Maryam Mohammadi Dolatabad; Yasser Rezapour Mirsaleh; Azadeh Choobforoushzadeh
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that causes many problems for children. Numerous treatments have been suggested to improve this disorder, but this is so important to use non-pharmacological treatments that have no side effects. In this study, the effectiveness ...
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Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that causes many problems for children. Numerous treatments have been suggested to improve this disorder, but this is so important to use non-pharmacological treatments that have no side effects. In this study, the effectiveness of theater therapy on aggression in children with attention deficit hyperactivity disorder was investigated. A quasi-experimental design of pre-test-post-test with control group and follow-up test was used. The statistical population included all children with attention deficit hyperactivity disorder in Rafsanjan City, which 16 children were selected by using available sampling method and were randomly dividedin experimental and control groups. The experimental group participated in theater therapy group sessions, while the control group received no intervention. Data gathered by using Shahim Elementary School Aggression Questionnaire, at three phases: pre-test, post-test and follow-up. Analysis of variance with repeated measurment was used to analyze the data. The results showed that the aggression of the experimental group had decreased compared to the control group after the intervention and also after one month (follow-up stage). Therefore, it can be concluded that theater therapy reduces the rate of aggression in children with attention deficit hyperactivity disorder.
Kiiumars Farahbakhsh; Asiyeh Shariatmadar; Hossein Salimi; Niloufar Tahghighi Ahmadi
Abstract
The main purpose of this research was to evaluate the effectiveness of parent-child interaction program training on aggression in children with attention deficit hyperactivity disorder. The experimental design of pretest-posttest control group design was used as the method. The respondents of the survey ...
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The main purpose of this research was to evaluate the effectiveness of parent-child interaction program training on aggression in children with attention deficit hyperactivity disorder. The experimental design of pretest-posttest control group design was used as the method. The respondents of the survey were chosen from the parents of the children who had attention deficit hyperactivity disorder and referred to counseling centers in districts 1 and 3 of Tehran for counseling. The sampling method was purposeful and available. First, a call was sent to these parents, and after announcing the desire of the volunteers, the parents were randomly assigned to the experimental and control groups. In the experimental group, parents were trained in a positive parent-child interaction program. To assess aggression before and after the intervention, the pediatric symptom questionnaire - CSI-4 by Gado and Sprafkin was used. The results showed that the parent-child positive interaction training program for parents of children with attention deficit hyperactivity disorder has a significant effect on reducing children's aggression. According to the results, a positive parent-child interaction program can be taught to the parents of these children in order to control and prevent aggression as one of the consequences of attention deficit hyperactivity disorder and empowering their parents to interact effectively with children.
tahereh jafari; mansoureh boahramipourisfahani
Abstract
Objective: This study was conducted to investigate the effectiveness of (parent-child) interaction therapy on parenting stress, emotional self-regulation, and aggression in children with disinhibited social engagement disorder with and without attention-deficit/ hyperactivity disorder. Methods: This ...
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Objective: This study was conducted to investigate the effectiveness of (parent-child) interaction therapy on parenting stress, emotional self-regulation, and aggression in children with disinhibited social engagement disorder with and without attention-deficit/ hyperactivity disorder. Methods: This was a quasi-experimental study with a pretest-posttest and control group design. The sample consisted of 60 children 5-7 years with disinhibited social engagement disorder with and without attention-deficit / hyperactivity disorder who were randomly selected and assigned to two control and two experimental groups. The parent-child Interaction treatment program was administered to the two experimental groups. Data were collected using by child morbidity questionnaire, Shahim aggression questionnaire, Abidin parenting stress, and researcher-made emotional self-regulation questionnaire. Results: The results of multivariate analysis of covariance showed that parent-child interaction therapy only on parenting stress and emotional self-regulation in children 5 to 7 years with disinhibited social engagement disorder with and without attention-deficit / hyperactivity disorder is effective. Also, this method of treatment was more effective on parenting stress and emotional self-regulation in children 5 to 7 years with disinhibited social engagement disorder with attention-deficit/hyperactivity disorder than in the group without attention-deficit/hyperactivity disorder. Conclusion: This therapy can be considered an effective intervention for emotional problems and problems in children with disinhibited social engagement disorder with and without attention-deficit / hyperactivity disorder.
Marjan Al-e Behbahani; moloud keykhosrovani; Naser Amini; Mohammad Narimani; Behnam Aldin Jamei
Abstract
The aim of this study was to compare the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism. The research method was quasi-experimental pre-test-post-test with a control group and one-month follow-up. The statistical population of the study included 85 children ...
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The aim of this study was to compare the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism. The research method was quasi-experimental pre-test-post-test with a control group and one-month follow-up. The statistical population of the study included 85 children aged 6-12 years with autism spectrum disorder who referred to two autism rehabilitation centers in Tehran (Shamim and Fariha centers) in the first half of 1398. Among them, 30 people (21 boys and 9 girls) were selected as a research sample by purposive sampling method and 10 people were randomly replaced in three groups of experiments (1, 2) and control. The first experimental group received vibroacoustic therapy for 12 sessions (20 minutes) and the second experimental group received logodotherapy for 12 sessions (45 minutes); The control group was placed on a waiting list. The Shahim Children's Aggression Questionnaire (2006) was used to collect information. In order to analyze the data, repeated measures analysis of variance and Bonferroni post hoc tests were used. Findings from the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of aggression components (relational, verbal and physical aggression) in the experimental group and the control group in the post-test and follow-up. . Also, the findings showed that vibroacoustic therapy was more effective than legodotherapy in reducing aggression in children with autism.
Karim Sevari; Maryam Falahi; Javad Cheldavi
Abstract
The purpose of this study was to investigate the effectiveness of cognitive-behavioral program training on decreasing the aggression of fathers of students with ID. The present study was a experimental study with pretest-post-test design with control group. The statistical population of this study was ...
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The purpose of this study was to investigate the effectiveness of cognitive-behavioral program training on decreasing the aggression of fathers of students with ID. The present study was a experimental study with pretest-post-test design with control group. The statistical population of this study was all fathers of the elementary school ID of a district of Ahvaz in the academic year of 1983-97, totally 90. Using simple random sampling method, 20 fathers whose scores in the aggression questionnaire were 38 To the top, were selected and randomly subjected to two experimental and control groups. The experimental group received training and 12 sessions of cognitive-behavioral program. A questionnaire was used to collect data from 25 questionnaires of aggression and clinical interview with observation. Data were analyzed by covariance statistical test. The results of covariance analysis showed that cognitive-behavioral cognitive training program significantly decreased aggression in fathers of fathers of experimental ID and fathers of experimental group compared to fathers of control group in post-test. Based on this, it can be concluded that behavioral cognitive program training is effective in decreasing the aggression of fathers of ID students .
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.
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Abstract
This research aimed to assess the efficacy of play therapy on student’s aggression and spelling disorder.This research method was quasi-experimental design from pretest-posttest with control group.The research sample was 24 girl and boy students in zone of dual of Tehran province that by ...
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This research aimed to assess the efficacy of play therapy on student’s aggression and spelling disorder.This research method was quasi-experimental design from pretest-posttest with control group.The research sample was 24 girl and boy students in zone of dual of Tehran province that by convenience sampling with considering of entry criteria selected. Participants were randomly allocated into control and experimental groups.Shahim aggression questionnaires and researcher made of spelling test administered among selected sample.Results indicated that play therapy in the post-test step was effective in reduce aggression and improvement spelling disorder in the experimental group.Overall results indicated the importance and effectiveness of play therapy on aggression and spelling disorder. According to the results, can say that use of play therapy as an effective way and without harmful effects in health centers, useful in reducing aggression and improve spelling disorder.
Hossein Jena abadi
Volume 1, Issue 4 , February 2016, , Pages 53-72
Abstract
Objective: In addition to physical defects, Poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reduction of behavioral disorders among exceptional children.
Method: The research is a quasi- experimental ...
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Objective: In addition to physical defects, Poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reduction of behavioral disorders among exceptional children.
Method: The research is a quasi- experimental study (pre-test and post- test) with a control group. Statistical population was all fifth grade exceptional students in Kosar mixed elementary school in Zahedan in the 2010-2011 year. 24 exceptional students (boys and girls) fifth graders were tested in two stages (before and 45 days after social skills training). The questionnaire consisted of two parts: demographic information and part of the SCL-90-R test to measure aggression and anxiety. For data analysis, T test was used.
Results: The results show that the children, who were trained, compared with the untrained children had fewer behavioral disorders.
Conclusion and recommendations: A proper and continuous social skills training, especially in the Components: Cooperation, assertiveness, and self-control, can be the perfect solution for reducing behavioral disorders of exceptional children.
Leili Salehi; Diba Seif
Volume 2, Issue 5 , April 2012, , Pages 43-64
Abstract
The purpose of the present study was to investigate the predictive pattern of loneliness based on teacher-student interaction and perceived competence among students with and without visual impairment.
Method: The method of this research was descriptive-correlational. Statistical population involved ...
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The purpose of the present study was to investigate the predictive pattern of loneliness based on teacher-student interaction and perceived competence among students with and without visual impairment.
Method: The method of this research was descriptive-correlational. Statistical population involved all adolescents with and without visual impairment at inclusive guidance schools. Subjects were 46 guidance school students with visual impairment (25 males, 21 females) and 46 students without visual impairment (25 males, 21 females) in Shiraz. Pianta Student-Teacher Interaction Scale (PTIS), Perceived Competence Scale (PCS) and Loneliness Scale (LS) were used as measurement instruments. Factor analysis, inter-correlations between subscales, and item analysis revealed the validity of these instruments. Reliability of these instruments was assessed by the use of Cronbach alpha coefficients. Results: The results provided acceptable validity and reliability for the measuring instruments. Findings of this study revealed that all of the dimensions of perceived social competence are negatively correlated with loneliness. Multiple regression analysis showed that social competence is the most important negative predictor of loneliness. The second predictor of loneliness was teacher-student conflict which predicted loneliness positively. Findings also revealed that girls feel lonelier than boys. Furthermore, there were no significant effects of visual impairment on loneliness.
Conclusion and recommendations: Based on the findings of this study, improving social competence in students is recommended. Also, more studies need to be conducted in order to clarifying the role of teacher – student interaction in perceived competence and loneliness in inclusive education.
Hossein Jenaabadi
Volume 1, Issue 2 , July 2011, , Pages 73-84
Abstract
Objective: In addition to physical defects, poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reducing behavioral disorders among exceptional children. Method: The research is an experimental study ...
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Objective: In addition to physical defects, poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reducing behavioral disorders among exceptional children. Method: The research is an experimental study (pre-test and post-test) with a control group. The statistical population included all the fifth grade exceptional students in Kosar mixed elementary school of Zahedan in the academic year of88-89. The sample of 24 exceptional students (boys and girls) of the fifth grade was tested in two different stages (one before and one 45 days after the social skills training). A questionnaire consisting of two parts: demographic information and selected parts of the SCL-90-R test was adapted to measure aggression and anxiety. For the data analysis, T test was used. Results: The results show children trained compared with untrained children had fewer behavioral disorders. Conclusion and suggestions: Thus proper and continuous social skills training, especially in the components Cooperation, assertiveness, and self-control, can be the perfect solution for reducing behavioral disorders of exceptional children.