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.
Alireza Mohammadi Sangachin Doost; Abbasali Hossein Khanzadeh; Maryam Kousha; Ashkan Naseh
Abstract
The aim of this study was to evaluate the effectiveness of self-compassion training on the quality of life of mothers of children with attention-deficit / hyperactivity disorder. In this study, a quasi-experimental method with a pre-test-post-test design with a control group was used and its statistical ...
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The aim of this study was to evaluate the effectiveness of self-compassion training on the quality of life of mothers of children with attention-deficit / hyperactivity disorder. In this study, a quasi-experimental method with a pre-test-post-test design with a control group was used and its statistical population also included mothers of children aged 5 to 11 years, boys and girls with attention-deficit/hyperactivity disorder in Rasht in 2020-2021. The study sample consisted of 28 mothers from the statistical population selected by convenience sampling method and randomly placed in experimental and control groups. The experimental group participated in the compassion training group as a group for 8 weekly sessions. Both groups were evaluated in two stages of pre-test and post-test with the Short Form Quality of Life Questionnaire (1996). The results showed that the self-compassion training intervention had a significant effect on the scores of quality of life components (physical health, psychological health, social relations, and environmental health), in the post-test stage the scores of quality of life of the experimental group increased significantly (p <0.001). Self-compassion training in comparison with other kinds of training can have very useful results for mothers, especially in order to increase their quality of life, and can be introduced and implemented as one of the axes of parental training in comparison with other methods and training.
Pegah Azadimanesh; abbasali hossein khanzadeh; Abbas Abolghasemi
Abstract
The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all ...
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The aim of this study was to determine the combined effect of executive functions training to children with attention deficit /hyperactivity disorder, behavior change strategies to parents, and communication skills to peers on relationship with parents. the statistical population of the study was all boys with symptoms of Attention Deficit / Hyperactivity Disorder, 6 to 9 years old in Kermanshah in the academic year of 2019. that among them, 30 students who were diagnosed with Attention Deficit / Hyperactivity Disorder based on a questionnaire and clinical interview were selected by random cluster sampling method and were divided into two groups of 15 people (experimental group and control group). the instruments used in this study were the Attention Deficit / Hyperactivity Disorder Diagnostic Questionnaire based on the information provided in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (Sadock and Sadock, 2005) and Parent-child Relationship Scale (Fine, Moreland, and Schwebel, 1983). data were analyzed using analysis of covariance. the results showed that integrated multidisciplinary education improved relationship between parents and child with attention deficit / hyperactivity disorder. creating the right context through family and peer education and the simultaneous teaching of executive functions has contributed to the effectiveness of this integration. based on the results of this study, it is suggested that in the treatment of children with Attention Deficit / Hyperactivity Disorder, multifaceted methods be used with emphasis on different levels of parents and peers.
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.
Abbas Ali Hosseinkhanzadeh; Robabeh Gholizadeh; Mahboobeh Taher; Hossein Heydari; Fatemeh Mobahseri
Abstract
The present study aimed to investigate the effect of group play therapy on improving interpersonal relationships and increasing social acceptance in students with hearing impairment. The present study is experimental of type pre-test and post-test with control group. The statistical population of this ...
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The present study aimed to investigate the effect of group play therapy on improving interpersonal relationships and increasing social acceptance in students with hearing impairment. The present study is experimental of type pre-test and post-test with control group. The statistical population of this study included all students with hearing impairment fourth, fifth and sixth grade girl students studying in the exceptional schools of Rasht city in the academic year 2015-16. The sample in this study Included 30 of these students that were randomly assigned to experimental and control groups. Interventional group play therapy program for 12 sessions of 45 minutes was implemented on the experimental group, while the control group did not receive such an intervention. Both groups were evaluated in pre-test and post-test with Hudson’s (1997) Peer relationships and Ford's and Robin's (1970) social acceptance questionnaires. The t-test statistical results showed a difference the mean of the pre-test with post-test of the interpersonal relationships variable. Also, the results of covariance analysis showed that group play therapy is effective on improving interpersonal relationships and increasing social acceptance of students with hearing impaired (p<0.001). Therefore, in training students with hearing impairment, playing and play therapy should be considered as one of the main axes of rehabilitation by specialists and teachers.
Abbas Ali Hosseinkhanzadeh; Mona Latif; mahbobeh taher
Abstract
Dyslexia is the most common learning disability that involves about 80 percent of learning’s problems to itself. The aim of this study was to compare the effectiveness of computer-assisted working memory rehabilitation and multisensory method on improvement of the executive functions of students ...
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Dyslexia is the most common learning disability that involves about 80 percent of learning’s problems to itself. The aim of this study was to compare the effectiveness of computer-assisted working memory rehabilitation and multisensory method on improvement of the executive functions of students with Dyslexia. The research methodology is an experimental study with pretest-posttest design with two experimental groups and one control group. The statistical population consisted of all primary school dyslexic students in Rasht in 2014-2015 academic years that among them a sample of 45 students were selected by random sampling and were assigned in both control and experimental groups. To collecting data intelligence test (Wechsler, 2003), the formal reading and dyslexia test (Kormi Noury and Moradi, 2008), and Wisconsin card sorting test software (Shahgholian et al. 2011) were used. In this study, computer-aided working memory rehabilitation program was trained to the first experimental group, during the first 11 sessions, multisensory education program, during the 9 session to the second experimental group, while the control group did not receive training in these areas. The results of comparing two methods showed that computer-aided working memory rehabilitation techniques more than multisensory method help to improves executive functioning of students with dyslexia in reading (p<0/001). Method of computer-aided cognitive rehabilitation by creating a learning experience that focuses on flexibility and restore brain function is impaired in children with dyslexia helps improve executive functions.
Abbas Ali Hosseinkhanzadeh
Abstract
One of the main reasons for maladaptive behaviors of students in schools, lack the ability to management of different emotions. The purpose of the present research was to examine the effectiveness of self-regulation ability training on decreasing aggressive behavior of maladjusted students. The research ...
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One of the main reasons for maladaptive behaviors of students in schools, lack the ability to management of different emotions. The purpose of the present research was to examine the effectiveness of self-regulation ability training on decreasing aggressive behavior of maladjusted students. The research method was quasi-experimental with pretest-posttest design with control group. The statistical population consisted of all boy high school students in Rasht city, wich among them after performing maladjustment questionnaire a sample of 20 students were selected by random cluster sampling method and assigned in two groups control and experimental randomly. Self-regulation instruction was conducted for the experimental group in 9 sessions, while the control group received no training at all. The Bass and Perry (1992) and Student Adaptation Inventory (Sins & Singh, 1993) were used to collect of data. Finally data were analyzed using univariate and multivariate analysis of covariance. The results indicated that self-regulation training were significantly effective in aggression reduction. Also, experimental group in all four subscales (physical aggression, verbal aggression, anger, and hostility) achieved lower scores on the pretests than the posttest. Therefore, it can be concluded that self-regulatory education programs help to reduce aggressive behaviors by increasing the ability to adjust and manage excitement.
Abbas ali Hoosein Khanzadeh
Abstract
Dyslexia is the most common category of learning disability that related to delay and insufficiency in reading ability, and is diagnose with significant insufficiency at appearance of vocabulary recognition skills and also understanding readied concepts. Therefore, the aim of present research was to ...
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Dyslexia is the most common category of learning disability that related to delay and insufficiency in reading ability, and is diagnose with significant insufficiency at appearance of vocabulary recognition skills and also understanding readied concepts. Therefore, the aim of present research was to study the effectiveness of self- instructional technique on reading skill and academic self-efficacy in dyslexic students. The research method of the present study was quasi experimental. Statistics population in this research were include of all dyslexic primary students between third and fourth grade students of Karaj city, in 2015-2016 academic year. 30 of these students were selected via multi-stage randomized method and randomly placed into experimental and control groups. The data collection instruments of this study include the Wechsler Intelligence Scale for Children (Wechsler, 1969), Dyslexic check list (Aziziyan and Abedi, 2003), Academic self-efficacy questionnaire (Bandura, 2001) and reading performance test (Yarmohammadian et al., 1394). Multivariate covariance analysis was used to analysis of data . The research results showed that self-instructional technique training was effective in their reading performance, reading speed, concept perception, academic self-efficacy improvement. Also training led to decrease reading errors in dyslexic students. Therefore, according to this findings we offer to use from this technique to reading performance improvement and self-efficacy at this group of children at schools. Also we recommended to use from this technique for increase of educational performance and and educational difficulties at schools at this group of children.
AbbasAli Hosseinkhanzadeh; Elias Rahimi; Elaheh Ostavi
Abstract
Assertiveness is considered as a significant factor in improving self-esteem and interpersonal relationships. Studies show that slow learner students have problem in self-confidence and interpersonal relationships. The purpose of this study was to investigate the effect of assertiveness skills training ...
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Assertiveness is considered as a significant factor in improving self-esteem and interpersonal relationships. Studies show that slow learner students have problem in self-confidence and interpersonal relationships. The purpose of this study was to investigate the effect of assertiveness skills training on improving self-esteem and peer relationships of slow learner students. The study design was experimental, running the pre-test, post-test, with a control group. 24 boys in third to sixth grades in Rudbaar were randomly assigned to control (n=12) and experimental group (n=12), and answered to Scale of Relationship between Peers (walter Hudson, 1997), and self-esteem questionnaire (Cooper Smith, 1967). Assertiveness skills training was performed during eight sixty-minute sessions for the experimental group while control group received no this training. Results of covariance analysis showed that assertiveness skills training improves peer relationships among slow learner students, and also increases total score of their self-esteem (P<0.001). The results of this research confirms that assertiveness skills training could be considered as an intervention to enhance self-esteem and peer relationships of slow learner students.
Aida yahyazadeh; Abbasali hossein khanzadeh
Abstract
The present study is conducted with the aim of analyzing the effectiveness of story reading training in increasing the reading motivation of dyslexic students. In terms of methodology, this research project is a pilot study and uses the pretest-posttest control-group design. The statistical population ...
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The present study is conducted with the aim of analyzing the effectiveness of story reading training in increasing the reading motivation of dyslexic students. In terms of methodology, this research project is a pilot study and uses the pretest-posttest control-group design. The statistical population of the study is comprised of all elementary students with dyslexia in Rasht, Iran, in the academic year 2013-2014. 24 of these students were selected via convenience sampling and randomly placed into experimental and control groups. The data collection instruments of this study include the Wechsler Intelligence Scale for Children (WISC) (Wechsler, 1969), the Official Reading and Dyslexia Test (ORDT) (Karami-noori and Moradi, 2009), and the Motivations for Reading Questionnaire (MRQ) (Wigfield and Guthrie, 1997). The experimental group students attended eight sessions of story reading training whereas the control group students did not receive any training. An analysis of covariance between pretest and posttest reading motivation scores showed that, after neutralizing the impact of pretest scores, story reading has a significant impact on the overall posttest scores of reading motivation. Besides, a test on the effects of intergroup contact showed that, after neutralizing the impact of pretest scores, story reading has a significant impact on the posttest scores of reading motivation subscales. According to the results of this study, it can be concluded that story reading strategies training can be used as an effective educational program in solving the problems of dyslexic students.
zohre ahangarghorbani; abbasali hosein khanzade; mahnaz khosrojavid; abbas sadeghi
Abstract
The purpose of this study was examining the impact of executive functions training on social skills in students with dyslexia. This study is an experimental one with pre-test, post - test and control group design. The statistical population of this research includes all the students with dyslexia in ...
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The purpose of this study was examining the impact of executive functions training on social skills in students with dyslexia. This study is an experimental one with pre-test, post - test and control group design. The statistical population of this research includes all the students with dyslexia in second and third grade of elementary schools of Abbas Abad in Mazandaran province in school year of 2012-2013, which 20 of them were selected based on entering qualities and assigned in experimental and control groups randomly. Executive function training was taught to experimental group within ten sessions for a period of one month, while the control group did not receive this training. Both groups were assessed in pre- test and post- test using social skills questionnaire (Gresham, 1999). Analysis of data using multivariate covariance indicated that there was significant difference between two groups on social skills. So, we can conclude that in education and treatment students with dyslexia, strengthening executive functions should be considered on of the basic dimensions for experts and educators.
ghorban hemati; abbas hoseinkhanzade; mahbobeh taher; mohammadsadegh arjomandi
Abstract
: The aim of this study was comparing the conceptionsof learning and study habits between talented and normal students.Method: This research was descriptive andcausal-comparative. The population included the wholetalented and normal students in Shiraz Universityin the academic year of 2010-2011 among ...
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: The aim of this study was comparing the conceptionsof learning and study habits between talented and normal students.Method: This research was descriptive andcausal-comparative. The population included the wholetalented and normal students in Shiraz Universityin the academic year of 2010-2011 among them 242 students (141talentedand 141normal) were selected throughpurposeful sampling method. These students completedConceptions of Learning andStudyHabits Questionnaires. The analysisof datausingMANOVA showed that there was no significant difference between talentedand normal students in totalconceptions of learning (p>0.05). In spite of this, the average score of normal students in twosubscales (learning as gaining information and learning as remembering andusing information) was significantly higher than talentedstudents (p< 0.05). The average score of talentedstudents in three subscales (learning as personal change,learning as a process that is not limited to time and space and learning as thedevelopment of social competence) was significantly higher thannormalstudents (p< 0.01). And there was no significant differencebetween talented and normal students inlearning as a duty subscale (p> 0.05). Moreover the analysis of data usingMANOVA showed that there was a significant difference between talentedand normal students in study habits (p< 0.01). Also the results revealed thatin the five subscales of study habits the score of talented students wassignificantly higher than normal students (p< 0.01) andthere was no significant difference between talented and normal students inthe three subscales of memory, exams and health (p>0.05). Conclusion:It is recommended that teaching and learningbecome more practical so that the study habitsimprove
Abbas Ali Hosseinkhanzadeh; Ali Reza Mohammdiarya
Volume 3, Issue 10 , March 2013, , Pages 21-44
Abstract
Thisresearch aims at identifying the necessary social skills for students withmental retardation in work place.The present study is a descriptive-survey design. In this regard, 142teachers are selected as sample using convenient sampling method. In the nextstage, perspectives of teachers are surveyed ...
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Thisresearch aims at identifying the necessary social skills for students withmental retardation in work place.The present study is a descriptive-survey design. In this regard, 142teachers are selected as sample using convenient sampling method. In the nextstage, perspectives of teachers are surveyed using a researcher-developedquestionnaire. After preliminary study and determination of the psychometricproperties of the questionnaire, it is administered on the target samples. The data analysis identified the 25necessary social skills for students with mental retardation in work place. As a conclusion, social skillsinclude various levels prioritized by teachers for the success of persons withmental retardation in work place. Therefore, socialskills identified in this study can be used in vocational planning for mentallyretarded students
Tayyebeh Yeganeh; Abbasali Hossein-Khanzadeh; Mohammadreza Zarbakhsh
Volume 3, Issue 11 , March 2013
Abstract
Giventhe emphasis the specialists put on the necessity of mental health interventions for elementary school children as aprimary prevention, and also their focus on the treatment and development ofmental health, the present research aims to study the effectiveness of cognitiveـbehavioral social skills ...
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Giventhe emphasis the specialists put on the necessity of mental health interventions for elementary school children as aprimary prevention, and also their focus on the treatment and development ofmental health, the present research aims to study the effectiveness of cognitiveـbehavioral social skills training onreducing symptoms of students with externalizingbehavioral disorders.This was an experimental research with apre-test and post-test design, with a two-month follow-up period. Thestatistical population included all female elementary school students withexternalizing behavior disorders studying at 5th and 6thgrades in Langarud city in the educational year 2012-2013. Using multi-stagecluster sampling method, 30 subjects were selected and randomly assigned intothe two experiment and control groups. The Child Behavior Checklist (CBCL) wasused to evaluate the rate of externalizing behavioral disorders in students.The Walker Social SkillsCurriculumwas presented in 17 sessions during two months tothe experiment group. The data were analyzed using repeatedmeasures/mixed-model ANOVA and the Bonferroni test. The results showed thatthere was a significant difference between the rate of symptoms of externalizingbehavior disorders in both control and experiment groups duringpost-test and follow-up stage. Moreover, social skill training withcognitive-behavioral approach proved to be an effective intervention inreducing the symptoms of externalizing behavior disorders
Qorban Hemati Alamdarloo; Abbass Ali Hosseinkhanzadeh; Azam Moradi; Manijeh Farshchi
Volume 2, Issue 7 , October 2012, , Pages 97-114
Abstract
The aim of this study is to predict adaptive behaviors of students with intellectual disabilities on the basis of parenting styles. The statistical population of this research includes all mothers of students with intellectual disabilities in Shiraz city, out of which 101 mothers are selected by random ...
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The aim of this study is to predict adaptive behaviors of students with intellectual disabilities on the basis of parenting styles. The statistical population of this research includes all mothers of students with intellectual disabilities in Shiraz city, out of which 101 mothers are selected by random cluster sampling. Parenting styles questionnaire (Robinson et al., 1995) is used for measuring parenting styles and Lambert's Adaptive Behavior Inventory is applied for measuring the adaptive behavior of students with intellectual disabilities. The data analysis done by using multiple regression test shows that authoritarian and permissive parenting styles is a significant positive predictor of antisocial, outburst behavior, violent and disruptive, and stereotypic behaviors, isolation and psychological distress, spleeny and socially inappropriate behaviors (p
Abas Ali Hossein khanzadeh; Ghorban Hemati Alamdarlo; Mohsen Babai; Zeynab Babai
Volume 1, Issue 3 , October 2011, , Pages 23-54
Abstract
Objective:The aim of this study was to investigate the attitudes of parents and teachers about educational placement of gifted students. Method: The present study is an applied research and is undertaken by survey method. The statistical population of this research includes the total number of parents ...
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Objective:The aim of this study was to investigate the attitudes of parents and teachers about educational placement of gifted students. Method: The present study is an applied research and is undertaken by survey method. The statistical population of this research includes the total number of parents and teachers of gifted students studying in Rasht city in 2010-2011 and the sample size was the same as the population (64 teachers and 96 parents) . The Attitudes Assessment of Parents and Teachers of gifted student's inventory was used for collecting the data. Frequency and percentage was used for the descriptive data and analysis of data was accomplished by utilizing kallmogrof-smirenof and independent T test. Results: The results indicated that both parents and teachers have negative attitudes about integration and positive attitudes towards segregation of gifted students. Actually both parents and teachers prefer the segregation placement for gifted students. Conclusion and Recommendations: The suggestion is that the ministry of education should collaborate with academic experts to design and implement workshops about integrated education for parents and teachers of all types of students, such as gifted students, and also students with intellectual disabilities to increase their knowledge about integrated education and the benefits of this system. In order to change the negative attitudes of parents and teachers about integrated education. Upon these attitude changes their support can be gained for promoting this educational system.