setareh shojaee; ghorban hemmati
Abstract
This study was aimed to examine the effectiveness of linguistic plays program on reading performance of male students with dyslexia. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of the study included 30 subjects (15 for experimental ...
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This study was aimed to examine the effectiveness of linguistic plays program on reading performance of male students with dyslexia. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of the study included 30 subjects (15 for experimental group and 15 for control group), were selected by purposive sampling Method, among 8 to 12 age elementary students in Rodaki Learning Disorders Center. Subjects randomly assigned in experimental and control groups. Reading Distinction Test of Shirazi and Nilipour were used as a tool of data collection in before and after intervention. Experimental group sequentially received 16 sessions of linguistic plays program in 8 week. The data were analyzed by using of multivariate analysis of covariance (MANCOVA). The results showed that the linguistic play program have a significant effect on reading performance (reading comprehension skills, reading speed and reading accuracy skills) of male students with dyslexia (P<.0001). Therefore, we can use of linguistic plays program for improving the reading performance of students with dyslexia.
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Abstract
The purpose of this study was to investigating of the effectiveness of puppet play therapy intervention on social skills of male students with autism disorder. The sample size was 24 male students with autism disorder that were selected by in available sampling method, and after a Garz test run they ...
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The purpose of this study was to investigating of the effectiveness of puppet play therapy intervention on social skills of male students with autism disorder. The sample size was 24 male students with autism disorder that were selected by in available sampling method, and after a Garz test run they were assigned in to experimental and control group, randomly. Such as each group consist of 12 students. Both groups were assessed pre-test. The Experimental group received puppet play therapy training in 21 sessions while control group did not. After completion of intervention period for experimental group the post-test was administered for both groups. The Stone`s social skills Scale were administered to assess the social skills. The data analyses by analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) showed that there were significantly increase in the mean scores of social skills and subscales (understanding/perspective taking, initiating interactions, responding to interaction and maintaining interactions) in experimental group (P<0.01).Observations implied the interference of puppet play therapy intervention for improving social skills of male students with autism spectrum disorder. The findings not only confirmed the effectiveness of this method, but also opens up the wider and deeper approach to puppet play therapy intervention and encourages therapists to consider puppet play therapy intervention as an effective therapy for students with autism disorder.
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
Ghorban Hemmati Alamdarloo; Sedigheh Rezaei Dehnavi; Mohammad Mehdi Teymoori
Volume 3, Issue 9 , April 2013, , Pages 57-74
Abstract
The aim of this study is to compare responsibility between siblings of students with and without intellectual disabilities. The statistical population of this research includes the whole adolescents (aged between 12 and 18) who have siblings with and without intellectual disabilities in Shiraz city. ...
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The aim of this study is to compare responsibility between siblings of students with and without intellectual disabilities. The statistical population of this research includes the whole adolescents (aged between 12 and 18) who have siblings with and without intellectual disabilities in Shiraz city. The sample size is 170 adolescents (80 adolescents having siblings with intellectual disabilities and 90adolescents with normal siblings) that are selected by purposeful sampling. Adolescents' Responsibility Questionnaire is used for measuring the responsibility. Analysis of the data using two-way analysis of variance test shows that the responsibility of siblings of students with intellectual disabilities is significantly more than the responsibility of siblings of students without intellectual disabilities. Moreover multiple variance analysis shows that except loyalty, all the other minor scales of responsibility in siblings of students with intellectual disabilities are significantly higher than sibling of normal students. According to the findings, it is suggested that the responsibility model in siblings of students with intellectual disabilities should be studied and used by normal families so that their children become more responsible
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.