abolfazl farid; Ramin Habibi-Kaleybar; bita moshtary e sahneh
Abstract
The purpose of this study was to compare the effectiveness of play therapy and neurofeedback on the executive functions of female elementary school students with learning disorders. The research method was experimental with a clinical trial with a multi-group pretest and posttest design. The statistical ...
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The purpose of this study was to compare the effectiveness of play therapy and neurofeedback on the executive functions of female elementary school students with learning disorders. The research method was experimental with a clinical trial with a multi-group pretest and posttest design. The statistical population was all female elementary school students referred to the Center for Learning Disabilities in Maragheh city in the academic year of 1998-99, from which 30 students were selected by available sampling as a statistical sample. The sample is divided into two experimental groups and one control group. Selected students were randomly assigned to groups. The instrument used for data collection was Connors' (2004) neuropsychological test. Multivariate analysis of covariance and posthoc were used for data analysis. The research results showed that the executive functions of the experimental and control groups are significantly different from each other (P< 0.05). The LSD post hoc test indicated that play therapy and neurofeedback have a significant impact on executive functions. Also, play therapy intervention is more effective in improving the executive functions of elementary students with learning disorders than neurofeedback.
saeed mohammadi molod; javad mesrabadi; Ramin Habibi-Kaleybar
Abstract
The purpose of this study was to combine the results of various researches and to reach a general conclusion on the effectiveness of educational and therapeutic interventions on learning disorders and determining the role of gender and age of the subjects on the effectiveness of educational and therapeutic ...
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The purpose of this study was to combine the results of various researches and to reach a general conclusion on the effectiveness of educational and therapeutic interventions on learning disorders and determining the role of gender and age of the subjects on the effectiveness of educational and therapeutic interventions on learning disorders; the meta-analysis method was performed. The statistical population of the present study was all available studies on the effectiveness of educational, therapeutic and psychological interventions on types of learning disabilities (including dyslexia, dysgraphia, and math disorders). After applying the entry and exit criteria, 128 research were selected as sample. Of these studies, 623 effects size were extracted and analyzed by CMA2 software. The results showed that the combined effect size of educational and therapeutic interventions on learning disabilities was significant in both fixed and random models (P≤0.001) and, based on interpretative criteria, a large amount was evaluated. Also, the results of evaporation and independent t-test showed that the effect of age and gender as moderating variables was not significant (P≤0.001). Therefore, it can be concluded that educational and therapeutic interventions have very good efficacy and the variables of gender and age of the subject have no effect on the effectiveness of interventions.
Jafar Bahadori KhosroShahi; Ramin Habibi Kalaibar
Abstract
The aim of this study was to investigate the effectiveness of training based on acceptance and commitment on the meaningfulness of life and emotional self-disclosure among mothers of mentally retarded children. The research design was quasi experimental and pretest-posttest with control group. The population ...
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The aim of this study was to investigate the effectiveness of training based on acceptance and commitment on the meaningfulness of life and emotional self-disclosure among mothers of mentally retarded children. The research design was quasi experimental and pretest-posttest with control group. The population consisted of all mothers with mentally retarded children in special schools in Tabriz in the academic year of 2015-16. A sample of 40 women who received low scores in the Meaning in Life Questionnaire and Emotional Self-Disclosure Questionnaire were selected randomly through multistage sampling. Then, they were divided into two groups of experimental (20) and control (20). Data were analyzed using analysis of variance with repeated measures and post hoc test and SPSS software. The results showed that training based on acceptance and commitment was effective on increasing meaningfulness of life and emotional self-disclosure among mothers of mentally retarded children. The findings of this study showed that training based on acceptance and commitment can be used in educational strategies and can offer valuable guidelines to families, officials and experts.