mohsen siavashi; Noor Ali Farrokhi; Kourosh Goodarzi; . Mehdi Roozbahani
Abstract
Objective: The present study aimed is Comparison of the Effectiveness of Animal-Assisted Therapy and play therapy In reducing Primary school children Components of behavioral disorders. Method: To investigate research assumptions, in semi-experimental formatting, 45 student were selected through Randomly ...
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Objective: The present study aimed is Comparison of the Effectiveness of Animal-Assisted Therapy and play therapy In reducing Primary school children Components of behavioral disorders. Method: To investigate research assumptions, in semi-experimental formatting, 45 student were selected through Randomly sampling, and placed randomly in the Animal-Assisted Therapy (15 student), play therapy (15 student) and control group (15 student). All three groups in a pre-test, post-test were assessed by Rutter behavioral disorders scale. The experiment groups was exposed to 10 sessions Animal-Assisted Therapy and play therapy, the control groups was not exposed to any intervention. The data were analyzed by Multivariate analysis of variance and post hoc test (Bonferoni). Results: The results showed that effect of Animal-Assisted Therapy was not significant on the components of behavioral disorders. The results also showed that the effect of play therapy on the components of behavioral disorders was significant. The results of Bonferroni post hoc test showed that the two treatments were not significantly different in all components.Conclusion: According to the research findings, It seams Assisted Therapy and play therapy Have played an important role In reducing Primary school children behavioral disorders.
Maryam Mohammadi Dolatabad; Yasser Rezapour Mirsaleh; Azadeh Choobforoushzadeh
Abstract
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that causes many problems for children. Numerous treatments have been suggested to improve this disorder, but this is so important to use non-pharmacological treatments that have no side effects. In this study, the effectiveness ...
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Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that causes many problems for children. Numerous treatments have been suggested to improve this disorder, but this is so important to use non-pharmacological treatments that have no side effects. In this study, the effectiveness of theater therapy on aggression in children with attention deficit hyperactivity disorder was investigated. A quasi-experimental design of pre-test-post-test with control group and follow-up test was used. The statistical population included all children with attention deficit hyperactivity disorder in Rafsanjan City, which 16 children were selected by using available sampling method and were randomly dividedin experimental and control groups. The experimental group participated in theater therapy group sessions, while the control group received no intervention. Data gathered by using Shahim Elementary School Aggression Questionnaire, at three phases: pre-test, post-test and follow-up. Analysis of variance with repeated measurment was used to analyze the data. The results showed that the aggression of the experimental group had decreased compared to the control group after the intervention and also after one month (follow-up stage). Therefore, it can be concluded that theater therapy reduces the rate of aggression in children with attention deficit hyperactivity disorder.
Keywords: Aggression, Attention Deficit, Hyperactivity, Dramatherapy.
Extended Abstract
Introduction
Attention deficit hyperactivity disorder is a neurodevelopmental disorder that is defined by damage in the levels of inattention, disorganization, or hyperactivity-impulsivity, which causes serious problems at home, school, and the child's social functions.
This disorder causes aggressive and impulsive behaviors and makes the person's social functions difficult. Therefore, aggression as one of the coexistence problems in this disorder has always been the focus of researchers.
Theater therapy is usually used in various fields of interventions related to improving children's mental health and is recognized as a useful treatment method.
Research Question(s)
This research aims to answer the question of whether theater therapy has an effect on the level of aggression of children with attention deficit hyperactivity disorder.
Literature Review
A research study has investigated passive and active aggression in children with and without attention deficit hyperactivity disorder and negative emotional disability and has reached the conclusion that people who are apparently emotionally unstable become more aggressive over time. (Slaughter et al, 2020)
In another research, it was concluded that theater therapy has increased social skills and reduced aggression in working children. (Rasekhinejhad and Khodabakhshi, 2019)
Methodology
The current research method is a pretest-posttest study with a control group and a follow-up test. The statistical population included all seven-to-twelve-year-old students with attention deficit hyperactivity disorder in Rafsanjan city and considering that theater therapy is usually performed in small groups of five to eight people, the number of 16 people whose attention deficit hyperactivity disorder was diagnosed by referring to medical history and clinical interview and their score in the attention deficit hyperactivity test of Swanson et al (1980) was higher than the average (36) and those who were willing to cooperate were selected as sample members using the available sampling method and were randomly placed in two groups of 8 people, experimental and control.
Results
According to the statistical results, it can be stated that the intervention based on theater therapy is effective in reducing the aggression of children with attention deficit hyperactivity disorder (P<0.05).
Table 1. The results of Ben Feroni's post hoc test to compare the three stages of pre-test, post-test, and follow-up in experimental and control groups
Group
Pre-test stage and post-test
Pre-test stage and
Follow up
Post-test stage and
Follow up
Difference In
averages
statistical significance
Difference In
averages
Statistical significance
Difference In
averages
statistical significance
examine control
11/875
0/001
11/500
0/001
-0/375
0/442
0/000
1/000
0/250
0/516
0/250
0/598
* As can be seen in the table, the difference between the pre-test and post-test stages, as well as between pre-test and follow-up in the experimental (theatre therapy) group is significant (P<0.001), but in the control group, these differences are not significant (P>0.05). Also, the difference between post-test and follow-up is not significant in any of the groups (P>0.05).
Figure 1. Aggression variable changes by group in three stages
Discussion
This research was conducted with the aim of investigating the effectiveness of theater therapy on the level of aggression of children with attention deficit hyperactivity disorder. The results of the analysis of variance with repeated measurements indicated that the difference between the mean aggression scores in the post-test stage after controlling the pre-test scores in the two experimental and control groups is significant.
Conclusion
Based on this research and previous similar studies, it was concluded that with the use of theater therapy techniques, due to the greater involvement of the child's attention and the possibility of better learning concepts in the form of group games, we can see a reduction in the level of aggression in children with Attention deficit hyperactivity disorder.
Acknowledgments (Times New Roman 12 bold)
In the end, we are grateful to all those who helped the authors in the implementation and compilation of this article.
mehdi khanabadi; asgar choobdari
Abstract
This research aims to investigate the effectiveness of Adlerian parenting training on decreasing of the conflicts in the relationship of mother/child, and it has been conducted on girl teenagers. The method of this research is respectively quasi-experimental, and the scheme, which has been implemented ...
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This research aims to investigate the effectiveness of Adlerian parenting training on decreasing of the conflicts in the relationship of mother/child, and it has been conducted on girl teenagers. The method of this research is respectively quasi-experimental, and the scheme, which has been implemented is respectively the scheme of pretest-posttest with evidence group. The statistical society of this research, incorporates all of girl students who are studying at first and second levels of high-school at Ardakan city, whose ages are between fifteen to seventeen years of old, in addition they are studying in the educational years of 1396-1397. The scheme of sampling was designed in this way, among high-schools of Ardakan city, high school was selected un-randomly. For the purpose of measurement of the conflict between parents and children in this research respectively. The results of the analysis of covariance indicated that the Adlerian parenting instruction has not any influence on decreasing of parent/child conflicts, nonetheless the increase in the skill of argumentation was efficient and paramount, whereas it has not any influence on the mitigating of verbal and physical aggression. From this we can conclude that Integrating the Adlerian approach to parent education With emotion-focused approaches, Can cover a whole range of parent-teen issues and to help solve them.
Sepideh Nayebzadeh; Abbas Abolghasemi; seyyed mosa Kafi Masooleh; mahnaz khosrojavid
Abstract
The purpose of the present study was to investigate the effectiveness of emotion regulation training on adaptive/social behaviors of adolescents with separation anxiety disorder. The research method was quasi-experimental with pre-test and post-test design with a control group. Participants in the study ...
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The purpose of the present study was to investigate the effectiveness of emotion regulation training on adaptive/social behaviors of adolescents with separation anxiety disorder. The research method was quasi-experimental with pre-test and post-test design with a control group. Participants in the study were 20 adolescents with separation anxiety who were identified among the adolescents studying in the first and second grades of Tehran School of Art and Literature in the academic year 2019-2020 and were randomly assigned to two experimental and control groups of 10 adolescents. The experimental group received the Gross model emotion regulation training in 8 sessions of 90 minutes individually, but the control group did not receive any intervention. Data were collected using March et al.'s (1997) Separation Anxiety Inventory and Spence et al.'s (2002) Adaptive / Social Performance Questionnaire, in pretest and post-test. Research data were analyzed by univariate and multivariate analysis of covariance. The results of the analysis of covariance showed that emotion regulation training was effective in increasing adaptive/social behaviors in adolescents with a separation anxiety disorder (ρ <0.001). According to the findings, it seems that emotion regulation training can be used to manage anxiety and increase adaptive behaviors in adolescents with separation anxiety disorder as a complementary education program along with other treatment methods.
Aliakbar Taheri; Mehran Soleymani
Abstract
The aim of the present study was to investigate the role of flexibility in prediction of symptoms of behavioral disorders in educable mentally retarded children in primary school mediated with parenting styles. This study is descriptive correlational research. In this research, 158 mentally retarded ...
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The aim of the present study was to investigate the role of flexibility in prediction of symptoms of behavioral disorders in educable mentally retarded children in primary school mediated with parenting styles. This study is descriptive correlational research. In this research, 158 mentally retarded students in primary school were selected from two Special Schools in Tabriz using purposeful sampling method. Then, Child Behavior Checklist (Achenbach) and Parenting Styles(Baumrind,) were completed by parents, and the Wisconsin Card Sorting Test (Berg and Grant ) was done by the subjects using a computer. After discarding 8 illegible questionnaires, the collected data of 150 subjects has been analyzed through Structural Equation Modeling with Partial Least Squares approach. Results of the study showed that there is a negative and significant relationship between flexibility with symptoms of behavioral disorders (P=0.001) and also between the authoritative parenting style and the symptoms of behavioral disorders (P=0.006). Moreover, most parents had an authoritative parenting style (79%). In addition, the results of Structural Equation Modeling with Partial Least Squares (PLS) approach revealed that flexibility and authoritative parenting style were able to predict the symptoms of behavioral disorders (P=0/001). The results of this study indicate the role of flexibility and authoritative parenting style in the symptoms of behavioral disorders of educable mentally retarded children . Therefore, it is suggested that new therapeutic interventions be designed to rehabilitate flexibility of educable mentally retarded children, and also educational sessions be held for training the parents of educable mentally retarded children about parenting styles
Farzaneh Amjadiyan; Asghar Jafari; Mohammad Ghamari
Abstract
The present study aimed to compare the effectiveness of self-compassion training and emotion-focused therapy in decreasing psychophysical vulnerability in mothers of children with a learning disability. The method was quasi-experimental and with a pre-test, post-test design, and two-month follow-up. ...
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The present study aimed to compare the effectiveness of self-compassion training and emotion-focused therapy in decreasing psychophysical vulnerability in mothers of children with a learning disability. The method was quasi-experimental and with a pre-test, post-test design, and two-month follow-up. The control group was the population that included mothers of children with a learning disability who were referred to the Payvand counseling clinic in 2020-2021 in Melard city. Through purposeful sampling, 45 participants were selected and randomly assigned to one group of EFT, one group of SCT, and one group of control, n1=n2=n2=15. Derogatis & et al’s (1974) SCL-25 questionnaire was administered on three groups and Gilbert’s (2014) SCT on one group and Goldman and Greenberg, s (2015) EFT on one group, and data were analyzed using repeated measurement analysis. Results showed that SCT and EFT had significantly decreased psychophysical vulnerability (P<0.01). EFT had more effect and these effects remained at follow-up. Since SCT and EFT likely lead to modification, experience, and acceptance of emotions, psychophysical vulnerability decreased. Hence, these can be used as efficient packages for improving the health of mothers of children with learning disabilities.
Mohmmad Ashori; Sogand Ghasemzadeh; Farzaneh Safarpour
Abstract
The aim of this study was to investigate of the psychometric properties of the Behavioral Emotion Regulation Questionnaire for adolescents and adults for first time in Iran. The present research was descriptive and of survey type. Translation and back-translation processes were used to prepare the Persian ...
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The aim of this study was to investigate of the psychometric properties of the Behavioral Emotion Regulation Questionnaire for adolescents and adults for first time in Iran. The present research was descriptive and of survey type. Translation and back-translation processes were used to prepare the Persian version of the Behavioral Emotion Regulation Questionnaire developed by Kraaij & Garnefski (2019). The statistical population of the present research was adolescents and adults in 2019. The sample included 461 adolescents who were selected through the multistage cluster random sampling method in the provinces of Tehran (Districts 2, 4, 11, and 20) and Isfahan (Isfahan, Shahr-e Reza, and Najaf Abad cities). The viewpoints of nine experts were gathered to assess the questionnaire’s face and content validities. Lawashe method and Waltz and Bausell method were used to calculate the content validity index. Construct validity was analyzed using factor analysis. The reliability of the scale was calculated using Cronbach’s alpha and test-retest methods. The results of the exploratory and confirmatory factor analyses showed that the five-factor model had a good fitness and its construct validity was confirmed, respectively. The face validity and content validity (CVI=0/84) were confirmed satisfactorily. The content validity indices were .82, .87, .86, .78 and .83 for the subscales of seeking distraction, withdrawal, actively approaching, seeking social support, and ignoring, respectively. The reliability coefficients for the subscales of the Behavioral Emotion Regulation Questionnaire, using Cronbach’s alpha, were found to be .88, .90, .91, .89 and .87, respectively. Additionally, reliability was calculated by the test-retest method and found to be between the range of .59 to .66. The results of the convergent and divergent validities between the Behavioral Emotion Regulation Questionnaire through its simultaneous implementation with the Cognitive Emotion Regulation Questionnaire and the scale of depression, anxiety and stress were also examined and approved. Therefore, the Behavioral Emotion Regulation Questionnaire is a valid and reliable tool, and it can be used to assess the behavioral emotion regulation of individuals in psychological interventions in the Iranian society.
shahrooz nemati; rahim badri; shahram vahedi; Mohammad Bardel
Abstract
Abstract
This study aimed to determine the effectiveness of acceptance and commitment program training on social anxiety and academic resilience of students with stuttering disorder. The research design was quasi-experimental with two experimental and control groups. The statistical population of the ...
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Abstract
This study aimed to determine the effectiveness of acceptance and commitment program training on social anxiety and academic resilience of students with stuttering disorder. The research design was quasi-experimental with two experimental and control groups. The statistical population of the study included high school students with stuttering disorder in Khoy city. In this regard, a sample of 32 students were selected by available sampling method and divided into two groups of 16, experimental and control, to participate in the training of life-based experience program of acceptance and commitment (Bardel et al., 2022) were assigned. Academic resilience scales (Samuels, 2004) and social anxiety questionnaire (Conner et al., 2000) were used before and after the test to collect data. Acceptance and commitment training program was implemented in 8 intervention sessions for the experimental group. Analysis of covariance showed that the training program has significantly improved the acceptance and commitment of academic resilience and social anxiety of students with stuttering disorder. Acceptance and commitment-based therapy by teaching and improving effective strategies and techniques allows students to take a realistic view of their problem and overcome the severe consequences of their disorder. Therefore, the implementation of this program is recommended for individuals with stuttering disorders and other developmental disabilities.
Extended Abstract
Introduction
"Stuttering" is a communication disorder that disrupts the melodious and smooth flow of speech with repetition, involuntary stretching, pauses, or involuntary stuttering in sounds, syllables, and words (American Psychiatric Association, 2013). People with stuttering disorders often experience psychological problems such as social anxiety (Berchiati et al., 2023), low resilience (Bilby et al., 2022), low cognitive flexibility (Gillader et al., 2021) and perceptive speech problems (Bahrini and Thanagovi, 2022).
Children who stutter experience social anxiety, which can be a severe fear of situations in which one is in the company of others or has to do something in front of them (Berchiati et al., 2023). This fear may be a result of social anxiety disorder, a profound and pervasive fear of social situations (Gillader, Filksman, and Hooper, 2021). It's important to note that social anxiety disorder is different from shyness, which is a normal feeling of feeling uncomfortable in new or social situations (Gillader et al., 2021).
One of the main challenges faced by children with stuttering is having low resilience, which can make it difficult for them to overcome obstacles and challenges in both academic and social settings (Soluk, 2023). This issue seems to be particularly prevalent in the academic environment, where children with speech impairments tend to have lower academic resilience compared to their peers without speech impairments. Academic resilience is the capacity for one to achieve success in the face of various obstacles and challenges, and the concept has been researched extensively in the field of education (Sesher and Olash, 2023).
According to a review of the research related to speech disorders, multiple intervention methods such as drug therapy, cognitive-behavioral approach, speech therapy, and yoga can be effective in managing the psychological consequences of this disorder. One approach that appears promising is the acceptance and commitment approach, which encourages individuals to accept and embrace uncomfortable and anxiety-provoking feelings and thoughts. This approach can help individuals move away from trying to avoid these emotions and instead learn to accept and commit to their values despite their difficulties (Ising et al., 2022).
One treatment approach that has been proposed for children with stuttering disorder is the acceptance and commitment approach. This approach has become an area of interest for experts and is based on the principles of acceptance and commitment therapy (ACT), a cognitive-behavioral approach that centers on fostering awareness and acceptance of difficult experiences and developing commitment to personal values and behaviors (Bergman & Keitel, 2023). Acceptance and commitment therapy is based on relational frame theory (Löhm et al., 2018) and functional contextualism (Hayes et al., 2017), which aim to help individuals learn to engage with their thoughts and emotions in ways that align with their personal values and goals. This approach can be especially useful for individuals who struggle with stuttering, as it can help them develop greater acceptance of their stuttering and develop skills to pursue their goals and values regardless of the challenges they face (Bourgi et al., 2022).
The proposed research aims to evaluate the effectiveness of the Acceptance and Commitment Training program on reducing social anxiety and increasing academic resilience in students with stuttering. The study is guided by evidence-based practices and seeks to explore the theoretical and practical implications of the Acceptance and Commitment Approach in the field of communication disorders. The main research question is: Is the Acceptance and Commitment Training effective in reducing social anxiety and improving academic resilience in students with stuttering?
Literature Review
The Studies have shown that individuals with stuttering disorders often have psychological problems such as social anxiety, low resilience, low cognitive flexibility, and challenges with perception of speech, which can impact their quality of life and overall well-being (Berchiati et al., 2023; Bilby et al., 2022; Gillader et al., 2021; Bahrini and Thanagovi, 2022).
In people with social anxiety disorder, their feelings of anxiety and worry are especially pronounced in social situations where they fear that they may behave in an embarrassing or socially unacceptable way. Furthermore, these symptoms can be so severe that they can lead to other debilitating conditions such as depression and addiction to drugs or alcohol (Yashar et al., 2023; Atelose et al., 2020).
Previous research has shown that people with stuttering often exhibit low flexibility and resilience. This can manifest in difficulty in adapting to new situations or dealing with challenges (Malich and Kauert, 2019; Martin and Marsh, 2017). In a recent study, Balkent and colleagues have explored the role of resilience in the experiences of persons with stuttering (Balkent et al., 2015). Therapy based on Acceptance and Commitment (ACT) encourages individuals to practice mindfulness and develop a non-judgmental awareness of their experiences, which ultimately enables them to act in the direction of their goals and values. Commitment to values is the key element of this approach.
Methodology
The current research employed a quasi-experimental design with a pre-test and a post-test. Participants were divided into an Experimental Group that received the Acceptance and Commitment Training program and a Control Group that received no intervention. The study took place in Shahr Khoi among male students with stuttering disorder. A sample of 32 participants was selected using available sampling techniques, and researchers verified the inclusion and exclusion criteria during a briefing meeting with relevant officials. Participants included only second-year male students with stuttering disorder who did not receive other psychological interventions and were willing to participate in the study. Exclusion criteria were the presence of other physical or neurodevelopmental problems, or the absence of more than two sessions. Interventions were executed in the counseling center of the education management. After the study, pre-test and post-test measures were administered to both groups.
Conclusion
Analyses aimed at investigating the effectiveness of acceptance and commitment (A&C) education in increasing academic resilience showed significant results. When separating the components of academic resilience, the A&C program proved significantly effective in improving future orientation and communication skills, but had no significant effect on the central problem.
When considering the "why" of the findings, it is worth noting that resilience is a stable coping style and a dynamic process in which people show successful and positive adaptation despite the experience of trauma or distress (Dan Head and Fisher, 2023). Research studies suggest that Resilience is related to the level of acceptance and commitment demonstrated by a person. Resilient people are able to maintain commitment to their goals, which can increase motivational behavior and ultimately lead to achieve high levels of success (Berchitti et al., 2023).
The results of the analysis showed that the acceptance and commitment training program is effective in reducing the social anxiety of the studied groups. In separating the components of social anxiety, teaching acceptance and commitment is significantly effective on avoidance and physiological symptoms; but it has no significant effect on fear; therefore, the results of the current research indicate that the acceptance and commitment training program is effective in reducing social anxiety.
In explaining the finding that acceptance and commitment training did not have a significant effect on the fear component of students with stuttering disorder, it is important to consider that social anxiety in this group of students is not solely due to the fear of speaking. In fact, the lifelong condition of speech impairments despite the interventions made has created a belief in those with speech impairments that these conditions always exist and must simply be tolerated and adapted to. This adaptation in children has been associated with anxiety, which can lead to difficulties responding in different social situations (Hayes et al., 2013).
Zahra Ezabadi; Fatemeh Behjati Ardakani; Elahe Shirovi
Abstract
The present study was conducted to investigate the effectiveness of cognitive-behavioral play therapy on social anxiety and academic self-concept of elementary school students with stuttering. The method in terms of purpose, was an application and information-gathering aspect, was a semi-experimental ...
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The present study was conducted to investigate the effectiveness of cognitive-behavioral play therapy on social anxiety and academic self-concept of elementary school students with stuttering. The method in terms of purpose, was an application and information-gathering aspect, was a semi-experimental type of pre-test, and post-test with a control group. The statistical population of this study included all primary school students in Shiraz of which 30 were selected by available sampling. The research tool was the Social Anxiety Questionnaire (LSAS-SR) and the academic self-concept questionnaire was administered to both groups, and the experimental group underwent intervention for 10 one-hour sessions. The collected data were analyzed using univariate and multivariate analysis of covariance in SPSS-24. The findings showed that there is a significant difference between the average scores of the compared groups in social anxiety in the post-test, which indicates that the average scores of social anxiety in the experimental group (53.93) compared to the control group (57.06) has significantly decreased. Also, there is a significant difference between the average scores of the compared groups in the academic self-concept in the post-exam, which indicates that the average scores of the academic self-concept in the post-exam in the experimental group (47.66) compared to the control group (43.36) ) has increased significantly. Therefore, the hypothesis of the research based on the effectiveness of cognitive-behavioral play therapy on social anxiety and academic self-concept of elementary school students with stuttering is confirmed.Keywords: Cognitive-Behavioral Play Therapy, Social Anxiety, Academic Self-Concept, Stuttering. Extended AbstractIntroductionStuttering as a communication disorder can lead to serious problems in interpersonal relationships and affect the quality of a person's life. People with stuttering are prone to anxiety and anxiety disorders, especially social anxiety disorder. People with stuttering gradually use avoidance behaviors due to their bitter experiences of stuttering. These behaviors and fears cause refusal of social communication. Social anxiety in childhood and adolescence is associated with problems in cognitive and emotional dimensions and social adaptation. These children have not made much progress in school due to anxiety, they have weak social relationships and have less adaptability than their peers. Lack of academic success causes these students to become discouraged from studying and weaken their morale or drop out. Therefore, these children can have weak self-concepts. Academic self-concept is a form of self-concept that is formed as a result of mutual actions and learning experiences and academic progress, and this shows that academic self-concept is learnable and acquired. Cognitive-behavioral play therapy training leads to the reduction of students' anxiety, tension, shyness and social isolation and increases their health and psychological ability. Therefore, the present study was designed with the aim of determining the effectiveness of cognitive-behavioral play therapy on social anxiety and academic self-concept of elementary school students with stuttering.MethodologyThe current research was a semi-experimental study of pre-test-post-test type with a control group. The statistical population of this research was all elementary school students with stuttering referred to speech therapy centers in Shiraz. The study sample was 30 people from the mentioned statistical population who were selected purposefully and available based on the entry and exit criteria and were placed in two experimental and control groups. The data collection tools including the Leibovitz social anxiety scale questionnaire, and academic self-concept scale were implemented in both groups, and the experimental group underwent cognitive-behavioral play therapy intervention for 10 sessions of 60 minutes with the plan suggested by Rivier (2006). And it was placed in a group. The data were analyzed using univariate and multivariate analysis of covariance in SPSS-24.ResultsTo check the presuppositions of covariance analysis, the results of the Shapiro-Wilk test showed that the data distribution is normal (p < 0.05), in order to check the homogeneity of the error variance of the research variable in the three groups, Levin's test was used, which level the significance of the F statistic was greater than 0.05, and in examining the slope of the regression line and the interaction between the groups and the pre-test of the variables, the results showed that the significance level of F is greater than the critical value of 0.05. The results of the covariance analysis and the table of averages show that the average scores of social anxiety in the post-test in the experimental group (53.93) compared to the control group (57.06) have decreased significantly. Also, the discriminant chi-square analysis indicates that cognitive-behavioral play therapy explains 37% of the variance of social anxiety in children with stuttering. Also, the results of the analysis of covariance showed that there is a significant difference between the average scores of the compared groups of academic self-concept in the post-test [P = 0.001, F = 13.25]. Examining the mean table shows that the mean scores of academic self-concept in the post-test in the experimental group (47.66) compared to the control group (43.26) have increased significantly. Also, the discriminant square root analysis indicates that cognitive-behavioral play therapy explains 32% of the variance of academic self-concept in children with stuttering.Discussion and ConclusionThe findings of the present study showed that cognitive-behavioral play therapy was effective on social anxiety and academic self-concept of elementary school students with stuttering. In cognitive-behavioral play therapy, the therapist accepts children's behavior unconditionally without surprising them, arguing with them, or pointing out the incorrectness of their work. During these games, the child understands the phenomena, understands the relationships and feels comfortable, and uses it as a tool to establish communication, exchange and test and master the external realities. In a way, it can be said that during this course of cognitive-behavioral play therapy in a safe environment, anxious children test the external reality without fear of evaluation. Academic self-concept is influenced by a person's educational experiences and the interpretation of the educational environment, and it expresses knowledge and perceptions in different academic fields. Stuttering can damage the student's perceptions, attitudes and beliefs about his ability. In cognitive-behavioral play therapy, encouragement is one of the main elements, encouragement helps the child to recognize which of his behaviors are approved by the therapist and which are not appropriate, and also helps the child to feel good about to earn.Ethical considerationsThis research is taken from the Master's thesis of Zahra Ezabadi, Department of General Psychology, Ardakan University, Yazd, code 2475187, dated 8/1/2018. Ethical considerations such as confidentiality, informed consent of the participants' parents and confidentiality of identity information have been fully observed in this study.AcknowledgmentsFrom all the officials of the speech therapy centers in Shiraz and the students of the sample group who cooperated in this research; thanks and appreciation is given.
mortaza zibaei sani; Mohammad Mohammadi pour; Abulqasem Shakiba
Abstract
Abstract
The present study aimed to compare the effectiveness of brain-based and multi-sensory learning on the working memory of third-grade students with math disorders. The study followed an experimental design with a pre-test and post-test, with a control group. Forty-five third-grade students with ...
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Abstract
The present study aimed to compare the effectiveness of brain-based and multi-sensory learning on the working memory of third-grade students with math disorders. The study followed an experimental design with a pre-test and post-test, with a control group. Forty-five third-grade students with math disorders were selected from Sabzevar Learning Disorders Center in the academic year of 2022 through purposeful and accessible sampling, and were randomly divided into three groups of equal size. The experimental groups received separate training in brain-based and multi-sensory learning, while the control group did not receive any training. The research tool was Danmin and Carpenter's Working Memory Scale (1983), and the data was analyzed through a repeated measures design with Benferroni's post hoc test. The results suggested a positive effect of both training methodologies on active memory. The effectiveness of the brain-based learning method was found to be superior to the multi-sensory training in both the post-test and follow-up periods (P<0.05). These findings suggest that both methods can be employed to address working memory difficulties in students with math learning disabilities.
Keywords: Brain-Based Learning, Multisensory Method, Working Memory, Dyscalculia.
Extended Abstract
Introduction
Disability in learning has always been a challenge and it becomes more important when students have problems learning in school despite being intelligent, making it difficult for them to continue their education (Chahardooli et al., 2021).
Evidence shows that students with dyscalculia generally have defects in using their working memory (Seifnaraghi and Naderi, 2016). Working memory helps to use the memory system flexibly, review the received information, keep it in mind and relate it to the previous knowledge and plan for future activities (Abbasi, 2020).
Considering students’ problems in learning disorders has prompted therapists to use various corrective measures to solve memory problems and improve cognitive processes. A measure is brain-based learning education (Hassani et al., 2015). It is the activities done to increase the concentration and improve students’ intellectual abilities. It includes different aspects such as vigilance combined with relaxed alertness for creating a pleasant emotional environment for the brain and learning, orchestrated immersion in complex experience with the aim of creating pleasant, optimal and rich opportunities for learning and ultimately active processing of experience for creating optimal and rich opportunities for learning (Saleh and Mazlan, 2019).
Also, another method to repair the students’ problems with learning disabilities is the multisensory method which emphasizes having balance in using the visual, auditory and tactile senses (Seifnaraghi and Naderi, 2016). In this method, we try to create a balance between different senses by involving several sensory receptors, and by combining visual, auditory, kinetic and tactile methods to correct students' learning problems (Kakavand et al., 2017).
Research question
Is there a difference between the effectiveness of brain-based learning and multisensory learning on the working memory of students with dyscalculia?
Method
This was an experimental research with pre-test, post-test, and a control group. The statistical population was all the third-grade elementary school students who had been referred to an educational center for the rehabilitation of children with learning difficulties in Sabzevar city, Iran, in the academic year 2021-2022. They were diagnosed with primary dyscalculia by their teachers. Amongst them, 45 students were selected by targeted and accessible sampling method and randomly placed in two experiment groups and a control group.
Research tools
Danmin and Carpenter's working memory scale (1983) was used to gather the data. This questionnaire measures children's working memory and it has 27 sentences in six parts: two-sentence, three-sentence, four-sentence, five-sentence, six-sentence, and seven-sentence sections. Regarding the internal reliability of this scale, in a preliminary study, Asadzadeh (2008) obtained a reliability coefficient of 0.88. The reliability of this scale in our study was 0.74 using Cronbach's alpha coefficient.
The brain-based learning education program was implemented in experiment group 1 based on the 12 principles adapted from Caine et al (2005). In experiment group 2, a multi-sensory training program was implemented with a model that was designed by Mousavi and Ali-Attari (2015) based on Fernald's model (1943) for dyscalculia. The students received the training in eight 60-minute group sessions during the week.
Results
In the post-test and follow-up, the average working memory score of the experiment groups was higher than that of the control group, which shows the effectiveness of brain-based and multisensory training in increasing the working memory of students with dyscalculia (Table 3).
Table 3. Indicators of the research variable in the experiment and control groups in different stages of the study
Variable
Group
Pre-Test
Post-Test
Follow Up
Average
Standard Deviation
Average
Standard Deviation
Average
Standard Deviation
Working Memory
Brain-Based
55.93
3.26
63.60
2.27
62
3.35
چند حسی
56.7333
4.03
3.27
56.4
9.10887
Multisensory
56.73
4.03
58.67
3.27
56.4
9.10
Control
55.27
3.71
54.87
3.78
54.47
3.50
Table 5. Bonferroni test results to compare working memory marginal averages according to test stages
Source Of Comparison
Difference In Averages
The Standard Error
P
Confidence Interval 95%
Lower Bank
Upper Bank
Pre-Test-Post-Test
-3.067
0.519
0.000
-4.362
-1.771
Pre-Test-Follow-Up
-1.644
0.912
0.236
-3.919
0.630
Post-Test - Follow-Up
1.422
0.845
0.300
-0.685
3.530
Table 6. The results of the estimated marginal means related to the groups
Group
Levels
Average
The Standard Error
Confidence Interval 95%
lower bank
upper bank
Brain Based
Pre-Exam
55.933
0.950
54.016
57.851
Post-Test
93.600
0.848
61.889
65.311
Follow Up
62.000
1.539
58.895
65.105
Multisensory
Pre-Exam
56.733
0.950
54.816
58.651
Post-Test
58.667
0.848
56.856
60.377
Follow Up
56.400
1.539
53.295
59.505
Control
Pre-Exam
55.267
0.950
53.349
57.184
Post-Test
54.867
0.848
53.156
56.577
Follow Up
54.467
1.539
51.362
57.572
Table 7. Bonferroni test results to compare working memory marginal means
Source Of Comparison
Difference In Averages
The Standard Error
P
Confidence Interval 95%
Lower Bank
Upper Bank
Brain-Based-Multisensory
3.2444
1.20342
0.030
0.2435
6.2454
Brain-Centered-Witness
5.6444
1.20342
0.000
2.6435
8.6454
Multisensory - Evidence
2.4000
1.20342
0.158
-0.6009
5.4009
There was a significant difference between the effectiveness of brain-based and multisensory training methods (P<0.05). The efficiency of the brain-based method was more than the multisensory method. There was a significant difference between the mean scores of the brain-based and control groups (P<0.05); the brain-based method had a positive effect on working memory, but there was no significant difference between the average scores of the multisensory and control groups (p>0.05); the multisensory method does not seem to have a positive effect on working memory.
Discussion
The performance of experiment groups increased after participating in the intervention sessions compared to the control group students. Also, regarding working memory, the performance of students in the brain-based experiment group was higher than the multisensory group.
In explaining the effect of brain-based learning on the working memory of students with dyscalculia, it can be said that while improving people's capabilities in processing and storing information, verbal and visual memory, this method increases the prefrontal cortex activities, improving students' working memory (Shivandi and Khalili, 2020).
As an explanation for the greater effectiveness of brain-based learning education compared to the multi-sensory method on working memory, it can be said that brain-based learning empowers the minds of students with learning disabilities to change their mental focus between different stimuli and have more flexibility. Since this method is based on conscious learning and training, it provides the basis for selective focus in the learning process, which happens less in the multisensory method. So, it is logical that brain-based learning has a greater effect on increasing working memory than the multisensory method.
Kaveh Shafieyan; Salar Faramarzi
Abstract
This study aimed to investigate the lived experience of parents of students with specific learning disabilities (SLD), during the Corona pandemic. The research method was phenomenological, of lived experience type. For this purpose, among the parents of students with specific learning disabilities in ...
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This study aimed to investigate the lived experience of parents of students with specific learning disabilities (SLD), during the Corona pandemic. The research method was phenomenological, of lived experience type. For this purpose, among the parents of students with specific learning disabilities in the academic year 2019-2020, whose children were under house quarantine due to the Corona pandemic and school closures, the parents of 20 students were purposefully selected and participated in the study. Semi-structured interviews were conducted to collect data, and the data were categorized and analyzed by Colaizzi’s method. The results showed that the lived experiences of parents of students with specific learning disabilities during the Corona pandemic included six main categories: (1) Child psychological problems, (2) Child behavioral problems, (3) Child cognitive problems, (4) Child educational problems, (5) Parenting problems, and (6) Child improper skills. It can be concluded that the poor skills of the parents of students with specific learning disabilities in the mentioned areas can increase the problems of these students and their parents during the home quarantine. Therefore, appropriate training courses in these areas need to be provided for parents of students with specific learning disabilities.
mehrzad ramezanloo; Khadijeh Abolmaali Alhosseini; Fariborz Bagheri; somayeh robatmili
Abstract
Autism spectrum disorder is a complex developmental condition that is associated with ongoing challenges in the child's social interaction, speech, and nonverbal communication, and affects mother-child interaction. The purpose of this study was to investigate the lived experience of mothers’s children ...
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Autism spectrum disorder is a complex developmental condition that is associated with ongoing challenges in the child's social interaction, speech, and nonverbal communication, and affects mother-child interaction. The purpose of this study was to investigate the lived experience of mothers’s children with autism spectrum disorder. The research method was qualitative with a descriptive phenomenological approach. The population included mothers of children with autism who had been referred to the Autism Association of Iran (in Tehran) in 1398. The sample was selected by the purposeful method and 8 mothers were examined until saturation was achieved. Data were collected by the semi-structured interview method and analyzed by Colaizzi’s seven-step method. Findings from the lived experience of mothers of children with autism were summarized in 4 main themes including the expression of conflicting emotions (positive and negative), weak psychological capital, limitations in social support networks, and effects and consequences. Also, several other sub-themes were identified. The findings of this study emphasize the importance of providing appropriate social support services for mothers of children with an autism spectrum disorder. The results of this study emphasize the importance of providing appropriate social support services for mothers with children with an autism spectrum disorder. It is also recommended that psychologists and counselors focus on promoting psychological capital to improve quality of life for mothers with children with an autism spectrum disorder.
farshad behmard; mahnaz estaki; mansooreh shahriari ahmadi
Abstract
The aim of this study was to compare the effectiveness of dore method and combined method (direct instruction and phonological awareness) on the symptoms of dyslexia. The method of the present study was semi-experimental pre-test-post-test with control group.The population included all students of elementary ...
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The aim of this study was to compare the effectiveness of dore method and combined method (direct instruction and phonological awareness) on the symptoms of dyslexia. The method of the present study was semi-experimental pre-test-post-test with control group.The population included all students of elementary school of UROMIA (2018-2019) with dyslexia who referred to the learning problems center and 45 students were randomly divided into two experimental groups and one control. For one group, dore method and for the other group, the combined method was performed for 20sessions of 60-minute. Reading and dyslexia tests were used to measure the dependent variable. Data analysis using multivariate analysis of covariance showed that both dore method and combined methods (direct instruction and phonological awareness) were significantly more effective than the control group on the symptoms of dyslexia(p < .05). Also, the results of pair wise comparisons showed that the combined group (direct training, phonological awareness) In most components of reading, it is more effective than the dore group Therefore, paying attention to the effectiveness of phonological and direct awareness education in combination with the symptoms of student dyslexia is of great importance.
Mahdi Abdollahzadeh Rafi; Mahsa rahimzadeh
Abstract
The purpose of the present study was determining the most effective speed naming tasks for discrimination of Persian language students with and without dyslexia. In a causal-comparative design, all 77 students with dyslexia who had the criteria to enter the study were selected, and 77 normal students ...
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The purpose of the present study was determining the most effective speed naming tasks for discrimination of Persian language students with and without dyslexia. In a causal-comparative design, all 77 students with dyslexia who had the criteria to enter the study were selected, and 77 normal students who were similar with the dyslexic group in terms of age, gender, and intelligence were also selected as available. Data was collected using a diagnostic Reading Test (Shirazi, & Nilipour, 2005), Raven Intelligence Test (Raven, 1956) and Rapid Automatized Naming Tasks (Denckla, & Rudel, 1976). To analyze the data, the independent T test and discriminative analysis method were used. Results show that students with dyslexia perform significantly less than normal students in rapid automatized naming tasks (p <0.0001); also, the coloring shape rapid automatized naming tasks was the most effective in distinctive students with and without dyslexia; therefore, rapid automatized naming tasks, especially coloring shape rapid automatized naming tasks, could be used to discrimination students with and without dyslexia.
Marjan Al-e Behbahani; moloud keykhosrovani; Naser Amini; Mohammad Narimani; Behnam Aldin Jamei
Abstract
The aim of this study was to compare the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism. The research method was quasi-experimental pre-test-post-test with a control group and one-month follow-up. The statistical population of the study included 85 children ...
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The aim of this study was to compare the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism. The research method was quasi-experimental pre-test-post-test with a control group and one-month follow-up. The statistical population of the study included 85 children aged 6-12 years with autism spectrum disorder who referred to two autism rehabilitation centers in Tehran (Shamim and Fariha centers) in the first half of 1398. Among them, 30 people (21 boys and 9 girls) were selected as a research sample by purposive sampling method and 10 people were randomly replaced in three groups of experiments (1, 2) and control. The first experimental group received vibroacoustic therapy for 12 sessions (20 minutes) and the second experimental group received logodotherapy for 12 sessions (45 minutes); The control group was placed on a waiting list. The Shahim Children's Aggression Questionnaire (2006) was used to collect information. In order to analyze the data, repeated measures analysis of variance and Bonferroni post hoc tests were used. Findings from the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of aggression components (relational, verbal and physical aggression) in the experimental group and the control group in the post-test and follow-up. . Also, the findings showed that vibroacoustic therapy was more effective than legodotherapy in reducing aggression in children with autism.
yousef dehghani; sadegh hekmatiyan fard
Abstract
The purpose of this study was to predict of self-handicapping based on educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities. The research method was descriptive correlational. The statistical population consisted of 540 third- to fifth-grade ...
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The purpose of this study was to predict of self-handicapping based on educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities. The research method was descriptive correlational. The statistical population consisted of 540 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education in 2018-2019 school year. Of these, using simple sampling and considering the requirements of the research project, 225 students were selected. The research instrument consisted of cognitive-emotional adjustment of Garnowsky et al questionnaire (2001), meta-cognitive beliefs of Wales and Carthage questionnaire (2004), academic happiness of Shirer and Carver questionnaire (1985) and Midgley self-advancement Scale (2000). The data from the implementation of the questionnaires were analyzed using Pearson correlation coefficient and regression methods. Findings showed that Educational optimism, metacognitive beliefs and cognitive emotional regulation can predict self-handicapping of students with learning disabilities negatively (p < 0.001, R2=0/156). These results indicate that there is existence of low educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities with procrastination in academic tasks and lack of positive motivation have effective role in self-handicapping, academic failure and consequently the continuation of this disorder in these students. Therefore, it is possible to improve the educational performance and mental health of these students through training and applying appropriate educational methods. It also provides the way for all-round advancement for students with low self-handicapping.
Leila Kashani Vahid; Samira Vakili; Hourieh Bakhashi Takanloo
Abstract
The purpose of this research was to study the effect of cognitive, family-based games on working memory and mathematics performances of students with dyscalculia. This study was conducted through a quasi-experimental research design with a pretest-posttest and a control group. Among the students with ...
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The purpose of this research was to study the effect of cognitive, family-based games on working memory and mathematics performances of students with dyscalculia. This study was conducted through a quasi-experimental research design with a pretest-posttest and a control group. Among the students with moderate intelligence and with at least 1.5 standard deviation below the mean in the test of K-math, 30 were selected by convenience sampling, and were randomly assigned to the experimental and control groups. The K-math test and the Wechsler digit span were used as data collection tools. The cognitive family-centered program was administered to the experimental group in 12 sessions (i.e., two one-hour sessions per week). The results of data analysis using Multiple Analysis of the Covariance (MANCOVA) showed that there was a significant difference between the experimental and control groups in working memory and mathematical performances. Thus, it can be concluded that the conducted interventions for rehabilitation can be used as a useful complementary intervention to reduce problems of students with dyscalculia.
Maryam Vismeh; Mahnaz Esteki; Navid Mirzakhani
Abstract
Abstract
Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was ...
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Abstract
Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was conducted using an experimental design with a pre-test, post-test, control group, and follow-up stage. The study's statistical population included all elementary school students with learning disabilities in districts 2 and 5 of Tehran in January and February 2021. Thirty dyslexic students aged between 8 and 11 years, who met the inclusion criteria, were homogenized based on age, gender, and intelligence. They were then randomly divided into three groups of ten. Participants in the pre-test, post-test, and follow-up stages were evaluated using various tests such as WISC-4, dyslexia, n-back, and Sensory Profile 2. After four months, a follow-up stage was carried out. The first group received a computer-based executive function intervention, while the second group received a sensory-motor integration intervention for 20 sessions of 30 minutes. At the end of the study, the interventions were performed on the control group. Data were analyzed using two-factor analysis of variance. The results showed that there were significant differences between the three groups in both post-test and follow-up stages of dyslexia symptoms (p <.001). Both interventions were effective in reducing dyslexia symptoms, although sensory integration exercises had a more lasting effect on this disorder's symptoms. Finally, paying attention to sensory processing patterns and therapeutic strategies in diagnosing and educating dyslexic students could lead to effective results.
Extended Abstract
Introduction
The term "dyslexia" refers to a reading disability characterized by difficulties with accurate and fluent word recognition, reading speed or fluency, decoding and spelling abilities, and poor reading comprehension (American Psychiatric Association, 2013). There is a close relationship between the ability to read and executive functions. Executive functions are a set of skills such as decision-making, planning, inhibition, and organization, requiring high-order cognitive abilities such as attention, working memory, language, perception, and creative thinking (Hoskyn, Iarocci, Young, 2017). Computer-based executive functions training is one the new treatments that has an interdisciplinary nature, and through cognitive training, it tries to improve the brain plasticity and provides lasting improvements (O'Connel, Bellgrove, Robertson, 2007, quoted in Khanzadeh, Latif Zanjani and Taher, 2017).
The concepts of sensory integration theory come from human development, psychological neuroscience, and occupational therapy. Its purpose is to correct students' problems using a combination of sensory dimensions in the educational process. According to Ayres' theory, a sensory integration disorder is the primary cause of learning failures, and overcoming this disorder can facilitate learning (Mirzakhani, Shahbazi, and Alizadeh, 2108). Correct and timely diagnosis and implementation of educational and rehabilitative interventions are crucial to overcome this disorder. No studies have demonstrated the effect of sensory integration and executive functions on students with dyslexia, making it an important topic for research. To fill this gap, this study was conducted to examine the impact of sensory integration and executive functions on students with dyslexia.
Literature Review
According to past studies, students with dyslexia have been shown to be deficient in executive functions (Akyürek & Bumin, 2019; Fisher et al., 2019). Computer-based strategies are a rehabilitation treatment for students with learning disabilities that aim to improve their working memory, executive functions, and reading performance, as noted in the study by Ranjbar et al. (2018). Peters et al. (2021) investigated the impact of video game training on text reading accuracy in students with dyslexia. The findings indicated that visual attention can have a significant impact on reading performance. Sensory-motor integration exercises are a rehabilitation strategy that can help students with learning disabilities. According to the study by Sadati Firouzabadi and Abbasi (2017), sensory-motor integration can alleviate reading problems in students with learning disabilities.
Methodology
This study is an experimental design with a pre-test, a post-test, and a follow-up phase. The population consists of all students with learning disabilities in the elementary school in the 2nd and 5th districts of Tehran during the 2019-2020 school year. In this study, 30 students aged 8-11 with dyslexia who met the inclusion criteria were selected randomly by convenient sampling. After sampling, participants were homogenized in terms of variables such as age, gender, and intelligence. They were then randomly divided into three groups of 10 people. Participants were evaluated in the pre-test, post-test, and follow-up using the Wechsler Intelligence Scale for Children, Fourth Edition, Dyslexia Screening Test, n-back paradigm, and Sensory Profile. After 4 months, the follow-up phase was implemented. Randomly, the first group received computer-based executive function training for 20 30-minute sessions, and the second experimental group received a sensory-motor integration intervention for the same period. After the research was completed, the control group received the intervention.
Conclution
The aim of this study was to compare the effectiveness of two interventions, computer-based executive functions training and sensory integration, on students with dyslexia. The results indicated that both interventions were beneficial but sensory integration intervention had a more long-lasting effect. Previous research has shown that computer-based executive functions training and visual skills-based computer games can improve dyslexia symptoms, as reported in previous studies by Pourfarehmand and Taher (2019) in terms of visual-auditory perception and reading speed, and García-Redondo et al. (2019) regarding attention. Additionally, cognitive training through computer games aims to teach cognitive functions by focusing on neurobiological processes and structural changes in brain neurons related to executive functions. Visual skills-based computer games foster brain plasticity, leading to improved learning.
The theoretical basis offers an explanation for the effects of sensory integration intervention on dyslexia symptoms based on brain plasticity mechanisms. Brain plasticity indicates that learning is what the human brain does best. Learning changes the brain because it can respond to any new behavior, experience, or stimulation. By understanding how the brain learns, we can optimize educational resources. The effects of sensory integration on dyslexia symptoms may be attributed to brain plasticity and flexibility. The intervention is designed based on unique sensory patterns, providing an attractive and creative learning environment that helps students respond to the demands of their daily lives, as reported in previous studies by Alizadeh Zarei and Maleki (2016).
However, limitations of this study include the small sample size, geographical region, and sample loss due to the COVID-19 pandemic. Further research should be conducted in other groups and regions in students with other learning disorders such as dyscalculia and dysgraphia. Additionally, educational workshops should be held for counselors, psychologists, and teachers to learn how to use these interventions. Elementary school teachers should focus on antecedents of reading such as strengthening executive functions and sensory-motor integration exercises.
Keywords: Special Learning Disorder, Computer Games, Executive Functions, Dyslexia, Sensory Integration.
Ahmad Nasseri; mahnaz khosrojavid; Seyed Mousa Kafi Masouleh
Abstract
Separation anxiety disorder is one of the most common mental disorders in teenagers that causes severe physical and mental disorders. The aim of this study was investigated effect of Intensive Dovanlo's short-term Daynamic Psychotrapy on The Quality of Object Relations and Defense Mechanisms in Adolescents ...
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Separation anxiety disorder is one of the most common mental disorders in teenagers that causes severe physical and mental disorders. The aim of this study was investigated effect of Intensive Dovanlo's short-term Daynamic Psychotrapy on The Quality of Object Relations and Defense Mechanisms in Adolescents White Separation Anxiety Disorder. This study was experimental method with pre-test-post-test design with a control group. The study’s population consisted of all male students of the second High school with separation anxiety disorder from khalkhal city during the academic year 2021-2022. Among these, 30 number of students with separation anxiety disorder based on March et al.'s separation anxiety questionnaire (1997) and the structured clinical interview and other inclusion criteria the research were selected and random assignment and placed in two experimental and control groups (15 people in each group).The experimental group was trained 10 sessions of 60 minutes under a short-term in Dovanlo's short-term Daynamic Psychotrapy. Bell's (1995) thematic relationship questionnaires and Andrews et al.'s (1993) defense mechanisms questionnaires were used for both groups in the pre- and post-test stages. Research data were analyzed by multivariate covariance analysis. The results showed that Dovanlo's short-term Daynamic Psychotrapy can significantly improve the quality of Object relationships and reduce Defense Mechanisms in Adolescents. Based on this, the using of Dovanlo's short-term Daynamic Psychotrapy can help students with separation anxiety disorder in reducing psychological problems and increasing the quality of relationships.
Keywords: Dovanlo's short-term Daynamic Psychotrapy, Object Relations, Defense Mechanisms, Separation Anxiety Disorder.
Extended Abstract
Introduction
Separation anxiety disorder is considered to be one of the most common mental disorders in adolescence, which affects 6-20% of children and adolescents in developed countries (Hannesdottir, 2018). Among the factors related to the phenomenon of anxiety, two important cases can be mentioned. One is object relations, which means the person's representations of himself and others and the factors associated with these representations (Handelzalts et al., 2014) or the person's capacity to establish relationships in the early years of life (Kelly, 2014). Another variable is the defense mechanisms that the adolescent with separation anxiety disorder resorts to underdeveloped and maladaptive defense mechanisms in order to control his anxiety due to the experience of rejection from parents and great anxiety in interpersonal situations (Giuseppe et al., 2019; Ciocca, et al., 2017; Abbasi et al., 2014). Findings suggest that Intensive Dovanlo's short-term dynamic psychotherapy is an effective treatment for adolescents with anxiety disorders who did not respond adequately to previous standard treatments (Çitak et al., 2021; Bosh & Miler, 2015; Keefe et al., 2014). In this treatment, it is on the unconscious that by breaking the resistance and by producing mental images and vivid memories of the unconscious content, light shines on the core structure of the unconscious (Glisson et al., 2018). Despite the importance of thematic relationships and defense mechanisms in separation anxiety and the effect of intensive short-term dynamic psychotherapy, researches about these two variables in adolescents with separation anxiety disorder are few, and on the other hand, the effectiveness of this treatment method in the society of men with addiction, borderline personality disorder, Obsessive Compulsive Disorder, Depression, Social Anxiety, Generalized Anxiety and Separation Anxiety. This is while teenagers also suffer from separation anxiety disorder and experience many problems in family relationships, school, social functioning, isolation, and lack of motivation.
Research Question
Does Intensive Dovanlo's short-term dynamic psychotherapy have an effect on the quality of object relations and defense mechanisms of adolescent boys with separation anxiety disorder?
Literature Review
Mikaili and Moulai (2019) stated that there is a significant negative relationship between separation anxiety disorder and developed defense mechanisms, and a significant positive relationship between neurotic and underdeveloped defense mechanisms. As a result, underdeveloped defense mechanisms were confirmed as predictors of separation anxiety disorder. The results of Meskarian et al.'s research findings (2015) indicated that through short-term intensive dynamic psychotherapy, with a focus on communication patterns, while improving the quality of thematic relationships, anxiety decreased, which shows the usefulness of this treatment method. Prout et al. (2019), stated that psychodynamic therapy can target maladaptive defense mechanisms and improve self-regulation capacity, increase flexibility, and improve interpersonal relationships. Parisuz et al. (2019), observed that short-term intensive dynamic psychotherapy reduces negative emotions and improves interpersonal processes.
Methodology
The current research is an experimental study with a pre-test-post-test and control group design in terms of practical purpose and in terms of research design. The statistical population of the research included all male students of the second secondary school with separation anxiety disorder in Khalkhal city in the academic year of 1400-1401. Multi-stage cluster random sampling method was used to collect data after obtaining a code of ethics (IR.GULAN.REC.1401.007) from the University of Guilan. Thus, firstly, all secondary schools of Khalkhal city (8 high schools and conservatories) were selected, and in the next step, 3 classes of 10th, 11th, and 12th grades were randomly selected from each school. Then the members of these classes (480 students) were examined with the Multidimensional Anxiety Scale (March et al., 1997) and 34 people who obtained a cutoff score ≥ 60 were identified, then a structured clinical interview of anxiety symptoms was conducted with them. A structured Clinical Interview for Separation Anxiety Symptoms (Shear et al., 2002) was conducted and among them, 30 teenagers with separation anxiety disorder were randomly placed in two experimental and control groups (15 people in each group) and the experimental group had 10 sessions and each session lasted for 90 minutes one by one and according to a predetermined schedule, they were subjected to Intensive Dovanlo's short-term dynamic psychotherapy. After that, the Bell Object Relations Inventory (1995) and the Defense Style Questionnaire (Andrews et al., 1993) were conducted for both groups. It is necessary to explain that at the beginning, in a briefing meeting and stating the objectives of the research, consent was received from the students and their parents to participate in the research, and the researcher assured the participants that all the materials presented in the therapy sessions and the results of the questionnaires will be confidential. In this research, the treatment program was carried out by the researcher who received the necessary training in this field.
Results
Table 1. The results of MANCOVA of the sub-scales of object relationship
OP
Eta
P
F
MS
DF
SS
variables
1
813/0
001/0
21/104
13/139
1
13/139
Egocentricity
group
52/0
156/0
046/0
43/4
03/9
1
03/9
Alienation
1
541/0
001/0
24/28
06/41
1
06/41
Insecure Attachment
77/0
246/0
010/0
83/7
44/7
1
44/7
Social Incompetence
Table 2. The results of MANCOVA of subscales of defense mechanisms
OP
Eta
P
F
MS
DF
SS
variables
1
591/0
001/0
05/36
60/1472
1
60/1472
Mature styles
group
1
778/0
001/0
69/87
53/1975
1
53/1975
Neurotic styles
1
566/0
001/0
64/32
18/1495
1
18/1495
Immature styles
Discussion
The results showed that Intensive Dovanlo's short-term dynamic psychotherapycan significantly improve the quality of object relationships and reduce the maladaptive defense mechanisms of adolescents with separation anxiety disorder.The studies of Meskarian et al. (2015), Parisuz et al. (2019), and Prout et al. (2019) are in line with the findings of this research.In explaining this finding, it can be said that in this method, the therapist by establishing a sincere and safe environment, building capacity, and rebuilding primitive defenses, stimulates the unconscious therapeutic alliance, which is an antidote to alienation, insecure attachment, social incompetence, and self-centeredness.Also, in the treatment sessions, with the experience of intimate relationships, the capacity of emotional insight into past problems is acquired, and it reduces self-centeredness and social incompetence caused by previous bitter experiences.Dynamic psychotherapy creates more adaptive defense styles and the patient's pathological symptoms improve due to the change in his defense styles.In this way, in this therapeutic method, the teenager learns to experience his feelings and becomes aware of the defenses and behavior that cause the suppression of feelings, therefore, he does not see the need to use inappropriate defenses in various situations to hide his feelings.
Conclusion
In general, it can be said that since adolescents with separation anxiety disorder, due to the fear of rejection and loss of loved ones, experience problems in recognizing and describing emotions and communicating emotions according to the conditions, in short-term intensive dynamic psychotherapy, the capacity for insight is acquired regarding past problems and it reduces self-centeredness and improves subject relationships. On the other hand, in this therapeutic approach, people face their feelings and learn more logical ways to cope with their experiences and feelings, which reduces incompatible mechanisms. Due to time limitations, the follow-up period was omitted, which can lead to the generalization of the results with caution, therefore, it is suggested that future researches be conducted with the follow-up period in order to determine the effect of this intervention on the considered variables more precisely.
Acknowledgments
The authors of the article sincerely thank and appreciate the cooperation and assistance of all education officials of Khalkhal City and especially the patient students participating in this research.
Yuosef Gorgi; Razieh Keivanpour
Abstract
The birth of a disabled child can have severe negative effects on mothers; Because they have to fulfill more demands. The aim of this study was to investigate the effectiveness of positive thinking training on hope and life satisfaction in mothers with disabled children. The research method was ...
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The birth of a disabled child can have severe negative effects on mothers; Because they have to fulfill more demands. The aim of this study was to investigate the effectiveness of positive thinking training on hope and life satisfaction in mothers with disabled children. The research method was quasi-experimental with pre-test, post-test and follow-up design and control group. The research sample consisting of 30 mothers with disabled children under the auspices of Shahinshahr Welfare Organization in 2016 was selected by purposive sampling and randomly divided into experimental and control groups. Participants completed the Hope Scale (Schneider et al., 1991) and Life Satisfaction Questionnaire (Diner et al., 1985) at the pre-test, post-test, and follow-up stages. Experimental group was trained for 8 sessions of 60 minutes per week in positive thinking training and the control group did not receive any training. Data analysis was performed using repeated measures analysis of variance. The results showed that in the variable of hope, time factor (p<0.05, F=16.907), group factor (p<0.05, F=19.864) and time and group interaction (p<0.05, F=17.996) and in life satisfaction variable, time factor (p<0.05, F=8.757), group factor (p<0.05, F=8.806) and time and group interaction (P<0.05, F=9.543) are significant that these findings indicate that there is a significant difference between the two groups in the three stages of research on the factor of hope and life satisfaction. Therefore, positive thinking training in psychological centers can be used as an effective treatment to improve the hope and life satisfaction of mothers with disabilities
azam Saleh Abadi; Alimohammad Naemi
Abstract
The purpose of this study was to determine the effect of self-compassion training on the hope and irrational beliefs of mothers with learning disabilities in the city of Sabzevar. This study was semi-experimentally and the pretest-posttest with a control group was used. The statistical population of ...
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The purpose of this study was to determine the effect of self-compassion training on the hope and irrational beliefs of mothers with learning disabilities in the city of Sabzevar. This study was semi-experimentally and the pretest-posttest with a control group was used. The statistical population of the study consisted of all mothers of children with learning disabilities who lived in Sabzevar in between 2018 and 2019. They were selected according to eligibility criteria and assigned to experimental (n = 20) and control (n = 20) groups using random sampling. First, the pre-test using the hopes scale and Irrational Beliefs Life was conducted. Then the experimental group received self-compassion training for 10 sessions of 75 minutes, while the control group received no intervention. At the end of the program, the two groups were given a post-test. The collected data was analyzed using SPSS23 and descriptive statistics methods (mean and standard deviation) and inferential statistics (analysis of covariance) were applied. The results showed that Self-compassion training increases hope and reduce irrational beliefs in mothers with learning disabilities. Therefore, Self-Compassion training is an effective intervention program to help mothers with Learning Disabilities.
Sara Takini
Abstract
The purpose of this study was to investigate the effect of thought-bubble training on the theory of mind in female autism disorder children with high performance. The present semi experimental study included pre-test, post-test with the control group design. The statistical population of the study consisted ...
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The purpose of this study was to investigate the effect of thought-bubble training on the theory of mind in female autism disorder children with high performance. The present semi experimental study included pre-test, post-test with the control group design. The statistical population of the study consisted of 78 girls aged 8 to 12 years with high-functioning autism spectrum disorder referred to 2 medical centers in Tehran (for autism votes and friends) in the first six months of 2019. Among them, 26 people were selected by available sampling method and according to the inclusion and exclusion criteria, as a research sample and randomly in two experimental groups (13 people) and control group (13 people). Were appointed. The subjects in the experimental group received the thought-bubble training in 8 sessions of 45 minutes (one session per week) individually; The control put on a waiting list. In order to gather data, Steammann theory of mind test (1999), were used. Data were analyzed using univariate analysis of covariance. Findings of the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of post-test in the experimental and control groups in the theory of mind. According to the results of the study, children with autism disorder have difficulty in obtaining theory of mind, and the thought-bubble training can be effective in improving and accelerating the development of theory of mind in in autism disorder children with high performance
FARIDEH SHAHBAZI; reza ahmadi; maryam chorami; ahmad gazanfari
Abstract
Behavioral problems such as low self-control cause communicational and psychological damages in the children. Therefore, the present study was conducted to investigate the effectiveness of executive functions training on the parent-child interaction and the children’s social behaviors with low ...
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Behavioral problems such as low self-control cause communicational and psychological damages in the children. Therefore, the present study was conducted to investigate the effectiveness of executive functions training on the parent-child interaction and the children’s social behaviors with low self-control. The present study was experimental with pretest, posttest and control group design. The statistical population of the present study included the children with low self-control in the city of Isfahan in academic year 2020-21. 40 children were selected through multi-stage clustered random sampling method and they were randomly accommodated into experimental and control groups (each group of 20 children). The experimental group received ten seventy-five-minute sessions of intervention regarding executive functions training (Fischer et al, 2005) during two months. Three children from the experimental group and two from the control group were omitted from the study. The applied questionnaires in this study included Children's Self-control Questionnaire (Kendal & Wilcox, 1979), Parent child relationship scale or (Piyanta, 1994) and social skills questionnaire. The data from the study were analyzed through ANCOVA method . The results showed that executive functions training have significant effect on the parent-child interaction and social behaviors of the children with low self-control. According to the findings of the present study it can be concluded that executive functions training can be employed as an efficient method to improve parent-child interaction and social behaviors of the children with low self-control through employing techniques such as Increase focus and accuracy, organize activities, respond to deterrence, control impulsivity, and plan training.
Maryam Ebrahimi; Mahboobe Taher; abbasali hossein khanzadeh
Abstract
Abstract
Autism spectrum disorders have adverse effects on family life. Based on this, this research was conducted with the aim of investigating the Effectiveness of Reality Therapy Based on Unconditional Positive Self-Acceptance on the Attitude towards Childbearing in Mothers of Children with Autism ...
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Abstract
Autism spectrum disorders have adverse effects on family life. Based on this, this research was conducted with the aim of investigating the Effectiveness of Reality Therapy Based on Unconditional Positive Self-Acceptance on the Attitude towards Childbearing in Mothers of Children with Autism Spectrum Disorders. The present study was an experiment with a pretest-posttest design with a control group. The statistical population of the research was made up of all mothers of children with autism in Sari City in 2021-2022, from which a sample of 30 people was selected using the available sampling method and randomly divided into two groups (15 people in the experimental group and 15 people were placed in the control group. The people in the experimental group received reality therapy intervention based on unconditional positive acceptance for two months in 8 sessions of 60 minutes. The questionnaire used in this research included Soderberg et al.'s (2013) attitude scale towards fertility and childbearing. The results of the test showed that reality therapy based on unconditional positive self-acceptance has a significant effect on the attitude towards fertility and childbearing of mothers of children with autism spectrum disorders. Based on the findings of the present research, it can be concluded that reality therapy training based on unconditional positive self-acceptance, with the benefit of teaching appropriate methods for accepting reality and making moral and responsible choices, can be used as an efficient method to improve the attitude towards fertility and childbearing.
Keywords: Reality Therapy, Attitude to Fertility and Childbearing, Mothers, Autism Spectrum Disorders.
Extended Abstract
Introduction
Autism spectrum disorder is one of the neurodevelopmental disorders that leads to many problems in children's interactions and social behaviors in many fields (Diagnostic Guide, Statistics of Mental Disorders, 2020). Children with autism have major problems in social, communication, and language interactions (Morais, Major, Davlantis, Frantz, & Harris, 2018). In Iran, the prevalence of autism spectrum disorder in Iranian children is reported to be 10 per 10,000 people (Mohammadi, Ahmadi, Khaleghi, Zarafshan, & Mostafavi, 2019). Autism spectrum disorder, due to having several characteristics, such as having a diverse range of linguistic, communication, behavioral, and social abnormalities, as well as late diagnosis, can impose various psychological pressures on the child's family and relatives (Khoger, Nejad Farid, Ranjbar, Lotfi & Hakim Shushtri, 2019). Many parents, especially mothers, feel guilty about their autistic child, and accepting the reality is very difficult for parents (Zarafshan, Hakim Shushtari, Mohammadian, Zarei, Karimi, & Hoshangi, 2019). Research on parents of children with autism spectrum disorder shows that parents and especially mothers of these children experience high levels of stress compared to children with normal development and are at high risk of physical and mental problems (Barros, Mendez, Graziano, and Bagner, 2018). Mothers of a child with autism experience a complicated and very challenging life compared to fathers and mothers of other normal and exceptional children, and are less satisfied with their lives (Gabriel, 2018). A review of studies related to fertility decline in Iran shows that fertility decline in recent decades is closely related to structural and modernization factors, family developments, changing the value of children, changing childbearing patterns, producing and expanding family planning programs, improving women's status and increasing women's independence, economic factors, individual characteristics such as age, educational progress, etc. However, no research has been done on mothers with children with an autism spectrum disorder. Looking at different treatment methods, it can be said that Glaser's reality therapy is an approach that can be used for a wide range of subjects and people (Mason, 2016). Reality therapy is one type of therapy that increases responsibility and resilience (Glaser, 2000).
Research Question
Is reality therapy based on unconditional positive self-acceptance effective on the attitude towards childbearing of mothers with children with autism spectrum disorders?
Literature Review
In this regard, Ebrahimi and Ebrahimi (2020) found that reality therapy is effective in reducing rumination and anxiety in mothers of autistic children, and also increases the tolerance of mothers of autistic children. The results of studies by Alami et al. (2020) showed that educational intervention based on the theory of planned behavior can have an effect on the fertility intention of single-child women. Emamdoost et al. (2019) found that reality therapy is effective for the parent-child attitude of mothers of children with autism spectrum disorder. The research of Jamasian and Dukanei Fard (2017) showed that group reality therapy is effective in increasing life expectancy and improving the quality of life of infertile women. The results of the research of Popov, Radanovich, and Biro (2016) showed that there is a relationship between self-acceptance and mental health.
Methodology
The design of the current research was an experimental type with a pretest-posttest design with a control group. The statistical population of the study was made up of all mothers of children with autism in Sari City in 2021-2022. After obtaining the necessary permits to conduct the research, by referring to the specialized treatment and educational center for children with the autism spectrum in the city of Sari, 35 mothers with children with autism spectrum disorders were selected according to the entry and exit criteria. They were randomly placed in two experimental and control Groups (15 people in each group). First, all sample subjects in both groups responded to the fertility and childbearing attitude scale by Soderberg et al. (2013) in the pretest stage, and in the next stage, the experimental group underwent 8 sessions of 60 minutes (1 time per week) of reality therapy intervention based on positive acceptance. They received their unconditional support in the meeting hall of the Nik Andishan Center, and the control group did not receive any intervention. At the end of both groups, a posttest was performed. The intervention was also carried out by a psychologist. The inclusion criteria included mothers with single children with autism spectrum disorders and confirmed according to the records, files, and diagnostic opinion of a psychiatrist or psychologist, at least a diploma education, no use of psychotherapeutic drugs, or substance abuse. Also, the exclusion criteria included: the absence of more than two sessions.
Results
The results of data analysis showed that there is a significant difference between the two groups in the variables of child as a pillar of life, child as an obstacle, postponing fertility to the future, and fertility requiring the fulfillment of prerequisites. This means that the reality therapy package based on acceptance and commitment has been able to have a significant impact on the components of the child as the pillar of life, the child as an obstacle, postponing fertility to the future, and fertility requires the fulfillment of the prerequisites of mothers of children with autism spectrum disorders. The amount of effect of the reality therapy package is based on acceptance and commitment to the amount of child as a pillar of life, child as an obstacle, postponing fertility to the future, and fertility requires the fulfillment of the prerequisites of mothers of children with autism spectrum disorders, respectively 0.612, 694. 0, 0.718, and 0.736. This means that 61, 70, 72, and 74 percent of the changes in the variables of a child as a pillar of life, child as an obstacle, postponing fertility to the future, and fertility require the realization of the backgrounds of mothers of children with autism spectrum disorders by presenting the independent variable (closed reality therapy based on acceptance and commitment).
Table 1. The results of covariance analysis of the effect of reality therapy package based on acceptance and commitment on the attitude towards fertility and childbearing of mothers of children with autism spectrum disorders
Effect size
P
F
Mean squared value
df
sum of squares
Source of change
0.852
<0.001
90.540
5785.961
2
11571.922
Modified pattern
0.728
0.123
7.888
1
7.888
Pre-test effect
<0.001
154.857
9896.170
1
9896.170
The effect of the independent variable
63.905
27
1725.445
error
30
118555
Total
Discussion
The present study was conducted with the aim of the effectiveness of reality therapy based on unconditional positive self-acceptance on the attitude towards childbearing of mothers with children with autism spectrum disorders. The results showed that reality therapy based on unconditional positive self-acceptance has a significant effect on the attitude towards fertility and childbearing of mothers of children with autism spectrum disorders. This means that this education can lead to improving the attitude towards having children.
Conclusion
Reality therapy is based on control theory and assumes that people are responsible for their own lives and their actions, feelings, and behavior. This can certainly lead to a reduction in negative emotions among women who have children with neurodevelopmental disorders (Jamasian and Dukanei Fard, 2017). In the present study, it was tried to encourage women to express their feelings and share their experiences in the group, while helping to release emotions and discover dysfunctional beliefs by giving correct information to improve cognition and correct cognitive errors, and to provide strategies to manage emotions and conditions, and introducing the available options with informational and social support to improve the ability and awareness and to find a better attitude towards fertility and childbearing.
Acknowledgments
The current research is taken from the doctoral thesis of the first author of the research with a code of ethics (IR.IAU.SHAHROOD.REC.1401.075); we hereby express our gratitude to all the mothers present in the research who cooperated fully in the implementation of the research.
maryam safara; mina khanbabaee; minoo khanbabaee
Abstract
According to the situation of children with intellectual disability and the adverse effects of this crisis on mothers, by creating physical, psychological and social stresses that lead to isolation, a sharp decline in quality of life and life hope. Then it is necessary to be attentioned to the importance ...
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According to the situation of children with intellectual disability and the adverse effects of this crisis on mothers, by creating physical, psychological and social stresses that lead to isolation, a sharp decline in quality of life and life hope. Then it is necessary to be attentioned to the importance of spiritual skills. This is a pretest- posttest control group semi-experimental research. 20 having Child with intellectual disability at the Shahid Sarikhani Exceptional School in Tehran in 2017-2018 academic year, were assigned to two groups of 10 subjects. Data of mothers' quality of life and life hope was gathered by quality of life questionnaire (26-136 score ) and Snyder’s hope scale(12-48 score). The Spiritual skills training were performed for the experimental group in 8 sessions for 90 minutes, while control group did not receive any training. Subjects were compared and evaluated after the sessions.The results showed that the mean life hop score of mothers in the intervention group increased significantly from 20.11±3.21 before the intervention to 26.00±3.24 after the intervention and the mean quality of life score increased significantly form 67.00±11.83 to 72.22±10.10 (p < 0.01). Based on the results of this research, Spiritual skill training has positive effect on promoting quality of life and life hope of mothers having Child with intellectual disability.