Roghayeh Asadi Gandomani; Farangis Kazemi; Ebrahim Pishyareh; Janet Hashemi Azar; Abbas Nesayan
Abstract
Objective: The purpose of this study was to examine the relationship between executive function with sensory processing patterns in 7-12 year old children with autism, from the teachers' perspective. Methods: This study was a correlational design. After reviewing entry criteria, fifty 7 to 12 year old ...
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Objective: The purpose of this study was to examine the relationship between executive function with sensory processing patterns in 7-12 year old children with autism, from the teachers' perspective. Methods: This study was a correlational design. After reviewing entry criteria, fifty 7 to 12 year old children were selected using purposive sampling method. Dunn Sensory Profile (school component) was used to assess sensory processing patterns and Behavioral Rating Inventory of Executive Functions was used to assess executive functions. For analyzing data, descriptive statistics (frequency distribution, mean and standard deviation) and Pearson correlation was used. Results: The results showed that there was a significant negative correlation between the sensory processing patterns with executive functions in autistic children (P<0.01). Conclusion: The findings of this study suggest that we can use sensory processing interventions to improve executive functions in autism disorder.
roghieh asadi; Abbas nesaeian; shahla pezeshk; Janet hashemiazar; gholamreza sarami; marziye sina
Abstract
The present study was designedfor investigate the effect of role playing on social skills in students with mild intellectual disability. This was a quasi-experimental research with pre- post test. 14 student 14-16 years old with mild intellectual disability were selected using convenience sampling method. ...
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The present study was designedfor investigate the effect of role playing on social skills in students with mild intellectual disability. This was a quasi-experimental research with pre- post test. 14 student 14-16 years old with mild intellectual disability were selected using convenience sampling method. The subjects were randomly assigned into two control and experimental groups. Research instrument was Gresham and Elliott Social Skills Rating system (1990). Parents and teachers completed questionnaire of social skills for all subjects. The experimental group participated in a training program during 20 sessions. In this program 10 social skills were taught through role playing method. After this stage, social skills questionnaires were completed again for all subjects (control and experimental group). Data obtained from the pre- test and post -test were analyzed using Covariance Analysis. Results showed that role playing training had not significant effect on social skills in student with mild intellectual disability. Findings can be used to develop social skills training program for children with mild intellectual disability.
Roqayyeh Asadi Gandomani; Abbas Nesaian; Parviz Sharifi Daramadi
Volume 2, Issue 8 , February 2012, , Pages 99-116
Abstract
The present research aims at studying attachment parenting style and the theory of mind in 8 to11 year-old students with intellectual disability in Gonabad City. Statistical population of this causal-comparative research includes all intellectually disabled students in an exceptional school (Gonabad ...
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The present research aims at studying attachment parenting style and the theory of mind in 8 to11 year-old students with intellectual disability in Gonabad City. Statistical population of this causal-comparative research includes all intellectually disabled students in an exceptional school (Gonabad city, Alavian school), all of whom were selected as sample. Descriptive and deductive methods(independent T test) were applied for data analysis. Findings show that there is no significant relationship between attachment parenting style and theory of mind in intellectually disabled students that gave correct or incorrect responses (p</005) to assignments.