Yusef jamali; Maryamsadat Fatehizade; Mohammad Reza Abedi
Abstract
Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with ...
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Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with exceptional children in Mashhad who were registered with the exceptional education department in Khorasan province. Voluntary participation and sample selection using random sampling were utilized. Thirty-two mothers of exceptional children were randomly assigned to experimental and control groups (16 participants per group). The instruments used to measure the study variables were the patience, Domka self-efficacy, and parents' attitudes toward exceptional children questionnaires. A pre-test was conducted on both groups. The experimental group underwent ten sessions of patience training, while no training was provided to the control group. After the training sessions, both groups took the questionnaires again (post-test). Data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MONCOVA). The results revealed that patience training led to enhanced self-efficacy, reduced hopelessness, improved attitude, increased failure tolerance, and lower levels of shame in mothers with exceptional children. As a result, it is recommended that counselors and psychologists focus on patience training in family education programs and groups of parents of exceptional children.
Keywords: Patience, Self-Efficacy, Attitude, Mothers Of Exceptional Children.
Extended Abstract
Introduction
When an exceptional child is born, the parent's experience of parenting and the process of acceptance will be different. (Azad Yekta, 2021). An exceptional child is defined as a child with mental, physical, social, or emotional disorders that may stop or slow down their growth and development. This could lead to behavioral and emotional issues, and pose challenges for parents (Joe and Associates, 2020, Afsari & Zeinali, 2021). Parents may feel a wide range of emotions, including anger, guilt, and disappointment, in their struggle to adapt to the situation of having an exceptional child. This experience has been linked to mental health issues and marriage problems and often leads to a need for receiving educational and empowerment programs (Rane, 2020; Kargar and Asghari Ebrahim Abad, 2015; Rezapour Mirsaleh and associates, 2020). One of the primary reasons for educating mothers is to shape, change and improve their behavior. Group education has been found to be among the most effective approaches in recent years (Norouzi and Associates, 2019). However, there has been a lack of focus on the importance of patience in regard to factors such as self-efficacy and attitude. The potential benefits of cultural and spiritual practices in improving self-efficacy and changing attitudes towards exceptional children have also not received sufficient attention.
This study aims to investigate the effects of a patient-education group based on cultural and religious teachings to enhance endurance and acceptance of hardships in the mothers of exceptional children. The goal is to examine whether this intervention will improve self-efficacy and attitudes in these mothers or not.
Literature review
The experience of living with an exceptional child can be highly challenging for mothers, who are under tremendous mental pressure to help their children navigate various difficulties and maintain their well-being. In this environment, their attitude towards their children is crucial, as it can greatly impact their ability to manage the various challenges they face and ensure their family's well-being (Jebelli & Khademi, 2019; Rani, 2020). Belief in one's self-efficacy has been identified as an important factor in influencing people's attitudes. Triandis explains that improvements in attitude can lead to increases in self-efficacy (Namazi & Associates, 2020). Along with positive attitudes, self-efficacy can fulfill basic cognitive needs such as a sense of worth, autonomy, and social relations. Moreover, the journey towards building self-efficacy can be a challenging one for exceptional children's parents, with potential ups and downs (Smart, 2016).
The role of self-efficacy in life is well-documented, particularly in the context of providing mothers of exceptional children with the necessary skills and support to navigate the challenges they face. Improving self-efficacy has been identified as a priority for these mothers and makes it urgent to develop interventions to address this need. Patience, as outlined by Currier and associates (2015), is central in allowing individuals to find meaning and purpose in times of difficulty. This can provide a valuable framework for understanding the role of self-efficacy in supporting mothers of exceptional children to navigate challenges and find a sense of purpose in their roles.
Patience can be defined as an individual's capability to delay a desired outcome without experiencing negative emotions or reactions towards the present situation (Roberts & Fishbach, 2020). Patience, from a psychological perspective, refers to one's ability to effectively manage internal and external pressures. This can involve learning to respond to challenging situations in a way that reduces stress levels and promotes a sense of emotional security. Psychologists identify three main components in the development and maintenance of patience: emotional, cognitive, and behavioral. These components relate to an individual's ability to tolerate uncertainty, regulate their emotions and beliefs, and modify their behaviors accordingly (Ghebari Bonab & Associates, 2017). Overall, patience
Methodology
This research study examines the impact of patience education on the self-efficacy and attitudes of mothers with children with special needs. The study utilizes a quasi-experimental design, with a randomized control group consisting of two groups of moms: the examination group that received 10 training sessions on patience and the witness group that did not receive any training. The study collected data from 32 moms via pre-testing and post-testing, using questionnaires focused on patience, self-efficacy, and parental attitudes towards exceptional children. This is an important area of research as there is a need to identify and implement effective methods to improve the well-being of mothers with children with special needs.
Introduction to intervention program
Based on this information, it appears that the 10-session training program focused on building patience through a variety of strategies, including:
Learning to use software to facilitate the process
Understanding pain conservation and acceptance
Developing a new perspective on life events
Acquiring an understanding of the process of grief
Recognizing the blessings bestowed by God
Learning to not put oneself in pain while raising exceptional children
Finding inspiration by studying the story of Moses and Khizr
Distincting between tolerance and patience
Improving anger management skills
Developing a sense of positivity
Understanding the different types of angry people and managing anger
Developing existential capacity and assumptions
Identifying ways to develop patience, including changing attitudes towards life and recognizing that patience is a learnable skill
Studying holy verses on patience and its consequences, and engaging in Q&A.
Overall, the program aimed to promote patience among mothers of exceptional children through a combination of educational, spiritual and emotional tools.
Results
The research data was analyzed using single and multi-factor analysis of covariance, and the results indicate that the training of patience can have a positive effect on self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children.
Table 1. results of comparing two groups in self-efficacy and patience.
factor
Source for change
Sum of squares
Degree od freedom
Average sum of squares
F
P
Effect size
Self-effocacy
Pre-test
84/94
1
84/94
10/1
30/0
03/0
group
17/692
1
7/692
08/8
008/0
21/0
error
34/2483
29
63/85
total
81689
32
Pre-test
75/360
1
75/360
96/5
02/0
17/0
Patience
group
05/684
1
05/687
35/11
002/0
28/0
error
93/1754
29
51/60
total
256823
32
Based on the table provided, it is clear that there is a significant difference between the examination group, which received the training of patience, and the witness group, which did not receive training, in terms of self-efficacy and patience. Specifically, the examination group demonstrated higher self-efficacy and patience in the post-test phase compared to the pre-test phase, indicating that the training of patience has been effective in improving these outcomes. These findings suggest that the training of patience may be an effective intervention strategy to enhance the well-being of mothers of exceptional children.
Discussion
From the findings of this study, it is evident that training in patience can positively influence the self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children. Patience is an innate human trait that enables individuals to develop the ability to handle life pressures with resilience. The ability to defer one's own interests with the hope of attaining knowledge or a desirable outcome in the future is critical for personal growth and well-being. By improving their patience skills, mothers of exceptional children may be better equipped to handle the challenges of raising children with special needs.
Conclusion
The study showed significant differences in the self-efficacy, change of attitude, failure, disappointment, shame, and patience levels of mothers of children with exceptional needs between the examination and witness groups. As a result, it is recommended that counselors and psychologists consider incorporating patient training in the family education and group programs of mothers of children with exceptional needs to enhance their well-being.
Acknowledgements
We extend our gratitude to the mothers who participated in the study and provided valuable insights into the effect of patient training on their well-being. Their participation was crucial in helping us gather important data and make meaningful contributions to the field. We hope that this research can contribute to developing more effective interventions to support the needs of mothers of exceptional children.
Yousof Shahi; Ali Akbar Arjmandnia; Ali Akbar Arjmandnia; Farah Ghavami
Abstract
The aim of the present study was to investigate the effectiveness of a music-based developmental relation therapy program on the promotion of the mother-child relationship of children with an autistic spectrum disorder. The statistical population of this study consisted of all primary school children ...
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The aim of the present study was to investigate the effectiveness of a music-based developmental relation therapy program on the promotion of the mother-child relationship of children with an autistic spectrum disorder. The statistical population of this study consisted of all primary school children with level 1 autistic spectrum disorder (Requiring support) that referred to the Autism Charity Center of Tehran. Sixteen boys with autistic spectrum disorder and their mothers were conveniently selected and randomly divided into experimental and control groups (N=8). ATEC, GARS-2, and MCRE questionnaires were used to diagnose autism disorder and the effectiveness of the intervention program. The results of one-way ANOVA (between groups) showed that there was a significant difference between the study’s groups in Overprotection (F28,1=13/26, p=0/001, η^2=0/32 ) and Acceptance, F28,1=9/38, p= 0/01, η^2=0/25 ). Indeed, the average of the intervention group in the Overprotection and Acceptance subscales were lower and greater than the control groups respectively. Conclusion: The results showed that the music-based developmental relation therapy program significantly increased the mother-child relationship of children with an autistic spectrum disorder.
Elahe Farahani; Mohsen Saeidmanesh; Farangis Demehri
Abstract
The purpose of this research was to compare the effectiveness of teaching two methods of image exchange communication system and matrix teaching on language skills and social skills of children with autism spectrum disorder. The method of this research was a semi-experimental method with a pre-test-post-test ...
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The purpose of this research was to compare the effectiveness of teaching two methods of image exchange communication system and matrix teaching on language skills and social skills of children with autism spectrum disorder. The method of this research was a semi-experimental method with a pre-test-post-test design along with a control group. The statistical population includes all children referred to autism centers in Qom city in 2021 who had symptoms of the disorder according to DSM criteria and were diagnosed with autism disorder according to the centers and experts. 45 people (9 girls and 36 boys) were randomly selected from autism centers in Qom province and randomly divided into two experimental groups and one control group. The experimental groups were subjected the 6-step treatment of the picture exchange communication system and matrix training individually for 3 months and 4 sessions of 15 to 20 minutes each week, and the control group did not receive any intervention. In this research, expressive and receptive and speaking language tests of Nyusha Development and Autism Social Skills Profile were used to collect data. SPSS 26 software was used for data analysis and the statistical method of multivariate covariance analysis was used. The final results showed that there was a significant difference between the two groups of matrix training and PEX treatment (p<0.05). Based on the results, both interventions were effective, but it can be said that the communication system of image exchange is more effective in the language skills and social skills of children with autism spectrum disorder.
Sadaf Darvishi; Khadijeh Abolmaali Alhosseini; Amin Rafiepoor; Fariborz Dortaj
Abstract
The present study was a cross-sectional and applied research comparing the effectiveness of cognitive rehabilitation and social emotional skills on the development of theory of mind in autistic children. The quasi-experimental method was pre-test and post-test with control group. From 45 students introduced ...
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The present study was a cross-sectional and applied research comparing the effectiveness of cognitive rehabilitation and social emotional skills on the development of theory of mind in autistic children. The quasi-experimental method was pre-test and post-test with control group. From 45 students introduced to a school and MITA in (2019-2020) by completing a questionnaire of ASSQ in a community of 30 people in the sample group of 30 people was replaced by stratified random sampling in two training groups and one control group. The first group was trained with intelligent facial cognitive rehabilitation program and the second group was trained with emotional and social skills. The third group did not receive training. Statistical results of MANCOVA and Scheffe post hoc test showed that the level of mind theory in children with autism increased after applying only cognitive rehabilitation and both groups had higher mean levels of total mind theory than the control group. Experimental groups 1 had higher mean than level 1 and 2 and total mind theory than the control group and the difference between the means was significant at the level of 0.05. The second experimental group had a higher mean at level 3 than the control group and the difference in means was significant at the level of 0.05. It can be concluded that cognitive rehabilitation is a suitable intervention method for educators and therapists of autistic children to promote the theory of mind.
Nasim Farnoodisn; nezam hashemi
Abstract
Purpose: Autism is a pervasive developmental disorder whose sufferers have three main characteristics: socialization disorder, impaired verbal and nonverbal communication, and limited and repetitive patterns of behavior. The aim of this study was to investigate the relationship between emotion regulation ...
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Purpose: Autism is a pervasive developmental disorder whose sufferers have three main characteristics: socialization disorder, impaired verbal and nonverbal communication, and limited and repetitive patterns of behavior. The aim of this study was to investigate the relationship between emotion regulation on hope and the empathetic relationship between mothers with autistic children. Materials: The research method was descriptive-correlational and the research population included all mothers with autistic children in District 5 of Tehran, who were referred to counseling centers. Using the available sampling method and according to the number of variables and components, 230 people were selected as the sample group. Research tools for data collection included Gross Emotion Regulation Questionnaire (2003), Schneider Hope Questionnaire (1991), and Davis Empathy Communication Questionnaire (1983). Results: The results of data analysis showed that there is a positive and significant relationship between emotion regulation and hope (p<0.05). Also, the results showed that there is a positive and significant relationship between emotion regulation and empathetic relationship (p<0.05). Discussion and conclusion: finally based on the results of regression analysis, the components of hope and empathetic communication were predicted based on the components of regulation. According to the findings, mothers with autistic children have a positive relationship with each other in the components of emotion regulation and hope, and empathetic communication.
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.
Sara Takini
Abstract
The purpose of this study was to investigate the effect of thought-bubble training on the theory of mind in female autism disorder children with high performance. The present semi experimental study included pre-test, post-test with the control group design. The statistical population of the study consisted ...
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The purpose of this study was to investigate the effect of thought-bubble training on the theory of mind in female autism disorder children with high performance. The present semi experimental study included pre-test, post-test with the control group design. The statistical population of the study consisted of 78 girls aged 8 to 12 years with high-functioning autism spectrum disorder referred to 2 medical centers in Tehran (for autism votes and friends) in the first six months of 2019. Among them, 26 people were selected by available sampling method and according to the inclusion and exclusion criteria, as a research sample and randomly in two experimental groups (13 people) and control group (13 people). Were appointed. The subjects in the experimental group received the thought-bubble training in 8 sessions of 45 minutes (one session per week) individually; The control put on a waiting list. In order to gather data, Steammann theory of mind test (1999), were used. Data were analyzed using univariate analysis of covariance. Findings of the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of post-test in the experimental and control groups in the theory of mind. According to the results of the study, children with autism disorder have difficulty in obtaining theory of mind, and the thought-bubble training can be effective in improving and accelerating the development of theory of mind in in autism disorder children with high performance
Setareh Mojahedi Rezaeian; Abbas Ali Ahangar; Peyman Hashemian; Mehrdad Mazaheri
Abstract
Autism spectrum disorder (ASD), as a developmental-neuro disorder, is a disorder that creates impairments in the cognitive performances, such as memory, communication ability and language. One of the determining levels in the individuals’ social life is the ability to produce narrative discourse ...
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Autism spectrum disorder (ASD), as a developmental-neuro disorder, is a disorder that creates impairments in the cognitive performances, such as memory, communication ability and language. One of the determining levels in the individuals’ social life is the ability to produce narrative discourse which entails applying linguistic and cognitive knowledge and skills simultaneously. The purpose of the present study was to provide a comparative study of the reference representation, as a narrative fundamental element, by using referential expressions based on the six cognitive statuses proposed in Gundel, Hedberg, & Zacharski’s (1993) “Givenness Hierarchy” in the narratives produced by Persian-speaking children with high-functioning autism (HFA) and typically developed (TD) children regarding their age. To this end, 24 children with high-functioning autism and 24 typically developed children, with the age 7, 9, 11 years old (each age group consisting of 8 subjects) were participated in this study. The narratives were elicited by the picture story book “Frog, where are you?” (Mayer, 1969). Then, the gathered data were analyzed by SPSS software. The results of the study indicated that there was differences between the two under study groups in representing the reference based on the cognitive statuses of “Givenness Hierarchy” by referential expressions. Furthermore, the age increase had no effect on the reference representation based on the cognitive statuses of “Givenness Hierarchy” in children with high-functioning autism’s narratives, in contrast to typically developed children’s narratives.
kambiz poushneh; najme siam; mahia abedi
Volume 4, Issue 16 , September 2014, , Pages 1-19
Abstract
The purpose of this study was investigating the effectiveness of Reciprocal Imitation Training (RIT) on reducing symptoms of children with autism disorder.Twenty four autistic children (30-54 months old) were selected from a rehabilitation center in Tehran and assigned randomly in to two equal groups ...
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The purpose of this study was investigating the effectiveness of Reciprocal Imitation Training (RIT) on reducing symptoms of children with autism disorder.Twenty four autistic children (30-54 months old) were selected from a rehabilitation center in Tehran and assigned randomly in to two equal groups of experimental and control groups. The experimental group received 70 sessions (3 days per week, 20 minutes for each session) of RIT through the intervention. The GARZ questionnaire was used as the pre-test and the post-test for the two groups. ANCOVA analysis showed that there were significant differences between mean scores of autisticsymptoms (social interaction, communication and stereotype movements) in two groups. This study provides evidence for the effectiveness of naturalistic behavioral interventionfor improving autistic symptoms in young autistic children.
elham hakimirad; ghilamali afroz; ahmad behpajooh
Volume 4, Issue 16 , September 2014, , Pages 77-96
Abstract
The purpose of this study was investigating the effectiveness of Reciprocal Imitation Training (RIT) on reducing symptoms of children with autism disorder.Twenty four autistic children (30-54 months old) were selected from a rehabilitation center in Tehran and assigned randomly in to two equal groups ...
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The purpose of this study was investigating the effectiveness of Reciprocal Imitation Training (RIT) on reducing symptoms of children with autism disorder.Twenty four autistic children (30-54 months old) were selected from a rehabilitation center in Tehran and assigned randomly in to two equal groups of experimental and control groups. The experimental group received 70 sessions (3 days per week, 20 minutes for each session) of RIT through the intervention. The GARZ questionnaire was used as the pre-test and the post-test for the two groups. ANCOVA analysis showed that there were significant differences between mean scores of autisticsymptoms (social interaction, communication and stereotype movements) in two groups. This study provides evidence for the effectiveness of naturalistic behavioral interventionfor improving autistic symptoms in young autistic children.
Volume 3, Issue 11 , March 2013, , Pages 127-146
Abstract
The present research aims to study the effect of teaching theory of mind on improvement of cooperation, self-control and assertiveness in 7- to 12-year-old autistic children in Tehran from the viewpoint of mothers. This was a quasi-experimental research with a pre-test and post-test design. The statistical ...
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The present research aims to study the effect of teaching theory of mind on improvement of cooperation, self-control and assertiveness in 7- to 12-year-old autistic children in Tehran from the viewpoint of mothers. This was a quasi-experimental research with a pre-test and post-test design. The statistical population included all the 7- to 12-year-old autistic children in Tehran. Using convenience sampling method, 12 subjects were selected and randomly assigned into the two experiment and control groups. The research instruments were 38-item questionnaire of theory of mind and Gresham-Elliott Social Skills Rating System (1990). The data were analyzed using the methods of descriptive as well as inferential statistics (independent and paired t-test). The results showed that teaching theory of mind did not improve the extent of cooperation, self-control and assertiveness in autistic children from the viewpoint of mothers. In other words, there was no significant difference between experiment group and control group after the post-test was carried out (p>0.05). Therefore, it can be concluded that teaching theory of mind cannot improve the level of cooperation, self-control and assertiveness in the 7- to 12-year-old autistic children
Volume 1, Issue 3 , October 2011, , Pages 85-108
Abstract
Objective: The objective of this study was to assess the effects of ABA treatment on the performance of Hamadan autistic children. Method: An applied research with an experimental design has been used. All the autistic children of Farshchian therapy center of Hamadan were treated. To collect data a questionnaire ...
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Objective: The objective of this study was to assess the effects of ABA treatment on the performance of Hamadan autistic children. Method: An applied research with an experimental design has been used. All the autistic children of Farshchian therapy center of Hamadan were treated. To collect data a questionnaire containing questions covering data for the general profile of respondents and also psychological data (general knowledge, attention, imitation and self-help), was applied both as pre-and post-test. The data was analyzed by multivariate analysis of covariance and repeated measures. Dependent variables were analyzed using an alpha level of Ben Frony (0125 / 0) Results: showed significant differences between groups in terms of the variables (general knowledge, attention, imitation and self-help).Test results of repeated measurements for experimental and control groups in comparison to pre-test scores, was significant.