parents. The sample consisted of 15 children with DS selected through convenience sampling and assigned to the experimental group. The instruments used included the Tower of Hanoi, the Stroop Test, the Wisconsin Card Sorting Test, and the Adaptive Behavior Assessment System. The training program was implemented for the parents in the experimental group in the form of eight 90-minute sessions. Data were analyzed using one-way repeated-measures univariate and multivariate analyses of variance with Bonferroni post hoc tests in SPSS-27.
Results: The results of the analysis of variance indicated that significant improvements in executive functions and adaptive functioning were observed following the intervention in children with DS (p < 0.05). Post hoc test results also confirmed that the intervention gains were maintained at follow-up, demonstrating the durability of the program effects.
Conclusion: Based on the findings, the family-based responsive instructional pacing program based on functional reading can have important implications for improving the executive and behavioral skills of children with DS and appears to be a promising intervention.

Keywords

Main Subjects

Psychological interventions in health and diseases

Article Title [Persian]

تأثیر برنامه خانواده محور گام‌های آموزشی پاسخگو بر پایه خواندن کاربردی بر کارکردهای اجرایی و عملکرد سازشی کودکان با نشانگان داون

Authors [Persian]

ابراهیم رهبر کرباسدهی ¹
غلامعلی افروز ²
زهرا نقش ³

¹ دانشجوی دکتری روان‌شناسی و آموزش کودکان استثنایی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

² استاد ممتاز، گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

³ دانشیار، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

Abstract [Persian]

با توجه به اینکه کودکان با نشانگان داون با چالش‌های مختلفی در عملکرد شناختی و رفتاری مواجه هستند، بنابراین پژوهش حاضر با هدف بررسی تأثیر برنامه خانواده محور گام‌های آموزشی پاسخگو بر پایه خواندن کاربردی بر کارکردهای اجرایی و عملکرد سازشی کودکان با نشانگان داون بود. روش پژوهش حاضر نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری سه ماهه بود. جامعه آماری پژوهش حاضر شامل تمامی کودکان 9 تا 12 سال با نشانگان داون مراجعه کننده به مرکز توانبخشی پردیس شهرستان رشت در سال 1404 و والدین آنها تشکیل دادند. نمونه پژوهش 15 کودک با نشانگان داون بود که به صورت در دسترس انتخاب و در گروه‌ آزمایش قرار گرفتند. ابزارهای پژوهش شامل برج هانوی، آزمون استروپ، آزمون دسته‌بندی کارت ویسکانسین و ویرایش سوم نظام سنجش رفتار سازشی بود. برنامه آموزشی در قالب 8 جلسه 90 دقیقه‌ای برای والدین گروه آزمایش اجرا شد. یافته‌ها با روش تحلیل واریانس تک‌مغیری و چندمتغیری با طرح اندازه‌گیری مکرر یک‌راهه با آزمون تعقیبی بونفرونی با استفاده از نرم‌افزارSPSS-27 مورد تجزیه و تحلیل قرار گرفتند. نتایج تحلیل واریانس نشان داد که پس از اجرای مداخله، بهبود معناداری در کارکردهای اجرایی و عملکرد سازشی کودکان با نشانگان داون مشاهده شد(0/05>p). نتایج آزمون تعقیبی نیز تأیید کرد که دستاوردهای مداخله در مرحله پیگیری حفظ شده است که نشان‌دهنده ماندگاری اثرات برنامه است. بر اساس یافته‌ها، برنامه خانواده‌محور گام‌های آموزشی پاسخگو بر پایه خواندن کاربردی می‌تواند تلویحات مهمی در زمینه بهبود مهارت‌های اجرایی و رفتاری کودکان با نشانگان داون داشته باشد و به ‌عنوان یک مداخله امیدبخش مطرح شود.

Keywords [Persian]

آموزش پاسخگو
گام‌های آموزشی
کارکرد اجرایی
رفتار سازشی
رفتار سلامت
نشانگان داون

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The Effects of a Family-Based Responsive Instructional Pacing Program Based on Functional Reading on Executive Functions and Adaptive Functioning in Children with Down Syndrome

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References

Volume 9, Issue 1 - Serial Number 27March 2026

Volume 9, Issue 1 - Serial Number 27
March 2026