| Summary: | 碩士 === 國立臺東大學 === 進修部暑期特教碩士班 === 107 === The purpose of this study was to investigate the impact of extra-curriculum aerobic exercise on cognitive function and academic achievement among junior high students with mild intellectual disability (ID). A quasi-experimental design, nonequivalent pretest-posttest control group was applied with study. The 17 participants were the students with mild intellectual disability in two neighboring schools, and were distributed into experimental (10) and control (7) groups. The experimental group received 25 times of extra-curriculum aerobic exercise after school during two months, the Wisconsin Card Sorting Test (WCST) and the Corsi Block-Tapping Test (CORSI) were applied to measure the executive function and working memory; reading comprehension and basic mathematical calculation test is as indicator to measure academic performance. Besides, the questionnaires are used to understand the comments and suggestions of parents, teachers and students about intervention of chronic aerobic exercise. The findings of this study were as follows: the score of WCST and CORSI after intervention were significant higher than before in experimental group, and NO significant difference was score found in control group; the score of reading comprehension and the basic mathematical calculation test after intervention were significant higher than before in experimental group ,and NO significant difference was score found in control group; this study showed good social validity. Conclusion: This study shows chronic aerobic exercise in extra-curriculum was positive effect on cognitive and academic achievement among the students with mild intellectual disability in junior high school.
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