Sharmin Esmaeili Anvar; Reza Ghorban Jahromi; Amin Rafiepoor; Mehrdad Sabet
Abstract
AbstractThe aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, ...
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AbstractThe aim of this study was to determine the effectiveness of the training package enhancement lateral domination over the components of executive functions including: initiation, working memory, planning, organizing and monitoring and visual perception components including: Visual-spatial relationship, visual form-constancy, visual sequential-memory and visual figure-ground of children with specific learning disabilities. The method of the present study was experimental with a pretest-posttest design with a control group. From elementary school children from 7 to 12 years old who were diagnosed with specific learning disabilities in psychology clinics in Tehran in 2020, 30 people were randomly selected and then randomly replaced in two groups of 15 experimental and control. The Edinburgh inventory and Delacato Neurodevelopmental Scale, TVPS-R Visual Perception Test and Brief’s Behavioral Rating Scale of Executive Functions were used to collect data. The results of the analysis of covariance showed that the training package had an effect on executive functions (p <0.01 and F = 8.47) and visual perception (F=10.20 and P<0/01) in children with specific learning disabilities in the experimental group.Keywords: Specific Learning Disabilities, Lateral Dominance, Executive Functions, Visual Perception, Children. Extended Abstract IntroductionChildren with Specific Learning Disorder exhibit symptoms that include problems with understanding or using language (spoken or written) that manifest as difficulties in reading, writing, spelling, or performing mathematical calculations. These difficulties are not due to intellectual disabilities, uncorrected sensory problems (such as poor vision or hearing), inadequate educational instruction, or any cultural or economic disadvantage. Instead, they are intrinsic to the individual and are believed to be due to neurological dysfunction in the brain.Specific Learning Disorder can have significant impacts on a child's education and daily life, affecting academic achievement and activities that require reading, writing, or arithmetic skills. Additionally, it can impact job performance and daily activities in adults if not adequately addressed during childhood.The importance of executive functions in academic and daily life activities is well understood in the psychological and educational sciences.Given the profound impact of executive functions on children with Specific Learning Disorders, this study aims to explore the effectiveness of a training package designed to improve these functions. By focusing on enhancing lateral dominance, which is hypothesized to be linked to improvements in executive functions and visual perception, the study seeks to provide empirical evidence supporting specific intervention strategies that could benefit children diagnosed with Specific Learning Disorders. LiteratureAccording to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), Specific Learning Disorder is a neurodevelopmental disorder with a biological origin that manifests itself during the years of formal schooling. It is primarily characterized by persistent difficulties in learning and using academic skills, which are not consistent with the individual's chronological age or the opportunities for learning provided. These difficulties are evident in three main areas: reading, writing, and arithmetic, often referred to collectively as 'the three Rs' (reading, writing, and arithmetic).Executive Functions include processes such as planning, organization, strategic thinking, attention to detail, and memory management, which are essential for learning and adapting behaviors. A deficit in these areas can severely affect an individual's ability to function effectively in educational, social, and work environments. MethodologyThe study employed an experimental design with a pretest-posttest setup and a control group. The participants were 30 elementary school children between the ages of 7 and 12 who were diagnosed with specific learning disabilities at psychology clinics in Tehran in the year 2020. These children were randomly divided into two groups: 15 in the experimental group and 15 in the control group.Entry Criteria:Enrolled in elementary school.Diagnosed with specific learning disabilities.No significant neurological or physical health issues aside from specific learning disabilities.Exit Criteria:Withdrawal of consent by the children or their parents.Non-compliance with the training protocols.Instruments Used:Edinburgh Handedness Inventory - Used to assess the preferred hand dominance of the participants.Delacato's Neurodevelopmental Scale - Employed to evaluate sensory integration and neurodevelopmental status.Test of Visual Perceptual Skills (TVPS-R) - A tool to measure visual-perceptual strengths and weaknesses.Behavioral Rating Inventory of Executive Function (BRIEF) - Used to assess the executive functions of the children, which include behavior regulation, emotion control, and task completion.Procedure: The study was conducted over a period of three months. The experimental group underwent a specific training program aimed at enhancing lateral dominance, hypothesized to improve executive functions and visual perception. The control group did not receive any specific intervention but continued with their regular school curriculum. Pretests and posttests using the above instruments were administered to both groups to measure any changes in executive functions and visual perception abilities.Data Analysis: Data were analyzed using ANOVA to compare the pretest and posttest results between the experimental and control groups. Statistical significance was set at p < 0.05. ResultsThe analysis of covariance showed significant improvements in both executive functions and visual perception among children in the experimental group compared to the control group. The findings are as follows:Executive Functions: There was a significant increase in the scores for executive functions in the experimental group (p < 0.01, F = 8.47), suggesting that the training package effectively enhanced these cognitive abilities.Visual Perception: Similarly, visual perception scores improved significantly in the experimental group (F = 10.20, p < 0.01). This indicates that the training not only affected cognitive processes related to planning and execution but also improved the children's ability to interpret visual information.These results confirm the hypothesis that enhancing lateral dominance through specific training can positively impact cognitive abilities that are crucial for academic success in children with specific learning disabilities. DiscussionThe results of this study provide strong support for the effectiveness of the training package aimed at enhancing lateral dominance in improving executive functions and visual perception in children with specific learning disabilities. The significant improvements observed in these areas suggest that targeted interventions can have a marked impact on the cognitive abilities that underpin academic performance and daily functioning.Executive Functions: The improvement in executive functions is particularly notable because these functions are critical for managing thoughts, emotions, and actions. These skills are essential for academic success, as they involve planning, organizing, and prioritizing tasks, which are often challenging for children with learning disabilities. The training seems to have enhanced the brain's executive control systems, likely by strengthening neural pathways that support cognitive processing.Visual Perception: The enhancement in visual perception skills indicates that the training may have facilitated better integration of visual information processing. This is crucial for tasks such as reading and mathematical reasoning, where visual layout and spatial understanding play significant roles. Improved visual perception can lead to better academic performance and more effective interaction with the environment.Theoretical Implications: These findings contribute to the theoretical understanding of how interventions targeting physical and cognitive processes can ameliorate specific cognitive deficits associated with learning disabilities. They support the notion that improving lateral dominance can have broad cognitive benefits, possibly by enhancing the integration of sensory information and executive processing.Practical Implications: Practically, this study offers a feasible approach for educational and clinical settings to implement interventions that can improve critical cognitive functions in children with learning disabilities. Schools and therapists might consider incorporating similar training programs into their standard practices to aid children with specific learning disabilities.Limitations and Future Research: Despite the promising findings, the study has limitations that should be addressed in future research. The sample size was relatively small, and the study was confined to a specific geographic area, which may limit the generalizability of the results. Future studies could expand the sample size and include participants from diverse backgrounds to enhance the robustness and applicability of the findings. ConclusionThe study confirms the effectiveness of a specialized training package designed to enhance lateral dominance in improving the executive functions and visual perception of children with specific learning disabilities. The significant improvements noted in these cognitive areas underscore the potential of tailored interventions to not only enhance the academic performance of these children but also improve their overall daily functioning.The intervention focused on developing lateral dominance, which appears to have a substantial impact on both executive functions and visual perception abilities. These capabilities are crucial for success in educational settings and for managing everyday tasks efficiently. By strengthening these cognitive skills, the training helped participants become more adept at navigating challenges that arise due to their learning disabilities.In summary, this study illustrates the value of integrating specific neurodevelopmental approaches into educational strategies for children with learning disabilities. It highlights the importance of targeted cognitive training that addresses specific deficits to optimize learning outcomes. Future research should continue to explore and expand on these findings with larger sample sizes and diverse populations to fully understand the broader applicability and long-term benefits of such interventions.
Mir Javad Mojarrad Azar; jalal dehghanizade
Abstract
Abstract
The purpose of the present study was to investigate the effect of the Square Stepping Exercise on working memory and balance of children with autism. The research method was quasi-experimental with pre-test and post-test design with a control group. The statistical population included all children ...
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Abstract
The purpose of the present study was to investigate the effect of the Square Stepping Exercise on working memory and balance of children with autism. The research method was quasi-experimental with pre-test and post-test design with a control group. The statistical population included all children aged 6 to 12 with mild autism in Urmia city, 30 of them were randomly selected and tested in two groups of 15 (average age: 12.8±1.56) and control (mean age: 7.78 ± 1.58). Stork test is used to measure static balance, the heel-to-toe walking test to measure dynamic balance, and the parent executive functions questionnaire of Balster et al. (2000) in pre-test and post-test similarly. The experimental group performed square stepping exercises for 12 weeks, three sessions a week, and each session lasted 70 minutes. The data were analyzed through a one-way analysis of covariance in SPSS software version 24. The results showed that by controlling the pre-test score, there is a significant difference between the scores of the static and dynamic balance test and working memory of the two experimental and control groups in the post-test (p=0.001). Therefore, performing these exercises can be an effective strategy for improving balance and working memory in children with mild autism.
Keywords: Square Steppin, Working Memory, Balance, Autis.
Extended Abstract
Introduction
Autism spectrum disorder (ASD) is a neurodevelopmental disorder with an unknown cause that manifests in difficulties and barriers associated with social communication and repetitive and stereotyped behaviors (American Psychiatric Association, 2013). There has been a recent increase in the prevalence of ASD among children, as in the mid-1990s it was thought to affect 11.6 out of 1,000 people in this age group (Baird et al., 2006), while more recent studies have put this figure as high as 18.5 per 1,000 (Maenner et al., 2020). In addition to impaired social and communication skills, people with autism are deficient in fine motor skills (Choi and colleagues, 2018) and gross motor skills (Staples and Reid, 2010). Up to 83 percent of children with autism have difficulty communicating with age (Ruggeri et al., 2019). Failure in motor skills is in turn linked to the problems of adaptive behavior and daily performance (MacDonald et al., 2013). However, not all motor skills are equally affected by autism. Some studies showed that static balance is significantly more impaired than other motor skills (Ament et al., 2015; Whyatt & Craig., 2012), which indicates that there are features of movement disorder in autism that affect balance. Another feature of children with autism disorder is executive function. Executive function is an umbrella term that includes several skills such as planning, shifting, working memory, problem-solving, monitoring, inhibition, and self-control (Rajendran G, Mitchell., 2007). Working memory is an important component of executive function that plays a role in daily functioning (Wang et al., 2017). Many studies have been conducted in developed countries to evaluate working memory performance in individuals with high-performance autism, which have been reported differently. some studies showed weaknesses in working memory and found no difference in the working memory of individuals with autism compared to conventional controls (Bodner et al., 2012). According to the results of the research and the positive effects of this type of exercise and considering the challenges and cognitive, emotional, communication, social, and movement problems of children with autism, including balance, and working memory, it is necessary to solve these problems as much as possible for these children. reduce and fill the scientific gaps that exist in this field as much as possible, therefore the purpose of this research is to investigate the effect of square stepping exercises on working memory and balance of children with autism.
Research Question(s)
Do square stepping exercises have an effect on the working memory and balance of children with autism?
Literature Review
Various physical exercises are often prescribed as a method to improve postural control and reduce the risk of injury in this population (Brussel et al., 2007). On the other hand, despite the challenges in executive functioning experienced by children with autism, and the potential of exercise to reduce these challenges, little work in this field has focused specifically on this population. There is evidence of behavioral improvements in the areas of social-emotional functioning and reduction of repetitive or stereotyped behaviors following exercise in children with autism (Ferreira et al., 2019; Huang et al., 2020; Tse, 2020), with these improvements assuming can be related to improved executive performance (Bremer et al., 2016). Furthermore, a recent meta-analysis of the effect of exercise interventions on cognition reported a large effect in improving specific aspects of cognition (time on task) for children with autism (Tan et al., 2016).
Methodology
The research method was quasi-experimental with pre-test and post-test design with a control group. The statistical population included all children aged 6 to 12 with mild autism in Urmia city, 30 of them were randomly selected and tested in two groups of 15 (average age: 12.8±1.56) and control (mean age: 7.78 ± 1.58). Stork test is used to measure static balance, the heel-to-toe walking test to measure dynamic balance, and the parent executive functions questionnaire of Balster et al. (2000) in pre-test and post-test similarly. The experimental group performed square stepping exercises for 12 weeks, three sessions a week, and each session lasted 70 minutes. The data were analyzed through a one-way analysis of covariance in SPSS software version 24.
Results
The results showed that the average of the experimental group improved from the pre-test to the post-test in dynamic and static balance variables. This improvement was also observed in the working memory variable. Therefore, the difference between the two groups in the post-test phase is in favor of the experimental group.
Regarding working memory, the results of covariance analysis showed that there is a significant difference between the experimental and control groups. In other words, according to the average of the test group (0.60) compared to the average of the correct answer of the control group (1.27), square stepping exercises lead to a significant improvement in memory. Something has been tested in the group.
There is a significant difference between the experimental and control groups in terms of static balance. In other words, according to the average balance of the experimental group (7.89) compared to the average balance of the control group (6.83), the square stepping exercises significantly improved the balance in the experimental group.
There is a significant difference between the experimental and control groups in terms of dynamic balance. In other words, according to the average balance of the experimental group (11.46) compared to the average balance of the control group (6.93), the square stepping exercises significantly improve the balance in the group. It has been tested.
Conclusion
Part of the research results showed that the square stepping exercise program significantly improved the static and dynamic balance of autistic children. In the interpretation of this result, it can be said that balance includes nerve impulses from peripheral sensory receptors to the cerebellum, integrated neural connections in the cerebellum and other related centers, and finally extrapyramidal output to the lower motor neuron. Exercise combined with practice and repetition can facilitate transmission in these neural circuits. A variety of physical activities can likely improve balance. It seems that the effective mechanism of square stepping exercises is such that when the person's balance is disturbed while taking a step and is on the verge of falling, a quick and firm compensatory step is needed to prevent falling, which is done by bending the hips and knees and opening of the ankles.
Another part of the research results showed that based on the report of the parents in this research, the practice of square stepping has improved working memory in these children, the results are in line with the findings of Akbari Far et al. (2019); Johnston et al. (2017) and Fathabadi et al. (2020). The participation of children with autism disorder in planned physical exercises with a cognitive aspect (square stepping exercises) leads to involvement and brain activities of areas related to movement in the brain, and this can probably be the reason that with the increase in the activity of the areas a movement in children's brain, their cognitive performance also increases. It can also be said that square-stepping exercises improve the ability of the brain structure to repair itself after ischemic damage by increasing the number of neurotrophic factors (factors that nourish brain nerve cells). As a general conclusion, it can be acknowledged that square stepping exercises can be an ideal intervention method to improve executive functions in children with autism.
Acknowledgments
We are grateful to all children aged 6 to 12 with autism in Urmia and their families who helped us in this research.
fereshteh amouzadeh; hassan gharayagh zandy; manuchehr moradisabzevar; reza rostami; Ali Moghadamzadeh
Abstract
The prime objective of the current study was to comparative the impact of Transcranial Direct Current Stmulation (tDCS) on the Cognitive flexibility of hyperactive student-athletes. In this study, amongst the79 children diagnosed with ADHD, 30 students were randomly selected and divided into two groups ...
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The prime objective of the current study was to comparative the impact of Transcranial Direct Current Stmulation (tDCS) on the Cognitive flexibility of hyperactive student-athletes. In this study, amongst the79 children diagnosed with ADHD, 30 students were randomly selected and divided into two groups of 15 people, control and experimental, based on age, sex and pre-test results performed by the wisconsin card sorting test (WCST) . All subjects in the two groups received two different types of single-position and dummy anode stimulation on the area (F3) with cathode excitation in the area (SO) with a current of 1 mA for 15 minutes for ten sessions (p≤0.05) and after ten sessions, each group was re-examined. After one month, a follow-up test was performed according to the post-test with using the wisconsin card sorting test (WCST) and multivariate analysis of covariance was used to test statistical hypotheses. (p≤0.05). The results obtained by multivariate analysis of covariance revealed that applying single-session anodal tDCS influenced Cognitive flexibility of hyperactive student-athletes, and it led to a significant difference between the experimental and sham groups. The findings of the study indicated that the protocol of applying single-session anodal tDCS has the ability to improve the cognitive flexibility of hyperactive student-athletes.
azam ghazi; mehdi sohrabi; Hamidreza Taheri torbati; Mahdi Ghahramani moghadam
Abstract
This study was conducted to determine the effect of Nintendo Wii-based motor and cognitive training on executive function of children with attention-deficit/ hyperactivity disorder. Statistical population of this research included boys with ADHD, aged 8-11. Years. 27 eligible participants were selected ...
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This study was conducted to determine the effect of Nintendo Wii-based motor and cognitive training on executive function of children with attention-deficit/ hyperactivity disorder. Statistical population of this research included boys with ADHD, aged 8-11. Years. 27 eligible participants were selected from Avand development center and were randomly assigned and were randomly assigned to an experimental and control group. The experimental group participated in a selected gaming program for 24 sessions, 60 minutes per session. At the beginning of the study and after eight weeks of intervention, participants were assessed with Corsi-Block-Tapping test, GO/No-Go test and Tower of London (TOL) test. R Statistical software were used for data analysis. The resulting data were analyzed using ANCOVA and MANCOVA. The results showed that working memory and response inhibition in the experimental group were significantly improved in comparison to the control group, in assessing planning, there were significant differences between groups in TOL score that measured correct solved problems. But there were no differences in TOL scores that measure performance of planning time and planning speed (P >0.05).. These results suggest that Nintendo Wii game playing might be a simple and cost effective way for improving executive function of ADHD children.
davoud tahmasebzadeh sheikhlar; Ahad azimi Aqbolagh; seyyed taher seyyedi nazarloo; syamand Ghaderi
Abstract
Providing inclusive, sustainable, and accessible education for students with disabilities can be a result of recognizing and protecting their rights. The purpose of this study is to describe and understand the lived experience of students with physical disabilities from participation in inclusive education ...
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Providing inclusive, sustainable, and accessible education for students with disabilities can be a result of recognizing and protecting their rights. The purpose of this study is to describe and understand the lived experience of students with physical disabilities from participation in inclusive education at the level of higher education. This research was conducted in the academic year 2019-2020 based on an interpretive paradigm and qualitative approach and using the phenomenological method of a psychological (scientific) type. From the community of physical students, 18 students with severe and very severe disabilities were selected using purposive sampling and participated in a semi-structured in-depth interview. Data analysis was performed manually, simultaneously with data collection, using the proposed Colaizzi model. Data validation strategies were performed using the methods of External checks, Member checks, allocating sufficient time for data collection, continuous conflict, and investigator triangulation. Findings were extracted in the main themes of "meaning of education", "barriers to accessibility", "education fees", "human relations" and "organizational role" and several other sub-themes. The results show that despite the strong internal motivation of students with disabilities to prove their abilities, as well as the supportive communication space in informal groups, this is a disabling academic environment and organizational neglect that is a strong barrier against students with disabilities and prevents the realization of the goals of the social model of disability and inclusive education. The results warn that the lack of adaptation of the university environment will lead to the failure of the experienced curricula of students with physical disabilities.
atieh hajbabaeiravandi; Parisa Tajali; Afsane Ghanaripanah,; Mansooreh Shahriari Ahmadi,
Abstract
The aim of this study was to compare the effectiveness of positive parenting programs and distress tolerance skills on the psychological well-being of mothers with children with attention-deficit/hyperactivity disorder. The research design was a quasi-experimental and pretest-posttest one with a control ...
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The aim of this study was to compare the effectiveness of positive parenting programs and distress tolerance skills on the psychological well-being of mothers with children with attention-deficit/hyperactivity disorder. The research design was a quasi-experimental and pretest-posttest one with a control group. The statistical population of this study included all mothers of children aged 7 to 11 years with attention-deficit/hyperactivity disorder in Tehran in 2021-2022. The sample size included 45 students who were selected from the statistical population by the available sampling method (n=15). For the first experimental group, a positive parenting training program was implemented and for the second experimental group, a distress tolerance training program was implemented while the control group did not receive any training. The research instrument included the Psychological Well-Being Scale (Reef, 1989). The results showed that both interventions had an effect on improving the psychological well-being of mothers with children with Attention-Deficit/ Hyperactivity Disorder. (P<0.001). Evidence shows that positive parenting programs and distress tolerance skills are effective in increasing mothers' psychological well-being and the difference between positive parenting groups and distress tolerance skills is not significant (P <0.05). Overall, it can be concluded that a positive parenting program and distress tolerance skills can lead to the improvement of the psychological well-being of mothers with children with attention-deficit/hyperactivity disorder.
Ali Sharifi; Hamid Alizadeh; Bagher Ghobari bonab; Noor Ali Farrokhi
Abstract
The aim of this study was to investigate the profile analysis of memory and attention functioning in children with Attention Deficit/Hyperactivity Disorder, Specific Learning Disorder and Comorbid Condition. The descriptive and causal-comparative method was used for this research. Thirty students with ...
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The aim of this study was to investigate the profile analysis of memory and attention functioning in children with Attention Deficit/Hyperactivity Disorder, Specific Learning Disorder and Comorbid Condition. The descriptive and causal-comparative method was used for this research. Thirty students with ADHD, 30 students with an SLD, 30 children with the comorbid condition (ADHD + SLD) were selected by the convenience sampling method after diagnosis and evaluation with regard to the working memory and attention functioning in them. The MANOVA and post hoc Cheffe test were used to analyze the collected data. Furthermore, the profile functioning of the four groups in the working memory and attention was presented in a graph. The results of the study showed significant differences between normal children and children with ADHD, children with SLD, and children with the comorbid condition in terms of working memory and attention (p<01). Also, the ADHD group showed the weakest functioning regarding attention, and the weakest function regarding working memory was reported for the SLD group. Additionally, Paired comparison was done for each of the four groups. According to these findings, it can be concluded that comorbidity of these two disorders has a negative effect on working memory. Though, the comorbid condition can play a moderating role in the functioning of attention.
Fahimeh Adibsaber; abbasali hossein khanzadeh; Soleyman Ansari Kolachahi; Masoumeh Shojaei; Afkham Daneshfar
Abstract
Autism spectrum disorder is a neurodevelopmental disorder that manifests in early childhood. Previous studies have shown that physical activity can be used to improve the behavioral and physical problems of children with autism spectrum disorder, but few studies have been done on the effect of martial ...
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Autism spectrum disorder is a neurodevelopmental disorder that manifests in early childhood. Previous studies have shown that physical activity can be used to improve the behavioral and physical problems of children with autism spectrum disorder, but few studies have been done on the effect of martial arts training on improving balance in autism spectrum disorders. Therefore, the present study aimed to investigate the effect of karate techniques exercises on balance and stereotypic behaviors in children with autism spectrum disorder. The research method was quasi-experimental with pre-test and post-test with control group. For this purpose, 20 autistic children with mean age of 10.90 ± 2.91 years were selected and randomly assigned to experimental and control groups. The experimental group practiced kata techniques training for 10 weeks, 2 sessions of 60 minutes per week. Before and after the 10-week intervention, stereotypical behaviors questionnaire and static and dynamic balance test were completed and administered. Shapiro–Wilks test was used to determine the normality of the data, and covariance analysis was used to compare the mean of the two groups before and after the intervention. The results showed that ten weeks of karate technique training had a significant effect on stereotyped behaviors (p <0.001), but it did not significantly improve static and dynamic balance indices in these children. Due to the similarity of stereotypes in autism and no need cognition, kata techniques exercise can be a valuable intervention added to autism spectrum children's programs to reduce stereotyped behaviors.
Farzaneh Nazemi,; Parisa Tajali; Majid Ebrahimpour; Mahdieh Salehy
Abstract
Abstract
The aim of this study was to examine the impact of a child self-regulation program on the self-perception and friendship quality of children diagnosed with attention deficit/hyperactivity disorder (ADHD). The study employed a semi-experimental research design with a pre-test-post-test methodology ...
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Abstract
The aim of this study was to examine the impact of a child self-regulation program on the self-perception and friendship quality of children diagnosed with attention deficit/hyperactivity disorder (ADHD). The study employed a semi-experimental research design with a pre-test-post-test methodology and a control group. The statistical population for this research comprised all 9-12-year-old girls diagnosed with oppositional defiant disorder (ODD) in Tehran during the 2021-2022 period. The sample size consisted of 30 participants, with 15 assigned to the experimental group and 15 to the control group, selected from the statistical population using an available sampling method. While the control group remained on the waiting list, the experimental group received a child self-regulation program. The research instruments utilized were Harter's self-perception scale (2012) and Zohrevand and Hejazi's (2001) friendship quality assessment. The results indicated that the self-regulation intervention had a significant impact on enhancing self-perception and friendship quality during the post-test and follow-up stages. These findings provide valuable insights into the effectiveness of self-regulation programs, which can be utilized by counselors and psychologists to enhance self-perception and friendship quality among children with ADHD.
Extended abstract
Introduction
Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that often starts in childhood and continues into adulthood (Singh, Kumar, Kaur, Mandal & Kumar, 2022). Literature shows that children with ADHD overestimate their own competence (Varma & Wiener, 2020); for example, in this population, their self-perceptions are often inconsistent with objective measures of performance or parent and teacher ratings of competence. This may lead children with ADHD to have unrealistic self-perceptions (Hoza, Mrug, Gerdes, Hinshaw, Bukowski, Gold & et al., 2005). However, studies show that children with autism spectrum disorder (ASD) have less stable friendships compared to neurotypical children (Powell, Riglin, Ng-Knight, Frederickson, Woolf, McManus & et al., 2021) and tend to be more friendly with people who have a learning or behavioral problem (Marton, Wiener, Rogers & Moore, 2015). Current strategies for treating children with ADHD mainly focus on pharmacological treatments, but these treatments often do not meet children's and families' needs (Villodas, McBurnett, Kaiser, Rooney & Pfiffner, 2014), and have shown a limited effect (Swanson, Baler & Volkow, 2011). As such, the importance of psychological interventions, especially self-regulation interventions, is becoming increasingly important to reduce and even resolve these problems in individuals with ADHD. The use of self-regulation interventions, such as cognitive behavior therapy, is one of the most common and widely used interventions, and it can be very effective (Guderjahn, Gold, Stadler & Gawrilow, 2013).
Research Questions
Does the child's self-regulation program effectively change the self-perception of children with ADHD?
Does the child's self-regulation program effectively improve the quality of friendship in children with ADHD?" or "What is the impact of a self-regulation program on the quality of friendship for children with ADHD?
Literature Review
In line with the effectiveness of self-regulation training, the results of Moradi, Hashemi, Farzad, Beyrami & Ketamati (2009) showed that teaching self-regulation strategies, motivational behaviors and verbal self-education have significant effects on reducing hyperactivity symptoms of students with ADHD. They are active. In another study, Ebrahimi & Taher (2019) found that self-regulation training is effective in increasing the social skills of students with mild mental retardation by improving the ability to plan, self-review and organize. The results of Abolghasemi, Barzegar & Rostamoghli (2015) also indicate the effectiveness of self-regulation training on improving students' self-efficacy and quality of life.
Methodology
The design of the research was semi-experimental with a pre-test-post-test design and follow-up with a control group. The sample consisted of female students aged 9 to 12 years with ADHD who were studying in schools in Tehran in 2022. The students were selected by education consultants who received a diagnosis of ADHD. For a more accurate diagnosis, a semi-structured clinical interview was conducted to these children. Finally, a sample of 30 students was selected based on the entry criteria and they were replaced in two experimental and control groups (15 experimental people, 15 control people). Both groups completed the Self-Perception Profile for Children (Harter, 2012) and the Friendship Quality Questionnaire (Hejazi & Zohrevand, 2001) as a pre-test. The experimental group then participated in 12 sessions of 45 minutes based on the child's self-regulation intervention, while the control group did not receive any intervention. Immediately after the end of the training sessions, the self-perception scale and the quality of friendship were assessed as a post-test for both groups. They were then followed up after 2 months.
results
The results of this analysis show that there was a significant interaction between stages (pre-test, post-test, follow-up) and groups (experimental and control) for several of the research variables, including self-perception and quality of friendship. The Bonferroni test indicated that the experimental and control groups were significantly different from each other in terms of the research variables at all stages of the study, and that the improvement in self-perception and the quality of friendship observed in the experimental group was stable over time and still present at the follow-up phase. Overall, these results suggest that the child's self-regulation education was effective in improving the self-perception and quality of friendship of the children in the experimental group, and that this effect was sustained over time.
Table 1: Results of analysis of variance with repeated measurements
Variable
Source of Changes
Total Squares
df
Mean of Squares
f
Sig.
Effect Size
Scholastic Competence
Time
208.067
2
104.033
100.832
0.001
0.78
Time×group
102.822
2
51.411
49.829
0.001
0.64
Social Competence
Time
108.022
1.280
84.385
23.720
0.001
0.46
Time×group
93.800
1.280
73.275
20.597
0.001
0.42
Athletic Competence
Time
25.956
1.640
15.831
10.297
0.001
0.27
Time×group
35.467
1.640
21.631
14.071
0.001
0.33
Physical Appearance
Time
89.689
2
44.844
45.531
0.001
0.61
Time×group
118.489
2
59.244
60.151
0.001
0.68
Behavioral Conduct
Time
171.089
2
85.544
70.819
0.001
0.71
Time×group
198.600
2
99.300
82.206
0.001
0.75
Self-Worth
Time
73.489
1.195
61.486
21.839
0.001
0.44
Time×group
38.289
1.195
32.035
11.378
0.001
0.29
quality of friendship
Time
320.267
1.173
273.041
74.979
0.001
0.72
Time×group
219.467
1.173
187.104
51.380
0.001
0.65
Keywords: Self-Regulation, Self-Perception, Friendship Quality, Attention Deficit/Hyperactivity Disorder.
mahsa taghi garehbagh; Hassan Mohamadzadeh
Abstract
The purpose of this study was to investigate the effect of selected programs (including agility, speed, visual and auditory stimulation, mirror training, etc.) on the simple and choice response reaction time of children with developmental coordination disorder. Materials and Methods: In this research, ...
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The purpose of this study was to investigate the effect of selected programs (including agility, speed, visual and auditory stimulation, mirror training, etc.) on the simple and choice response reaction time of children with developmental coordination disorder. Materials and Methods: In this research, a semi-experimental design with pre-test and post-test design was used for two groups of experimental and control children (DCD). A sample of 30 children (DCD) was selected using random sampling method. A pre-test was performed for both groups, and the speed of visual response, visual choice and auditory simplicity of the groups was measured by a four-way reaction speed measuring instrument. The experimental group was then tested for 12 session by selected exercises. The posttest was performed for both groups of children. The statistical methods included Kolmogorov-Smirnov test, and Covariance test. The results showed that the exercises for 8 weeks significantly improved the visual response rate (P = 0/001, t = -4/30), visual selectivity (p = 0/006, t =- 3/34), simple listening (P =0/.001, t =-5 /19) in the training group compared to the pretest. The results show that there is a significant correlation between the speeds of the children's response to the children (DCD), which is practiced.
zahra zarekhalili; Mehran Soleymani; Qorban HemmatiAlamdarlou,; hassan yaghoubi
Abstract
The aim of this study was to investigate the effect of Snoezelen method on the symptoms of children with autism spectrum disorder. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population of the present study was all children with autism ...
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The aim of this study was to investigate the effect of Snoezelen method on the symptoms of children with autism spectrum disorder. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population of the present study was all children with autism spectrum disorder, from which a sample of 30 people was selected by convenience sampling method and randomly assigned to the experimental and control groups. So that each group was 15 people and from both groups pre-test was performed and the experimental group received the Snoezelen method in 40 sessions while the control group was not presented with this intervention and at the end for both groups the post-test was performed. The instrument used in this study was the Gilliam (Garz) survival rating scale. Data analysis using univariate analysis of covariance and multivariate covariance showed that the mean scores of autism syndrome and its sub-comparisons (social interaction and communication) increased significantly and stereotyped behavior decreased P (<0/05). The findings indicate that the Snoezelen method improves autism in children with autism spectrum disorder. Therefore, it is recommended to design and implement Snoezelen program to improve autism.
MOHSEN NIAZI; Sayed Hossein Siadatian Arani
Abstract
Abstract
Adolescence is known as one of the most challenging periods in human life, which brings many emotional, social and even educational crises. This course can be faced with more challenges and sufferings for teenagers who are intellectual disability, so the purpose of this research was to explain ...
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Abstract
Adolescence is known as one of the most challenging periods in human life, which brings many emotional, social and even educational crises. This course can be faced with more challenges and sufferings for teenagers who are intellectual disability, so the purpose of this research was to explain the lived experience of the challenges of intellectual disability teenagers. The research population included all boys with intellectual disability in the pre-professional and vocational schools of Kashan who were studying in the academic year 1402-1401, among them 9 people were targeted for Research were selected. The data was collected using semi-structured interviews and analyzed with the 7-step Colaizzi method. The results indicated the extraction of 3 main themes and 9 secondary themes. The main themes are: 1- social challenge (1- job and career future and worry about it, 2- free time, 3- shame and embarrassment of recognition, 4- concern about marriage), 2- individual challenge (1- acceptance) The negatives were 2- positive acceptance, 3- diseases and the need for medicine, 4- financial independence), 3- family challenges (1- family attitude) which were examined in detail in the research. According to the results, it was determined that it is necessary to deal with the problems and challenges of intellectual disability teenagers, and therefore, providing support and educational services for teenagers and their families can reduce their problems.
Keywords: Lived Experience, Phenomenological, Adolescent, Intellectual.
Extended Abstract
Introduction
Intellectual disability (ID) is one of the neurodevelopmental disorders that during the developmental period brings various harms to the affected person, family and society. According to the latest definitions of the American Association of Mental and Developmental Disabilities, this disorder is diagnosed with criteria such as damage in the field of mental functions such as reasoning, problem solving, planning, abstract thinking, judgment, learning, practical experience and understanding, as well as adaptive functioning. (Halvarsen et al., 2023). Adolescence is one of the most important stages in the development of human personality. Adolescents face many challenges in this period. These problems are also seen for teenagers with intellectual disabilities, such that weakness in self-confidence, anger control, inability to regulate personal and interpersonal demands, concern about social acceptance are other problems of theirs (Drozd et al., 2020).
Research Question
The current research seeks to answer the question, what issues, problems and challenges do teenagers with intellectual disabilities face?
Literature Review
Kedrova and Matantseva (2016) concluded that by teaching self-regulation, a large amount of challenges of adolescents with intellectual disability can be reduced. Pratt and Greydanus (2007) said that if a suitable support system is formed for adolescents with intellectual disability from the family and society, there will be fewer challenges for the adolescent and the family during this period. The only qualitative research conducted in the field of adolescents with intellectual disabilities is Shams-e-Islami, Mousavi and Rezaei (2023), who in their research entitled "Explaining the concept of loneliness in mentally retarded adolescents based on the existential phenomenology approach" showed four main themes in the interviews. "Loneliness as an experience of separation", "consequences of loneliness", "the meaning of loneliness" and "loneliness as a basic life experience" were extracted, and each of these main themes emerged through the analysis of several sub-themes.
Methodology
The current research was of qualitative type and phenomenological method was used for its implementation. This research, using the research tradition of lived experience, tried to identify the reality, as it appears to the research subjects. In the implementation of this phenomenological research, instead of using data to test hypotheses arising from research literature, which is done in other quantitative researches, verbal reports of people about their experiences were used as data. The statistical population included all boys with mental disabilities who were studying in pre-professional and professional schools in the academic year of 2022-2023 in Kashan city. Data collection was done through in-depth semi-structured interviews, individually and face-to-face in a separate room from the classroom. The questions asked focused on the problems and issues that these teenagers experience in school and outside of school. With the informed consent of the participants and educational staff, the interviews were recorded anonymously. Depending on the willingness of the participants and the conditions of the interview, the duration took between 20 and 45 minutes. For reliability, the findings, including the main themes and sub-themes of the research, were examined, consulted and modified through the opinions of faculty members of the Department of Psychology of Exceptional Children of Isfahan University. The participants in this research were 9 people who were in the age range of 16 to 22 years, and their average age was about 17 years, and the educational level of these people was from 8th to 12th.
Results
After analyzing the data, 3 main themes and 9 sub-themes were extracted, which can represent the experiences of boys with intellectual disabilities. In Table 1, the main theme and sub-themes extracted from the research are summarized.
Table 1
Table 1: Themes extracted from the interviews
Main themes
Sub-themes
Social challenge
Career and career future and worry about it
Free time
Shame and embarrassment of recognition
Marriage concern
Individual challenge
Negative acceptance
Positive acceptance
Diseases and the need for medicine
Financial independence
Family challenge
Family attitude
Discussion
By providing the successful employment of teenagers with intellectual disabilities, the goals of education and training of this group are met to a great extent, because many educational processes are designed to achieve a career success for the future. Participating in leisure activities not only strengthens self-confidence, mental vitality and vitality, but also strengthens the sensory and motor skills of people with intellectual disability and reduces behavioral problems, progress in education, personal sufficiency and expansion of interactions. Sexual need is considered as an undeniable need in people with intellectual disabilities, but in the context of the ability of these people to marry and accept the role of wife and parenthood, the intelligence conditions, abilities and skills of these people, as well as support and educational services in that community should be noticed. The higher the quality of educational programs in exceptional educational schools in order to adapt to society, acquire social skills and prepare for jobs, the acceptance rate of these schools can be increased.
Conclusion
Based on the results obtained in the present research, it can be stated that the challenges faced by boys with intellectual disability can be examined and explained from different personal, family, social and psychological angles, and solutions should be found for each of them.
Acknowledgments
All the teenagers who participated in this research are thanked and appreciated.
Sahar Mohammadi; Leila Kashani Vahid; Hadi Moradi
Abstract
The purpose of this research was to determine the effectiveness of digital storytelling on emotion regulation of children with autism. Research design was a quasi-experimental that included a pretest and posttest that was conducted on both the experimental group, and control group. The statistical population ...
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The purpose of this research was to determine the effectiveness of digital storytelling on emotion regulation of children with autism. Research design was a quasi-experimental that included a pretest and posttest that was conducted on both the experimental group, and control group. The statistical population of the study included all children with autism spectrum in the Child-parent at a university clinic. For this purpose, 20 children with autism were selected and were assigned into two experimental and control groups randomly (each group 10 children). The experimental group received storytelling program for 12 sessions of 45 minutes and control group waited in the waiting list. All subjects completed Emotion Relation Checklist (Sheilds & Cicchetti, 1998) before and after the training. The obtained data were analyzed using Analysis of the Covariance. The findings showed significant differences between the experimental and the control group in emotion regulation. At the end, using digital storytelling program for improving emotion management was recommended.
Zahra Zahedi; Arman Azizi; peyman khorshidi; seide samire hoseini
Abstract
Abstract: Aim: This study examined the effectiveness of therapy based on commitment and acceptance on the empowerment of families with member suffering from Multiple Sclerosis. Methods: In this quasi-experimental study, one experimental and one control groups were used. Sample selected by convenience ...
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Abstract: Aim: This study examined the effectiveness of therapy based on commitment and acceptance on the empowerment of families with member suffering from Multiple Sclerosis. Methods: In this quasi-experimental study, one experimental and one control groups were used. Sample selected by convenience sampling method included 40 parents that referred to counseling centers and specialty hospitals in Tehran. Experimental group received treatment based on acceptance and commitment therapy and the control group didn’t received any treatment. Family Empowerment Scale (FES) was used to assess the ability of families. Results: Results showed that treatment based on acceptance and commitment (ACT) has been significantly effective (sig <0/05) to empowering families with member suffering from Multiple Sclerosis. Conclusion: this conclusion can be obtained that with using a treatment based on acceptance and commitment we can improve the empowerment of families with children suffering from specific diseases. Keywords: Acceptance and commitment therapy, empowerment, Multiple Sclerosis
Atefeh Heyrat; shohre sharifzade
Abstract
The present study aimed to evaluate the effectiveness of interaction behavioral analysis on psychological distress and life expectancy of mothers with autistic children; The research method was quasi-experimental with pre-test design, post-test with control and experimental groups. The statistical population ...
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The present study aimed to evaluate the effectiveness of interaction behavioral analysis on psychological distress and life expectancy of mothers with autistic children; The research method was quasi-experimental with pre-test design, post-test with control and experimental groups. The statistical population of this study was all mothers with children with autism living in Isfahan in 2020, from which 30 people were selected by purposive sampling and randomly assigned to experimental and control groups; First, Kessler (2002) and Snyder (1991) psychological distress questionnaires were administered to both experimental and control groups. Then, the experimental group underwent 10 sessions of group therapy based on interaction analysis for each session of 60 minutes. The experiment was performed again on the experimental and control groups. Due to the prevalence of coronavirus, training was done virtually.After applying the independent variable in 10 sessions of 60 minutes on the experimental group, Both groups were re-evaluated with the same questionnaires. Findings were analyzed using SPSS software and analysis of covariance. The results showed that the analysis of interaction behavior was effective on the life expectancy of mothers with autistic children (p <0.05); But it had no effect on psychological disturbance (P> 0.05). According to the results of the present study, it is suggested to use the reciprocal relationship analysis method as a supportive and effective tool to increase the life expectancy of mothers with children with autism.
Mohammadreza Noroozi Homayoon; Nader Heidari Raziabad; Ali Rezaeisharif; Ali Sheykholeslami; Mahdi Jafari Moradlo
Abstract
AbstractThe purpose of this research was to design and validate a model for improving attention deficit and hyperactivity in primary school students of Ardabil City. The research was applied in terms of purpose, mixed in terms of the nature of data, and exploratory in terms of execution method. In the ...
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AbstractThe purpose of this research was to design and validate a model for improving attention deficit and hyperactivity in primary school students of Ardabil City. The research was applied in terms of purpose, mixed in terms of the nature of data, and exploratory in terms of execution method. In the qualitative part, the semi-structured interview and database theory have been used. The statistical population of the qualitative section was university professors and experts in the field of school counseling and educational sciences, 15 of whom were selected based on the principle of opinion saturation. The statistical population in the quantitative section was all the primary school teachers of Ardabil City in the academic year of 2023-2024 in the number of 2600 people, according to Morgan's table, 335 of them were selected based on stratified random sampling. The data collection tool in this research was a researcher-made questionnaire resulting from the refined concepts obtained from the primary codes. The data sets obtained after the continuous process of open, central, and selective coding were organized in the form of 156 open codes, 146 concepts, 12 categories and 6 classes based on a systematic approach. The findings of the research show the improvement pattern of attention deficit and hyperactivity in elementary school students of Ardabil city under the categories of personal and psychological characteristics, motor skills, social skills, attention deficit disorder, educational strategies at the individual level, educational strategies at the interpersonal and communication level, pharmaceutical interventions and nutrition, physiological and behavioral interventions, psychological control, strengthening motor and physical abilities, psychological growth and social participation were categorized and fit in terms of validation (p<0.05). Finally, it is suggested that the results of this research be used as a guide and a general path to improve attention deficit and hyperactivity by specialists in schools and in other centers such as psychological service centers, counseling and psychotherapy clinics, welfare centers, universities, etc. Use existing situations and contexts.Keywords: Design, Validation, Attention Deficit, Hyperactivity, Elementary School Students. Extended Abstract IntroductionOne of the most common neurodevelopmental disorders is attention-deficit/hyperactivity disorder (ADHD) which is characterized by the inability to pay sustained attention, impulsivity, hyperactivity inhibition, impulse control, internalizing, and externalizing problems, which has become a growing concern globally. Statistics show that this dysfunction affects 3-7% of children. According to the fifth diagnostic and statistical manual of mental disorders, attention deficit/hyperactivity disorder is a chronic and uncoordinated neurodevelopmental mental disorder characterized by hyperactivity, impulsivity, and reduced attention. Among the treatments that are used to reduce the symptoms of attention-deficit/hyperactivity disorder are drug treatments that also have beneficial effects, which are suitable in the short term; but hyperactive children do not achieve an optimal level of attention by taking these drugs; therefore, along with drug treatments, it is necessary to use other treatments. Therefore, considering the many issues and problems that this disorder has caused in children, families and teachers, and considering that this disorder is often diagnosed in school-aged children, in the current research, it was considered necessary to design and validate the improvement model of attention deficit hyperactivity disorder among primary school students in Ardabil city to introduce and categorize a set of factors that can be the foundation and shaper of attention deficit hyperactivity disorder and also factors that can be effective in improving and treating this disorder, and the set of factors related to this disorder should be discussed. MethodologyThe aim of the current research is to design and validate the model for improving attention deficit and hyperactivity in primary school students. Due to the fact that the results of this research can be directly used, therefore, the current research was applied in terms of purpose and mixed (qualitative and quantitative) in terms of the nature of the data. In terms of the implementation method, the research was exploratory. The research method in the qualitative part was a semi-structured interview and the implementation of the foundation data method, and in the quantitative part, the structural equation model method was used. The qualitative statistical population of the research was university professors and experts in the field of school counseling and educational sciences of Ardabil province. In this research, to select the sample of the qualitative part of the work, purposive sampling, which is one of the non-probability sampling methods, was used. The sample size of the qualitative part was 15 university professors in the field of school counseling and educational sciences in Ardabil. Semi-structured interviews were used to collect data. In order to implement the research, a week before the interview, the title and purpose of the research were explained to the professors. Ethical issues in this research include ensuring the informed consent of the participants to participate in the research and recording the content of the interviews, as well as the right to withdraw from the research at all stages of the research. The statistical population in the quantitative section was all primary school teachers in Ardabil city. The total number of primary school teachers in Ardabil city in the academic year 1402-1401 was around 2600 people. Therefore, according to the size of the statistical population and based on Morgan's table, 335 people were selected as the statistical sample size of the quantitative section based on stratified random sampling. In order to analyze the questions in the first stage, the structural codes were collected by three methods of open coding, axial coding and selective coding, and in the second stage, due to checking the fit of the model obtained from the first stage, according to the non-normal distribution of the data using the partial least squares method. PLS and bootstrapping techniques were used in Smart PLS software. ResultsAfter the qualitative analysis that led to the identification of primary codes, these codes were classified into several categories according to the similarity and authenticity of the data, and finally, the categories were placed in special classes. After continuous analysis and open, central and selective coding, the data were organized in the form of 156 open codes, 146 concepts, 12 categories and 6 classes (causal conditions, central conditions, strategies, intervening conditions, background conditions and consequences). In fact, these data show the criteria for improvement of attention deficit and hyperactivity in primary school students of Ardabil city and a new pattern emerged in this direction. DiscussionThe results of the research show the improvement pattern of attention deficit and hyperactivity in elementary school students of Ardabil city under the categories of personal and psychological characteristics, motor skills, social skills, attention deficit disorder, educational strategies at the individual level, educational strategies at the interpersonal and communication level, pharmaceutical interventions. and nutrition, physiological and behavioral interventions, psychological control, strengthening motor and physical abilities, psychological development and social participation were categorized and fit in terms of validation. ConclusionFinally, it is suggested that the results of this research be used as a guide and a general path to improve attention deficit and hyperactivity by specialists in schools and in other centers such as psychological service centers, counseling and psychotherapy clinics, welfare centers, universities, etc. Use existing situations and contexts.AcknowledgmentsWe are grateful to all the teachers of Ardabil City who helped in the implementation of the project with their participation in the
saeid ahar; Farhad Ghadiri; Abbas Bahram; Mehran Karimi
Abstract
Motor Imagery provides a special context for representation of movements. This feature has been investigated in typical developing children in several studies, but there is little information in the field of motor imagery in children with autism. Therefore, the aim of the present study was to investigate ...
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Motor Imagery provides a special context for representation of movements. This feature has been investigated in typical developing children in several studies, but there is little information in the field of motor imagery in children with autism. Therefore, the aim of the present study was to investigate this component in children with autism spectrum disorder aged 8 to 12 years compared to typical developing peers. 40 ASD children and 40 TD children who were age and IQ matched, purposefully and available selected and participated in the research voluntarily. To investigate motor imagery, the hand rotation paradigm in 3D software was used. The task involves two blocks of 12 hand-pattern which rotates randomly three times at six angles. The reaction time and error numbers were recorded as the performance scores of each subject. In order to analyze the data, two analysis of variance tests were used to evaluate and compare the reaction times and the U-man Whitney test used for the number of errors separately for back and palm view of hand. The findings confirmed that children with autism are able to use this feature same TD, although this operation is less accurate and longer. So that in the reaction time and the number of error variables, the ASD group performed worse than TD peers. Although the disorder may effect on cognitive function underlying motor behaviors in these children, nevertheless the capacity required to learn and develop motor skills in these children is developed, usable, and exploitable.
Mohammad Reza Ghayebi Mehmandoost; Majid Ghadami; Aboutaleb Seadatee Shamir; sadegh rezaei
Abstract
Purpose: The aim of this study was to present a model of professional competencies and competencies of primary school principals in 23 public districts of Tehran in the first half of the 98-99 academic year based on managerial intelligence and successful intelligence with the mediating role of personality ...
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Purpose: The aim of this study was to present a model of professional competencies and competencies of primary school principals in 23 public districts of Tehran in the first half of the 98-99 academic year based on managerial intelligence and successful intelligence with the mediating role of personality intelligence.Methodology: In terms of method, the research was among the mixed (quantitative-qualitative) exploratory research. The statistical population in the qualitative part of the research consisted of experts from the academic community and specialists in education. Fifteen people were selected to conduct the qualitative part of the research and participated in the interview process using the Delphi method. The sampling method in the qualitative part was purposeful. The statistical population of the quantitative section included all managers. The sample obtained from this population based on Krejcie and Morgan table was 384 people and 100 people were considered in this study. The data analysis method in the qualitative part of the questionnaire was researcher based on content analysis and theoretical coding. The coding steps used in this research included open, content and axial coding. Successful intelligence, business intelligence, personality intelligence and managerial intelligence questionnaires were used to collect information.Findings: The results showed that successful intelligence, personality traits, interests of others, basic principles, awareness and knowledge, critical thinking, business characteristics, basic principles of life, competency infrastructure and physical structure of schools have the highest factor load and factor weight on the factor, respectively
seyyed sina shams eslami; seyyed valiulla Mousavi; Sajjad Rezaei
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).
Keywords: Acceptance and Commitment Program, Academic Resilience, Social Anxiety, Stuttering Disorder.
Esmaeil Naseri
Abstract
Comorbidity between ADHD and substance use disorders (SUDs) is an area that has attracted the attention of clinicians, researchers, and public health in recent years. The aim of this study was to investigate the most basic issues related to epidemiology, screening, and therapeutic interventions for ADHD ...
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Comorbidity between ADHD and substance use disorders (SUDs) is an area that has attracted the attention of clinicians, researchers, and public health in recent years. The aim of this study was to investigate the most basic issues related to epidemiology, screening, and therapeutic interventions for ADHD co-occurring with substance use disorders. Using the research method of reviewing data related to the use of keywords Attention Deficit Hyperactivity Disorder, substance use disorders, and comorbidities in Google Scholar and PubMed search engines as well as in NOORMAGS, SID, and Irandoc databases were searched. The data showed that ADHD is a risk factor for SUDs and the prevalence of ADHD is significant among adolescents and adults with SUDs, especially in inpatient settings. Comprehensive ADHD + SUD assessment by a trained clinician in the areas of addiction, differential diagnoses of ADHD, and specific populations, conducting a standard diagnostic interview for a complete clinical history of ADHD before and during withdrawal, and also, a general history of mental and physical health and psychosocial functioning are suggested guidelines for assessing ADHD + SUD. While pharmacotherapy is the first line and the most effective treatment for ADHD, various psychosocial interventions can be performed in combination with medication, including CBT, psychoeducation, metacognitive education, mindfulness training, coaching, and behavioral modification, as well as motivational interviewing. Overall, the evidence suggests that treating ADHD in early childhood can reduce the risk of later substance use at older ages.
Parnian Poorshad; kambiz poushneh
Abstract
The aim of this study was to develop and determine the effectiveness of a virtual support program on challenging behaviors and social skills of children with high-functioning autism. The research method was combined. In the qualitative section, 14 experts were selected as participants by purposive sampling. ...
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The aim of this study was to develop and determine the effectiveness of a virtual support program on challenging behaviors and social skills of children with high-functioning autism. The research method was combined. In the qualitative section, 14 experts were selected as participants by purposive sampling. Using the theoretical coding method, a virtual support program was developed for 11 purposes. In the quantitative part, the research method was quasi-experimental with a pre-test-post-test design and control group. The statistical population included all boys aged 7 to 11 years with autism referred to Padideh and Rahyab medical and rehabilitation centers in Tehran in 2020. Among them, 20 people were selected by purposive sampling method and randomly assigned to 2 experimental groups (10 people) and a control group (10 people). The experimental group received a virtual support program for 13 sessions (2 sessions per week); the control group was placed on a waiting list for 2 months. In order to collect information, the Challenging Behaviors Questionnaire of Budfish et al. (2000) and Gersham & Elliott's (1990) Social Skills Questionnaire, were used. Data were analyzed using univariate and multivariate analyses of covariance. Findings showed that the virtual support program had a significant effect on reducing challenging behaviors and improving the social skills of the experimental group (P <0.001). Therefore, it is suggested that psychologists and educators in the field of children with autism use the virtual support program to manage and reduce the psychological problems of these children and help their parents due to the prevailing conditions caused by the coronavirus.
negar falamarzi; Diba Seif
Abstract
he purpose of this study was to predict social anxiety based on social support and social self-efficacy in physically-motorized disabled teens in Shiraz. Results showed that among the components of self-efficacy, self-efficacy for cognitive control (r = 0.41) and self-efficacy for control Emotional (r ...
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he purpose of this study was to predict social anxiety based on social support and social self-efficacy in physically-motorized disabled teens in Shiraz. Results showed that among the components of self-efficacy, self-efficacy for cognitive control (r = 0.41) and self-efficacy for control Emotional (r = -0.26) with a significant negative relationship with fear of negative evaluation. In addition, there was a significant relationship between social support components, emotional support / information (r = -0.24), and the support of kindness (r = -0.24) with general avoidance and distress. Among the components of social self-efficacy, self-efficacy for cognitive control (r = 0.32) and self-efficacy for emotional control (r = -0.36) is significantly correlated with avoidance and general grief. Also, there are no significant relationships between social support components with avoidance and distress in new situations. Also, among the components of self-efficacy, self-efficacy for cognitive control (r = 0.26) is significantly related to avoidance and grief in new situations. Regression results showed that among the components of social self-efficacy, only self-efficacy for cognitive control was significantly lowered by fear of negative evaluation (p <-0.401) and avoidance and general grief (p = 0.27) and anxiety and Predicts grief in new situations (p <0.01). Regarding the negative relationship between social support components and social anxiety, it is suggested that therapists and mental health professionals should pay more attention to the role of this variable in treatment interventions.
Aioob Naemi; Alereza mohammadiarya
Abstract
The purpose of this study was to determine the relationship between (positive and negative) emotional expression, marital adjustment, and burnout, and its comparison between blind and sighted couples. This study was conducted through two methods of correlation and comparative-causality. The participants ...
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The purpose of this study was to determine the relationship between (positive and negative) emotional expression, marital adjustment, and burnout, and its comparison between blind and sighted couples. This study was conducted through two methods of correlation and comparative-causality. The participants of the study, including 180 couples; (90 blinded and 90 sighted couples), were selected by the snowball sampling method. The statistical population was all couples in Tehran. The data were collected using the marital burnout scale (by Pianes), marital adjustment test (by Lock and Wallace), and emotional expressiveness scale (by King and Emmons). The data were analyzed by the Multiple regression and Multivariate analysis of variance using the SPSS-20 software. Findings showed that there was a positive and significant relationship between positive emotional expressiveness and marital adjustment, and also between negative expressiveness with burnout (p<0/01). There was a significant difference between emotional expressiveness, marital adjustment, and marital burnout in blind and sighted couples; blind couples scored lower on positive emotional expressiveness and marital adjustment, higher on negative emotional expressiveness and marital burnout compared to sighted couples. As a result, it is necessary to pay attention to variables of emotion expressiveness and marital adjustment in order to prevent marital burnout in blinded couples.
Abdolhossein Shamsi; Amir Ghamarani
Abstract
The aim of this study was to compare the effectiveness of parenting based on organizational skills and mindful parenting on parent-child relationships and symptoms of children with attention deficit hyperactivity disorder. This was a quasi-experimental research with pretest, posttest and follow up. The ...
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The aim of this study was to compare the effectiveness of parenting based on organizational skills and mindful parenting on parent-child relationships and symptoms of children with attention deficit hyperactivity disorder. This was a quasi-experimental research with pretest, posttest and follow up. The study population consisted of all children aged 8-10 years with attention deficit hyperactivity disorder in Isfahan who were educated in Isfahan public schools in 2019-2020. In this study participated 45 male children with attention deficit hyperactivity disorder that diagnosed on the basis of the Child Psychiatry and Fourth edition of Swanson-Nolan and Pelham Scale. In an experimental group, 11 sessions of parenting based on organizational skills and another experimental group 8 sessions of mindful parenting were conducted. The participants answered to Fourth edition of Swanson-Nolan and Pelham Scale(SNAP-IV) and parent-child relationships scale(CPRS) in three stages. Data were analyzed using repeated measures. Mindful parenting compared parenting based on organizational skills significant effect on parent-child relationships in the post-test and in the follow-up stage also remains(p≤05). Parenting based on organizational skills improved attention deficit and total attention deficit/ hyperactivity disorder in the post-test and the effects have been significant and the effect on follow-up stage also remains(p≤05). But parenting based on organizational skills did not have a significant effect on symptoms of hyperactivity/ impulsivity(P≥0.05). This study provides promising results in improving parent-child relationships and reducing the symptoms of children with attention deficit/ hyperactivity disorder by educating mindful parenting and parenting based on organizational skills as an intervention.
Yousef Adib; ahad azimi Aqbolagh
Abstract
In the present study, the aim was to describe and understand the perception of blind and visually impaired students about their Academic limitations at the higher education level. The present study was conducted in the academic year of 2019-2020 with a qualitative approach of conventional qualitative ...
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In the present study, the aim was to describe and understand the perception of blind and visually impaired students about their Academic limitations at the higher education level. The present study was conducted in the academic year of 2019-2020 with a qualitative approach of conventional qualitative content analysis. From the community of blind and visually impaired students, 12 students in this range were selected using purposive sampling method and participated in a semi-structured in-depth interview. The text analysis of the interviews was performed manually using the communication analysis model. Data validation strategies were performed using the methods of External checks, Member check, allocating sufficient time for data collection, and continuous conflict and Investingator Triangulation. Findings were extracted in the main categories of "entrance exam challenges", "inappropriate physical space of the university", "communication challenges", "educational challenges" and "organizational procrastination" and several sub-classes. The results showed that despite the adoption and cross-sectional implementation of domestic and international laws protecting the rights of persons with disabilities, the Academic needs of this group of students are less considered; And in practice, their Academic requirements are not taken into account. It is suggested that those in charge take the necessary measures considering the practical achievements of the research