fatemeh jafarkhani; Hoda Mohsenifard; azin yazdi; Mozhgan Ghanat
Abstract
The present study aimed to provide an overview of the literature on dyslexia, especially educational games. Therefore, a review of relevant studies on dyslexia, particularly educational games, was conducted. In this study, 31 review articles were analyzed and examined. The study followed the suggestions ...
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The present study aimed to provide an overview of the literature on dyslexia, especially educational games. Therefore, a review of relevant studies on dyslexia, particularly educational games, was conducted. In this study, 31 review articles were analyzed and examined. The study followed the suggestions by Blaikie and Fiske for analyzing bibliographic reviews to evaluate the structure and thematic development and to indicate future research directions in the field of dyslexia. Two analyses were performed. First, by analyzing the bibliographic review to present various aspects of dyslexia research, including identifying highly cited articles, leading universities and countries in the field, as well as identifying the evolution of the topic and trends in this area. The results of this analysis showed that educational games are a peripheral topic that has developed well and the most common keywords after dyslexia, learning disabilities, and omega-3 fatty acids related to the keywords: game-based intervention, serious games, and phonological awareness.
Mohammad Reza Rasouli-Nejad; NEDA MALEKI FARAB; Mahboobe Taher; Masoume Saeedi
Abstract
This research was conducted with the aim of comparing the emotional competence, social problem solving and empathy of students with externalizing behavior problems and normal students. The research method was causal-comparative. The statistical population of the present study included all boy students ...
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This research was conducted with the aim of comparing the emotional competence, social problem solving and empathy of students with externalizing behavior problems and normal students. The research method was causal-comparative. The statistical population of the present study included all boy students of the sixth grade of Damghan city in the academic year of 2021-2022. 100 students (50 students with externalizing behavioral problems, 50 normal students) were selected as a sample using available sampling method. The tools used in this research include Achenbach's (2003) behavioral problem questionnaires, competence questionnaire. Emotion was Zhou and Ee (2012), Social Problem Solving Questionnaire by Dzurilla et al (2002) and Baron-Cohen's Empathy Benefit Scale (2003). The analysis of the information obtained from the implementation of the questionnaire was done using SPSS 16 software in two descriptive and inferential sections (multivariate analysis of variance test). The results showed that students with externalizing behavioral problems have a lower level of emotional competence, social problem solving and empathy compared to normal students.Extended Abstract IntroductionRecognizing the pivotal role that students play in shaping the future of society and their profound impact on its development and progression, the focus on their problems has become a top priority for psychologists and researchers alike. Research indicates that approximately 6 to 10 percent of school-age children and adolescents exhibit behavioral disorders, with boys being affected at a rate of 5 to 1 compared to girls (HosseinKhanzadeh et al, 2024). Studies have classified behavioral issues into two broad categories: (1) internalizing and (2) externalizing. Internalizing behavioral problems primarily focus on the individual and tend to have a minimal impact on others. These issues often manifest as anxiety, depression, and worry (Ghorabi et al., 2022).Externalizing behavioral issues encompass a spectrum of problems that revolve around interpersonal conflicts and translate into negative behaviors exhibited in the external environment. This category embraces a variety of challenges such as aggression, disobedience, bullying, and more (HosseinKhanzadeh et al, 2024; Tork-ladani & Aghababaei, 2022; Ghorabi et al, 2022). Externalizing behavioral issues often disregard social norms and infringe upon the rights and interests of others, making them unacceptable behaviors. Research findings have shed light on a concerning issue regarding empathy among students with these behavioral problems (Abdolrahimpour et al., 2021; HosseinKhanzadeh et al, 2022; Idem et al., 2024).Empathy can be understood as an individual's capacity to comprehend the intentions, emotions, and objectives of others (Mousavian et al, 2023; Xiao et al. 2021; Taheri et al. 2023). It serves as a crucial component for effective interpersonal interactions. Empathic behavior plays a significant role in fostering positive social adjustment in people. Empathetic relationships provide an avenue for individuals to exercise control over their emotions and feelings and adapt their behavior in alignment with societal expectations. It is observed that empathetic children exhibit more kind and self-care behaviors, as well as increased verbal and physical interactions with others (Pira & Taher, 2022).Studies have demonstrated that students with behavioral issues like bullying also exhibit deficiencies in social problem-solving abilities. Moreover, having inadequate social problem-solving skills during childhood and adolescence is linked to a range of issues, such as depression and aggressive behavior (Ershad-Sarabi et al. 2018; Saffarinia et al. 2023). Social problem-solving is a cognitive-behavioral process through which individuals with this skill are able to devise effective solutions to address their life problems (Yilmaz & Tras, 2019; Ghorabi et al., 2022).Additionally, research findings indicate that individuals with weak social problem-solving skills often demonstrate lower levels of emotional competence (Ahmadpour-Torki et al., 2018). Emotional competence encompasses the acquisition and utilization of knowledge and skills necessary for managing emotions. The capacity to control one's motivations, understand the behavior of others, and regulate emotions in response to the emotions and behaviors of others significantly contributes to emotional competence (Jabbari & Fakhr-ranjbari, 2023; Pahlavani & Ashori, 2022).A multitude of research has been carried out with the aim of teaching a range of skills to students grappling with externalizing and internalizing behavioral issues. It has been observed that the pool of different skills and characteristics of students battling externalizing behavioral problems tends to be less extensive in comparison to those of normal students. It is essential to emphasize that neglecting to address students' behavioral problems can lead to significant negative consequences in various aspects of their lives, including depression, anxiety, suicidal tendencies, as well as subsequent issues like delinquency and drug abuse (Ghorabi et al, 2022).Furthermore, this issue forms a critical aspect of the development of disorders among youth and adults, imposing significant costs on both families and society (HosseinKhanzadeh et al, 2024). To prevent the emergence of these problems and to effectively leverage the results in centers that work with students in any capacity, it is crucial to pay attention and conduct research on this group of students, as well as the influential factors that perpetuate and exacerbate their challenges.Research QuestionThe central research question being investigated by this paper is whether there exist any measurable differences in the emotional competence, social problem-solving abilities, and empathy levels between students grappling with externalizing behavior problems and their normal counterparts. Literature ReviewDrawing upon the findings of previous research in this domain, we can highlight the work of Azimi et al. (2023), who examined the efficacy of cognitive therapy based on emotion regulation in enhancing problem-solving abilities and social competence among students grappling with behavioral disorders. Their research revealed positive outcomes, showcasing the effectiveness of the therapy in both realms.The findings of Saffarinia et al.'s (2023) research demonstrated the effectiveness of therapy based on commitment and acceptance, with the model (observer, explorer, and consultant-values) on enhancing the social-emotional competence and social problem-solving skills of adolescents exhibiting high-risk behavior. This research clearly substantiated that such a treatment approach was efficacious in improving these aspects among individuals with elevated risk behaviors.Hakimi-Farahani et al. (2022) conducted research on the efficacy of educational games grounded in social-emotional learning in boosting empathy and social competence in preschool children. Their findings indicated that such games indeed had a positive impact on enhancing both these aspects in the targeted age group.In the research conducted by Khanjani et al. (2014), the development of empathy in children aged 5 to 11 years with internalizing disorders was examined. The results indicated that the level of empathy in these children at their respective ages showed considerable variation. MethodologyThe current research employed a causal-comparative descriptive design. The statistical population consisted of all male students in the sixth grade of Damghan city during the academic year 2021-2022. From this pool, a sample of 100 students was randomly selected for inclusion: 50 students with Externalizing Behavioral Problems and 50 normal students. The findings were then analyzed using the "SPSS 16 software" and the "multivariate analysis of variance (MANOVA) test method". ResultsTable 1. Significance test of multivariate analysis of varianceVariabletestValueFSig.GroupPillais Trace0.24710.5070.001**Wilks Lambda0.75310.5070.001**Hotelling's Trace0.32810.5070.001**Roy's Largest Root0.32810.5070.001**P < 0.05* p < 0.01**As can be seen in Table 1, there is a significant difference between the two groups in terms of research variables.Table 2. Comparison of emotional competence, social problem solving and empathy of students with Externalizing Behavioral Problems and normal studentsVariablesum of squaresDfmean squareFp valuegrouperrortotalEmotional competence942.497324.904613311942.49012.6100.001**Social problem solving510.763536.402932761262.4406.8610.010*empathy262.443748.723666561510.76014.1540.001**P < 0.05* p < 0.01**Based on Table 2, the influence of the independent variable (students with Externalizing Behavioral Problems) on the variables of emotional competence, social problem solving, and empathy has been found to be significant. Consequently, the conclusion can be drawn that students with Externalizing Behavioral Problems exhibit weaker abilities in terms of emotional competence, problem-solving skills, and empathy, in comparison to their normal counterparts. DiscussionThe current study aimed to examine and contrast the levels of emotional competence, social problem-solving abilities, and empathy displayed by students with externalizing behavioral issues versus their normal counterparts. The results revealed that students confronted with externalizing behavioral problems exhibit significantly weaker emotional competence, likely due to the formative influence of factors such as parenting styles during their childhood. These students, who often struggle with interpersonal interactions due to their behavioral issues, may be adversely affected by inappropriate parenting approaches. Consequently, they demonstrate diminished emotional competence compared to normal students.Furthermore, the results indicated that students facing externalizing behavioral problems possess a lower capacity for addressing social problems in comparison to their normal peers. This difference may be attributed to the fact that these children struggle to consider various potential solutions and their associated consequences when coping with problems or issues at hand. As a result, they frequently resort to employing less constructive, and ultimately ineffective, methods.Lastly, the results revealed that students battling Externalizing Behavioral Problems exhibit a substantially lower level of empathy compared to their normal classmates. This discrepancy may be attributed to the challenges faced by these children in terms of the neural processing required to discern the feelings and intentions of others, which is an essential prerequisite for an apt empathetic response. ConclusionThe results of this research clearly demonstrate that students grappling with externalizing behavioral issues exhibit lower levels of emotional competence, social problem-solving skills, and empathy, when juxtaposed against their normal peers.AcknowledgmentsWe express our gratitude for the participation and cooperation of the students who contributed to the completion of this research. Additionally, we acknowledge that the current research is part of the first author's master's thesis
Farhad Ghadiri Sourman Abadi; karim abdolmohamadi; Asgar Alimohamadi
Abstract
The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities ...
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The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data. The results of the research showed that there is a significant difference between the social isolation and mental well-being of students with specific learning disabilities and normal students (P<0.05). Therefore, it can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.Keywords: Social Isolation, Psychological Well-Being, Students, Specific Learning Disability. Extended Abstract IntroductionSpecific learning disability is a complex neurodevelopmental disorder (McDonough et al., 2017) that includes persistent problems in reading (dyslexia), written expression (dyslexia), or mathematics (Dyscalculia) (Colvin et al., 2022). One of the adverse consequences of this disorder in the social sphere is social isolation (Bruefach & Reynolds, 2022). Social isolation is defined as the objective lack of social relationships or low social contact with others (Wu, 2020) and is often measured in terms of the size of the social network, the diversity of the network or the frequency of contacts (Lim et al., 2022). On the other hand, students with specific learning disorders are at a lower level of Psychological well-being than normal children due to the frequent failures they face at school and at home (Alesi et al., 2014). Psychological well-being allows people to reach their maximum potential by developing virtues, focusing on capabilities and personal growth, and understanding that happiness is achieved through individual self-knowledge (Ryff, 2014).Literature ReviewStudies have shown that compared to normal children, children with special learning disorders have more information-processing defects and are less popular and more rejected (Khasawneh, 2021). In this regard, Brufak and Reynolds (2022) found that students with specific learning disabilities have fewer friends, their friends are less academically ambitious, they feel more incuriosity and hate at school, and they are more likely to avoid friendships. Abbasi (2016) also showed that students with specific learning disorders have problems in starting and maintaining friendships, and these problems may lead to feelings of loneliness, low self-esteem, and other psychological and social defects. Also, Matteucci & Soncini (2021) reported the prevalence of problems related to psychological well-being in students with specific learning disorders more than in normal students. Haft et al. (2019) showed that more psychological problems such as depression, anxiety, interpersonal relationships, and low self-esteem are observed in people with specific learning disorders.MethodologyThe current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data.ResultsTo answer the question of which of the dependent variables of the research have significant differences in the two groups, univariate analysis of variance was used, which is reported in Table 1.Table 1. Multivariate analysis of variance for research variablesηsigFMSdfsstdependent variable 0/7550/000198/771006/6111006/61positive emotiongroup0/7910/0001120/74743/551743/55positive attitude0/5380/000137/19192/971192/97Social desirability0/1790/016/98840/021840/02Social isolation 10/1932326/11positive emotionerror 6/1532197/05positive attitude 5/1832166/00Social desirability 120/20323846/58Social isolationThe results obtained from univariate analysis of variance (Table 1) show that the two groups with specific learning disability and the normal group differ from each other in terms of psychological well-being sub-components (positive emotion, positive attitude and social desirability) as well as social isolation. In general, the results obtained from the following research show that the normal group has more psychological well-being than the specific learning disability group and also experiences less social isolation. DiscussionIn explaining this finding, it can be said that students with specific learning disorders have low social competence due to their weak social skills and problems in getting along with others due to the fear of making mistakes in front of others, or a negative evaluation by others leads to social isolation (Ezzati Babi and Aghajani, 2022). It can also be said that students with specific learning disorders have problems with stability and emotional stability, these people have more intense reactions when facing emotional situations and do not act in the same and stable conditions; also, these people absorb environmental stimuli slower than their peers and act like younger children and always have problems in the field of cognitive and emotional processing deficits (Rezaei Fard et al., 2021). Therefore, this result may be due to the fact that people who use weaker cognitive styles in terms of emotional processing, such as rumination, catastrophizing, and self-blame, are more vulnerable to emotional problems than other people, and as a result, have low psychological well-being.ConclusionIt can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.AcknowledgmentsWe are grateful to all the parents and teachers who helped us in conducting this research despite many problems.
mehdi rasuli; Saeed Rezayi; fateme nikkhoo; .Parviz Sharifi Daramadi
Abstract
Abstract
The present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. The statistical population of the research included all male students with ...
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Abstract
The present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. The statistical population of the research included all male students with attention deficit hyperactivity disorder in Tehran. To select a sample from among all male students suffering from attention deficit hyperactivity disorder in Tehran, 30 of them were in the age range of 7 to 12 years old (students in elementary school) according to the inclusion criteria using the purposeful sampling method. They were selected as samples and were randomly divided into two experimental and control groups. The research tools included Connor's behavioral questionnaire and the Wechsler IQ memory test for children. The cognitive rehabilitation program of Yar Captain Log computer was implemented for 10 sessions of 60 minutes and twice a week for the experimental group. The results of the covariance analysis showed that the computerized cognitive rehabilitation program has improved the active memory components of students with attention-deficit/hyperactivity disorder (P<0.05) and can be used as a suitable method to improve the active memory of these students.
Keywords: Computer-Aided Cognitive Rehabilitation, Working Memory, Students, Attention Deficit/Hyperactivity Disorder.
Extended Abstract
Introduction
Attention deficit/hyperactivity disorder is one of the most common neuropsychological disorders known in children and adolescents, and longitudinal studies have shown that this disorder is generally stable during development (Tandon and Perjika, 2017). Worldwide, this disorder affects about 8 to 12% of children under 12 years of age (Ronald et al., 2021). But research showed that the prevalence of this disorder among children in Iran is 10 to 12%. (Rafiei et al., 2019). This disorder of attention deficit/hyperactivity disorder is associated with extensive negative consequences (American Psychiatric Association, 2013). This disorder leads to disorder in various fields and affects not only the individual but also the structure of the family and society. (Schneider et al., 2019) One of the areas in which children with attention deficit/hyperactivity disorder have problems and have a lot of failure is working memory (Michelini et al., 2023)
Active memory is a systematic structure that connects short-term and long-term memory functions with other cognitive and emotional dimensions. To put it more clearly, active memory means keeping information in the mind and performing continuous activities on it in the shortest possible time (Criter et al., 2022. (In general, active memory is divided into two parts: visual active memory and auditory active memory. Visual working memory is a part of fundamental function of working memory that allows temporary storage and manipulation of visual information related to an ongoing or imminent behavior or activity (Gambarota and Sessa, 2019). Active auditory memory also refers to the process of keeping sounds in the mind for short periods of time when sounds do not exist in the environment for a relatively long period of time (Kamar et al., 2016). Today, active memory as one of the most important and fundamental issues has attracted the attention of many researchers (Perez Martin et al., 2017; quoted by Fathabadi et al., 2019).
Although there is evidence of the beneficial and effective effects of stimulant drugs such as Ritalin for improving the symptoms of attention deficit/hyperactivity disorder and reducing cognitive problems with attention deficit/hyperactivity disorder, the problem is that some other evidence shows that the symptoms of this disorder recur immediately after stopping the drug, and in addition, parents avoid giving the drug to their children due to the fear of stigma and side effects of the drugs (Killo et al., 2018). Therefore, the importance of dealing with non-pharmacological treatments to improve the complications of this disorder has become more and more in the spotlight, and among them, non-invasive approaches based on computer-based cognitive rehabilitation can be mentioned to improve cognitive performance, including the working memory of these children. (Zinali and Mirzadeh, 2018)
Although many studies have pointed to the effectiveness of cognitive rehabilitation on improving the cognitive performance of students with attention deficit/hyperactivity disorder, and also many studies have pointed to the effectiveness of computer-based cognitive rehabilitation on improving the cognitive performance of other groups, unfortunately, the role of computer use in the cognitive rehabilitation of children with attention deficit/hyperactivity disorder has been neglected, therefore, in view of the above, the present study fills the research gap in this field and is also important from the practical point of view, and the question of the present study is this: Is computer-aided cognitive rehabilitation effective on the working memory of students with attention deficit/hyperactivity disorder?
Literature Review
In line with the current research, Zare et al. (2019) showed in a research that computerized cognitive rehabilitation is effective in improving the working memory and cognitive flexibility of children with learning disabilities. Ranjbar et al. (2019) showed in a research that computer-based cognitive rehabilitation tasks improved the cognitive processes of children with executive function defects. In a research, Iriwaki et al. (2016) concluded that computerized cognitive rehabilitation has reduced the cognitive deficit of students with learning disabilities. Xiao et al. (2022) showed in a research that computerized cognitive rehabilitation improves the cognitive performance of students, and Skiankaper et al. (2022) showed in a research that computerized cognitive rehabilitation improves the cognitive function of children. In recent years, according to the advancement of the knowledge of psychologists and educational specialists, attention to children's cognitive issues, especially the search for solutions to solve children's cognitive problems, has become prominent, among which cognitive interventions for children with attention deficit/hyperactivity disorder are also of this rule. It is not excluded (Miranda et al., 2013)
Methodology
The research design was a semi-experimental pre-test-post-test type with a control group. The statistical population of the present study includes all male patients suffering from Attention Deficit/Hyperactivity Disorder in Tehran. In this research, to select a sample from among all male students suffering from attention deficit-hyperactivity disorder in Tehran, 30 people were selected as a sample according to the inclusion criteria by purposive sampling method and were randomly divided into two experimental groups and were controlled. In order to collect information and gain access to the sample community, the researcher, after obtaining a research permit from the General Directorate of Education and Education of Region 3, went to educational psychology centers and by presenting a letter of introduction and coordinating with the director of the center, the sample group of boys with Attention-deficit/hyperactivity disorder was selected based on psychiatric records, and after obtaining consent from their parents, Connors questionnaire (parent form) was completed to ensure the diagnosis of attention-deficit/hyperactivity disorder
Results
In the current study, the sample included 30 students who were in the age range of 7-12 years and with an average of 10 years. Descriptive information on the active memory variable and its components are presented separately for groups in two situations: pre-test and post-test.
According to the results of Table 2, the average of the groups shows that the working memory scores in the post-test of the experimental group have improved compared to the pre-test scores. Covariance analysis was used to analyze the data. For this purpose, the assumptions of the analysis of the covariance test, i.e. the assumption of normality of the distribution, were checked using the Kalmogorov-Smirnov test (P>0.05) and the results of the normality of the distribution were confirmed. Levine's test was used to check the homogeneity of error variance. This test did not show any violation of this assumption. Analysis of covariance test was used for the effectiveness of computer-aided cognitive rehabilitation on working memory components of children with attention deficit/hyperactivity disorder.
The results show that there is a significant difference between the experimental and control groups in the variables of auditory and visual active memory (P<0.05). Considering that the average of the experimental group compared to the control group shows an improvement in the dependent variable, it can be concluded that computerized cognitive rehabilitation has led to an improvement in working memory.
Conclusion
In explaining the effectiveness of computer-aided cognitive rehabilitation on the improvement of working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder, it can be said that Captain Log cognitive rehabilitation software was used in this research because this software teaches orientation skills, response inhibition, multi-step commands, and auditory and visual memory, it can improve active auditory and visual memory in these students. Completing the tasks and games in the software requires the engagement of auditory and visual working memory, and by playing the game and moving to higher levels, the amount of this engagement increases, and with practice and repetition, it strengthens the subject's active memory. It is also possible to point out the feature based on the reinforcement of the tasks of this intervention (Nazarzadeh Giglo et al., 1400). In another explanation, it can be said: an active brain forms very important neurological connections for learning, while a brain that is not active does not create this stable and necessary neurological information. Having the ability to adjust the level of difficulty of tasks from simple to difficult increases brain activity, therefore, failure in working memory is related to dysfunction in the frontal lobe, on the other hand, Yar's cognitive rehabilitation with Captain Lockeg software can stimulate these areas (Abdelmohammadi and colleagues, 1401). For this reason, in this research, computerized cognitive rehabilitation has improved the working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder.
In general, according to the findings of the current research on the effectiveness of computer-aided cognitive rehabilitation on improving working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder, it is appropriate that schools and attention deficit/hyperactivity disorder treatment centers use the computerized cognitive rehabilitation package with the aim of improving the working memory components of students with attention deficit/hyperactivity disorder.
houshang garavand; Fatemeh Abdoli; Abdollah Mohammadi; saeideh sabzian
Abstract
The present study was conducted by a post-event method to investigate the relationship between psychological capital and quality of life in school with regard to the type of schools studied. The statistical population of the study is the second-year high school students of Sanandaj who had registered ...
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The present study was conducted by a post-event method to investigate the relationship between psychological capital and quality of life in school with regard to the type of schools studied. The statistical population of the study is the second-year high school students of Sanandaj who had registered in the academic year 2018-2019. Estimation of sample size using Cochran's formula for the community of gifted students was equal to 118 and for normal students was equal to 137 people who were selected by cluster sampling. The Psychological Capital Questionnaire (PCQ) and Quality of Life Questionnaire at Ainley & Bourke School (1992) were used to collect data. The results of the independent group t-test and multivariate analysis of variance showed that there is no significant difference between gifted and normal students on the whole scale of psychological capital, but there is a significant difference in terms of the hope component. There was also a significant difference between gifted and normal school students in the whole scale of school quality of life and opportunity subcomponent. Also, based on the calculated beta coefficients, it can be concluded that the relationship between the whole scale of psychological capital and the hope component with the quality of school life is stronger among students of ordinary schools than in gifted schools.
Hamdollah khajehhoseini; noorali farrokhi; hasana asadzadeh
Abstract
The purpose of this study was to compare the process of developing the moral reasoning of blind and visually impaired students aged 11 to 18 years old in Tehran. The research method was descriptive of causal-comparative type. The statistical society included all blind and sighted students aged 11 to ...
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The purpose of this study was to compare the process of developing the moral reasoning of blind and visually impaired students aged 11 to 18 years old in Tehran. The research method was descriptive of causal-comparative type. The statistical society included all blind and sighted students aged 11 to 18 years in Tehran who were studying in ordinary schools and schools for the blind in the academic year 1995-96. Of these, a sample of 120 people (60 blind and 60 sighted) was selected. The blind group was selected using sampling method and Bina group was selected by multi-stage random sampling method. Moral reasoning test was used to collect data. To analyze the data, independent t-test was used. The results of the data analysis showed that there is a significant difference between the growth of moral reasoning for blind and intermediate students aged 11-14 years in Tehran (p <0.05), but there was no significant difference between the ages of 15 and 18 years (05 / 0 <p). Given the lower ethical reasoning at the age of 11-14, it is suggested that interventions and effective studies be conducted.
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.
Somayeh Amini; Mahdieh Sadat Khoshouei
Abstract
The study was done to determine the relationship between resilience and happiness in parents with behavioral problems in elementary school students in Isfahan. It was a descriptive and correlative research. The statistical population was all elementary school students that studying in Isfahan during ...
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The study was done to determine the relationship between resilience and happiness in parents with behavioral problems in elementary school students in Isfahan. It was a descriptive and correlative research. The statistical population was all elementary school students that studying in Isfahan during 2014-2015. From statistical population 120 students were selected through multistage cluster sampling. The data was collected using resilience and happiness questionnaires and parent form of child behavior checklist. Pearson’s correlation, simultaneous regression and Multivariate analysis of variance (MANOVA) were used to analyze data. The results showed that there is a significant negative relationship between resilience of parents and emotional, anxiety, hyperactivity and oppositional behavior problems. Happiness of parents was significantly negatively correlated with emotional, anxiety, physical, hyperactivity, oppositional behavior and conduct problems. Resilience of parents predicted hyperactivity problem and happiness of parents predicted emotional, anxiety, physical, oppositional behavior and conduct problems. Also, there were no difference between girls and boys in terms of the dimensions of behavioral problems. This result emphasizes that parents’ traits have essential role in behavioral problems of girl and boy students.
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.
Ali-Reza Moradi
Abstract
This study was conducted to determine the effect of oriented problem solving training on behavioral problems among students. Research design was real experimental, of a kind pretest, posttest, follow-up with the control group. Total of 120 students with an average age and grade 11 and 5 were selected ...
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This study was conducted to determine the effect of oriented problem solving training on behavioral problems among students. Research design was real experimental, of a kind pretest, posttest, follow-up with the control group. Total of 120 students with an average age and grade 11 and 5 were selected by random sampling method and with random assignment were divided into two experimental groups (n=60) and control (n=60). After 10 training sessions to parents and teachers, the experimental group was trained family/school oriented problem-solving program for three months. For data collection were used from grading scale behavioral problems (Gresham & Elliot, 1990) in the three forms of students, parents and teachersAccording to the report's students, parents and teachers in three step pre-test and posttest (on three months) and follow-up (on one month) that in the experimental group there was a significant difference between the scores of pretest and posttest scores on the subscales of behavioral problem, but there wasn't a significant difference between the scores of posttest and follow-up on the subscales of behavioral problem. So family/school oriented problem solving training impact on students' behavioral problem and problem solving training has great importance as a preventive program.
akram abbariki; bita shalani
Abstract
Specific learning disability is a neurodevelopmental disorder. Students with this disability, in addition to academic problems, have high levels of socio-emotional problems. The aim of this study was the effectiveness of play with feeling words on reducing alexithymia in students with learning disabilities. ...
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Specific learning disability is a neurodevelopmental disorder. Students with this disability, in addition to academic problems, have high levels of socio-emotional problems. The aim of this study was the effectiveness of play with feeling words on reducing alexithymia in students with learning disabilities. This study is quasi-experimental with pre-post test. The population included all students second to six grade with learning disabilities in Kermanshah that 24 student selected and randomly assigned in two experimental and control groups. The research instrument was Toronto Alexithymia Scale. The experimental group plays feeling words eight sessions 30-minute and twice a week. Covariance analysis indicated that play therapy with feeling words caused reduction in children's alexithymia (P<0/001). Results of this study showed that play therapy with feeling words can be used as a convenient way to help students with learning disorders to reduce their alexithymia. This type of play therapy with symbolic expression of feelings increases ability to express of negative emotions such as anxiety and led to the adaptation.
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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.
malihesadat kazemi; shole amiri; mokhtar malekpoor; hosein molavi
Abstract
In this Research, the effect of private speech training on executive function of boys between 9 to 11 years old in Isfahan City was examined. This research is an experimental study of pre-test/post-test with control groups. It had a two-stage sampling. Final sample included 20 attention deficit boys ...
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In this Research, the effect of private speech training on executive function of boys between 9 to 11 years old in Isfahan City was examined. This research is an experimental study of pre-test/post-test with control groups. It had a two-stage sampling. Final sample included 20 attention deficit boys (10 for experiment group and 10 for first control group) and 9 normal boys for second control group. Instruments used in this research included British Picture Vocabulary scale, Short form of Wechsler's Intelligence Scale for Children- Revised, Tower subtest of NEPSY Neuropsychology test. To analyze private speech of children, their speech were videotaped while solving Tower subtest and Videos were content analyzed by three encoders. Results showed that children with attention deficit, had significantly more errors in compare to first and second control groups; while both experiment and second control group (which both had been trained) had significantly more amount of private speech in compare to first control group- which had not trained. According to the findings of the research, it can be concluded although private speech training can increase the amount of private speech produced by attention deficit children, this increase in speech, not only will not necessarily increase function of children, but it may backfire on difficult tasks.
fatemeh keshavarzi; setareh shojaee
Abstract
This study was aimed to examine the effectiveness of self- instruction skills training on handwriting problems of boy students having specific learning disability with dysgraphia type. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of ...
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This study was aimed to examine the effectiveness of self- instruction skills training on handwriting problems of boy students having specific learning disability with dysgraphia type. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of the study included 32 subjects (16 for experimental group and 16 for control group), were selected by purposive sampling Method, among second to six grade elementary students in " schools for regular education" in Kherame. Subjects randomly assigned in experimental and control groups. A researcher made handwriting problems checklist were used as a tool of data collection in before and after Intervention. Experimental group sequentially received 15 sessions of self-instruction skills training. The data were analyzed by using of analysis of covariance (ANCOVA) and Multivariate analysis of covariance (MANCOVA). The results indicated that the self- instruction skills training had an significant effect on handwriting problems and its subscales (handwriting errors and body position errors when writing ) in boy students having specific learning disability with Dysgraphia type of experimental group (P<.01). Therefore, we can concluded that self-instruction skills training improving the handwriting problems of students having specific learning disability with Dysgraphia type.
Abstract
This research aimed to Compare the Performance of Children with and without learning disorders in The Wechsler Intelligence Scale for Children-Revised. The research method was Ex Post Facto Research design. Thus by multistage clustering sampling, 45 students with learning disorders and 45 students without ...
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This research aimed to Compare the Performance of Children with and without learning disorders in The Wechsler Intelligence Scale for Children-Revised. The research method was Ex Post Facto Research design. Thus by multistage clustering sampling, 45 students with learning disorders and 45 students without learning disorders completed demoghraphical data questionnaire and The Wechsler Intelligence Scale for Children-Revised. Data analysed by independent t test, one-way analysis of variance and multivariate analysis of variance.There was statistically significant difference between Children with and without learning disorders in standardized total scores of the WISC-R, verbal subscale and performance subscale. pure power (Eta2) of WISC-R’s verbal subscale and performance subscale for differentiation the two groups was equivalent with 0/84 and 0/56 respectively. Also, performance of the two groups was statistically significant different among subscales of information, mathematics, digit span, Picture arrangement, coding and these scales have favorite power in differentiation the two groups. Thus, can be stated that The Wechsler Intelligence Scale for Children-Revised applicable for differential diagnosis the Children with and without learning disorders and via provision of WISC-R based learning disorders diagnostic checklist especially by focusing on five scales of information, mathematics, digit span, Picture arrangement, coding can diagnosis the learning disorders
marzieh dehghani
Abstract
The purpose of this study was to evaluate the quality of preschool mental retardation students’ curriculum of West Azerbaijan in school year 91-90. Method of this study was evaluation method. The study sample consisted of managers, professionals, teachers and students of West Azerbaijan province ...
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The purpose of this study was to evaluate the quality of preschool mental retardation students’ curriculum of West Azerbaijan in school year 91-90. Method of this study was evaluation method. The study sample consisted of managers, professionals, teachers and students of West Azerbaijan province centers and due to low number of samples whole number was used and samples of students choose based on Morgan and multiple cluster sampling. Questionnaire, check lists, scores of students prepares for graduate and school documents were used to collect data. To analyze the data, descriptive statistics (frequency, percentage, mean) and inferential statistics (t one variable) was used. The results of this study showed that the quality of the learning environment and educational organization were unfavorable according to administrators, teachers and observers. Curriculum’s quality was good according to all groups. The quality of the teaching and learning process were favorable according to administrators and teachers and undesirable according to experts. Quality of achieving the goals of the cognitive development was good according to managers and unfavorable according to experts, teachers and Manual recruits. Achieving the goals of quality physical and motor development was undesirable according to teachers, administrators and experts and was desirable from book assessment and teachers. To analyze the results of the findings additional tools (analysis of open-ended questions) was used. Conclusions explain the results and provide recommendations in this area.
Behrooz Karimi
Volume 3, Issue 12 , December 2014, , Pages 107-126
Abstract
The purpose of this study was to construct a diagnostic spelling test for third grade elementary school students and to evaluate its reliability and validity. The population included all third grade students of elementary school in Kermanshah and Kangavar region in the 2012-2013 school year. The sample ...
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The purpose of this study was to construct a diagnostic spelling test for third grade elementary school students and to evaluate its reliability and validity. The population included all third grade students of elementary school in Kermanshah and Kangavar region in the 2012-2013 school year. The sample consisted of 30 normal students and 30 student with spelling disorder (who had been referred to the region’s center for rehabilitation of learning disorders), who were chosen through random sampling. The test was constructed based on the third grades main spelling textbook and it included 115 words. The test’s reliability was determined using Cronbach's alpha, which yielded the satisfactory result of 0.98. The validity was evaluated using group differentiation, cut point determination and interpreting the ROC curve between the two groups. The average test score for normal students was 18.18 (out of 20) and for students with LD it was 4.96, which showed a significant difference (p < 0.05) and thus established the validity of the test. The cut point score from the ROC curve was 13.40. The study successfully established reliability and validity of the constructed test, and suggests it as a tool for diagnosing spelling problems in third grade elementary students.
mohammadmehdi teimori; shahla alborzi; ghorban hemati; fariba khoshbakht
Volume 4, Issue 16 , September 2014, , Pages 117-137
Abstract
The purpose of the present study was to comparemoral judgment in students with and without intellectual disability in Shiraz. Theresearch method was causal-comparative, and the statistical population includedthe secondary students with and without intellectual disability ageing 16 yearsold. The sample ...
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The purpose of the present study was to comparemoral judgment in students with and without intellectual disability in Shiraz. Theresearch method was causal-comparative, and the statistical population includedthe secondary students with and without intellectual disability ageing 16 yearsold. The sample size was 160 students (80 with intellectual disability and 80without intellectual disability). These students were selected by a cluster samplingmethod. The Moral Judgment Scale was used to measure moral judgment. Thecollected data were analyzed by t-test, MANOVA and two-way ANOVA. The resultsindicated that there was a significant difference between the two groups in thetotal scores of moral judgment and its dimensions (p<0.01). Also, the resultsshowed that there were no significant differences between males and females in thisrespect (p>0.05).According to the findings, it is suggested that any plan topromote and internalize students' moral values must be considered based ontheir cognitive development level, because there is a relationship betweenmoral and cognitive development of students.
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
Isa Jafari; Ismail Soleimani; Ali Esmaili
Volume 1, Issue 3 , October 2011, , Pages 71-84
Abstract
Objective: The basic aim of this study was to compare the attribution style of blind and normal students. Method: The statistical population of the study were all the students of normal, exceptional and compilation academies of the academic year 2010-2011 .,The ...
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Objective: The basic aim of this study was to compare the attribution style of blind and normal students. Method: The statistical population of the study were all the students of normal, exceptional and compilation academies of the academic year 2010-2011 .,The sample included 36 male students (18 blind and 18 normal sighted),who were selected by simple random sampling. In order to gather the data the Attribution Style Questionnaire (ASQ) was completed with the sample. .The data was analyzed with multivariate variance analysis. Results: The results showed that there is a significant difference between the attribution styles of blind and normal sighted students. Conclusion & recommendations: It is noteworthy to add that, the significant difference between the blind and the normal sighted students applies to all components including internal- external, Stable- Unstable and limited - totality elements of attribution styles and this must be taken into account in understanding the differences.