Mahdi Abdollahzadeh Rafi; Fateme Rezaei; Saeed Ariapooran
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.
Jafar Mahmoodi; Iman Mesbah; Ali rezaeisharif
Abstract
Abstract
The current study has been conducted to get the amount of effectiveness of the compassion-based approach on alexithymia and the sense of coherence in mothers with intellectually disabled children. It has been in progress for two months with a semi-experimental design using pre-test and post-test, ...
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Abstract
The current study has been conducted to get the amount of effectiveness of the compassion-based approach on alexithymia and the sense of coherence in mothers with intellectually disabled children. It has been in progress for two months with a semi-experimental design using pre-test and post-test, accompanied by a control group. The whole population of the study involved 56 mothers having intellectually disabled children, who registered them in the Marand Well-being Organization Office from 2017 to 2022, of whom 30 had the required condition to get into the research. The study used a purposeful method for choosing the samples and put them randomly in two experimental and control groups. Compassion-based approach training was conducted in eight sessions for the experimental group while the control group received nothing. The data collected were analyzed and collected through alexithymia and the sense of coherence scales and were undergone the SPSS-22 software for the latter analysis and variance calculations. According to the results obtained compassion-based approach therapy for alexithymia and sense of coherence had a meaningful effect (p≤0/05). The follow-up stage has also demonstrated that the effect of compassion-based treatment on alexithymia and the sense of coherent sense of mothers with intellectually disabled children has been stable. Based on the results, psychology and counseling experts could use compassion-based training programs for alexithymia reduction and coherence sense enhancement of intellectually disabled children’s caregivers.
Keywords: Alexithymia, Compassion-Based Therapy, Intellectual Disability, Sense of Coherence.
Extended Abstract
Introduction
Mental intellectual (intellectual developmental disorder) is a disorder that begins during the development period and includes a person's lack of adaptive functioning and intelligence in the practical, social, and conceptual domains (American Psychiatric Association, 2022). The presence of a mentally retarded child can cause a change in the mental health and dynamics of the family system (Bahadori Khosrowshahi and Habibi-Kaleiber, 2015). When parents find out about their child's disability, they experience various forms of stress and psychological pressure, social isolation, and mental health problems (Popa, 2020). In the meantime, mothers, in the position of the main caretaker of the child, bear the biggest burden of the problem (Milani Far, 1400, p. 184). As most of the caretaking time for the child and interacting with him is usually taken by the mother, and due to the intellectual disability of the child, it has many problems in the intelligence, cognitive, emotional, and behavioral development field, there are major tensions in this regard directed at the mother (Gupta and Kaur, 2010).
One of the therapeutic interventions that seem to be effective in empowering mothers with mentally retarded children is self-compassion therapy (Rostampour-Brinjistanki, Abbasi, and Mirzaeian, 2019). Compassion therapy was founded by Gilbert (2005) as the main therapy and even complementary therapy (Lucre and Clapton, 2021). This treatment is a patient-centered behavior change strategy, and its purpose is to identify and reduce a person's doubts about changing their behavior, change in lifestyle and routine, and improve the person's perception of the importance of behavior change (Hacken and Taylor, 2021).
Research Question
Is compassion-based therapy effective in increasing the sense of coherence and reducing alexithymia of mothers with mentally retarded children?
Literature Review
The results of various studies show that compassion therapy increases self-coherence adaptability, reduces negative spontaneous thoughts (Ardashirzadeh, Bakhtiarpour, Homaei, Iftikhar Saadi, 2019), increases the sense of coherence (Ghaffari, Ismali, Atashgir, Hakim-abadi, 2017; Lloyd, 2017), improves the symptoms and quality of life (Nashi et al., 2019), reduces depression and anxiety (Safarinia, Mortezai Karhrodi, Alipur, 2022), increases the tolerance of distress and reduces of guilt in mothers with physically disabled children movement (Mahmoudpour, Dehghanpour, Ejadi and Mohammadi, 2021), improves of psychological flexibility in mothers with mentally retarded children (Rostampour Brijstanaki et al., 2016) and improves of alexithymia (Ahmadi Malairi, Rahmani, Pourasghar, 2021) Tajdin, Al-Yasin, Heydari, and Davoudi, 2019).
Methodology
The current research method was a semi-experimental pre-test post-test type with a control group with a 2-month follow-up. The statistical population of the present study was mothers with mentally disabled children who had a disability file for their children in Marand Welfare Department from 2017 to 2022 (N=56). In order to select the statistical sample of the research, by referring to the Marand Welfare Organization and using the purposeful sampling method, 30 mothers with mentally retarded children who have alexithymia (above 60) and sense of coherence (below 63) scales were selected and randomly replaced in the experimental and control groups.
Results
The results of multivariate tests showed that the interaction between time and group is significant for all variables. Therefore, compassion-based treatment training was effective on all variables and caused changes in alexithymia and sense of coherence (P<0.05). The obtained results showed that there is a significant difference between the pre-test and post-test scores in the two variables of emotional ataxia and sense of coherence (P<0.001). In other words, the effect of compassion-based intervention on research variables is confirmed. Also, there is a significant difference between pre-test and follow-up scores in both variables (P<0.001). In other words, the effect of time is confirmed. Meanwhile, no significant difference was observed between the post-test and follow-up scores in the two variables of alexithymia and the sense of coherence (P<0.05).
Table 1. Benferoni test to investigate the effectiveness of compassion-based therapy for research variables over time
Comparison
Alexithymia
sense of coherence
Mean difference
standard error
Significance level
mean difference
standard error
Significance level
Pre-test post-test
16.24
1.82
0.001
8.51
1.37
0.001
Post-test follow-up
0.97
1.26
0.07
0.48
1.18
0.69
Pre-test follow-up
6.42
2.11
0.001
8.93
1.42
0.001
Discussion
The present study was conducted with the aim of the effectiveness of the compassion-based approach on emotional ataxia and sense of coherence in mothers with intellectually disabled children. Based on the obtained results, compassion-based therapy reduced alexithymia in mothers with mentally retarded children, which is in agreement with the results of some studies (Ahmadi Malairi et al., 2021; Tajdin et al., 2019; Marsh, Chan, and McBeth, 2018; Kiel and Pidgon, 2017). Another finding of the research was that compassion-based therapy is effective in increasing the sense of coherence of mothers with mentally disabled children. The result obtained in accordance with the research results of Aghalar and Akrami (2021), Ardeshirzadeh et al. (2019), Narimani and Eyni (2019), Li, Liu, Han, Zhu, and Wang (2017), and Lloyd (2017).
Conclusion
The present study showed that the participants had clinically significant improvement in each scale and it seems that the intervention based on compassion was effective. The results of the follow-up test were not significantly different from the final test, and the therapeutic method based on compassion had a lasting effect on increasing the sense of coherence and reducing alexithymia.
Acknowledgments
We would like to thank all those who participated in this study.
seyyed sina shams eslami; seyyed valiulla Mousavi; Sajjad Rezaei
Abstract
Abstract
This study aimed to determine the effectiveness of acceptance and commitment program training on social anxiety and academic resilience of students with stuttering disorder. The research design was quasi-experimental with two experimental and control groups. The statistical population of the ...
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Abstract
This study aimed to determine the effectiveness of acceptance and commitment program training on social anxiety and academic resilience of students with stuttering disorder. The research design was quasi-experimental with two experimental and control groups. The statistical population of the study included high school students with stuttering disorder in Khoy city. In this regard, a sample of 32 students were selected by available sampling method and divided into two groups of 16, experimental and control, to participate in the training of life-based experience program of acceptance and commitment (Bardel et al., 2022) were assigned. Academic resilience scales (Samuels, 2004) and social anxiety questionnaire (Conner et al., 2000) were used before and after the test to collect data. Acceptance and commitment training program was implemented in 8 intervention sessions for the experimental group. Analysis of covariance showed that the training program has significantly improved the acceptance and commitment of academic resilience and social anxiety of students with stuttering disorder. Acceptance and commitment-based therapy by teaching and improving effective strategies and techniques allows students to take a realistic view of their problem and overcome the severe consequences of their disorder. Therefore, the implementation of this program is recommended for individuals with stuttering disorders and other developmental disabilities.
Extended Abstract
Introduction
"Stuttering" is a communication disorder that disrupts the melodious and smooth flow of speech with repetition, involuntary stretching, pauses, or involuntary stuttering in sounds, syllables, and words (American Psychiatric Association, 2013). People with stuttering disorders often experience psychological problems such as social anxiety (Berchiati et al., 2023), low resilience (Bilby et al., 2022), low cognitive flexibility (Gillader et al., 2021) and perceptive speech problems (Bahrini and Thanagovi, 2022).
Children who stutter experience social anxiety, which can be a severe fear of situations in which one is in the company of others or has to do something in front of them (Berchiati et al., 2023). This fear may be a result of social anxiety disorder, a profound and pervasive fear of social situations (Gillader, Filksman, and Hooper, 2021). It's important to note that social anxiety disorder is different from shyness, which is a normal feeling of feeling uncomfortable in new or social situations (Gillader et al., 2021).
One of the main challenges faced by children with stuttering is having low resilience, which can make it difficult for them to overcome obstacles and challenges in both academic and social settings (Soluk, 2023). This issue seems to be particularly prevalent in the academic environment, where children with speech impairments tend to have lower academic resilience compared to their peers without speech impairments. Academic resilience is the capacity for one to achieve success in the face of various obstacles and challenges, and the concept has been researched extensively in the field of education (Sesher and Olash, 2023).
According to a review of the research related to speech disorders, multiple intervention methods such as drug therapy, cognitive-behavioral approach, speech therapy, and yoga can be effective in managing the psychological consequences of this disorder. One approach that appears promising is the acceptance and commitment approach, which encourages individuals to accept and embrace uncomfortable and anxiety-provoking feelings and thoughts. This approach can help individuals move away from trying to avoid these emotions and instead learn to accept and commit to their values despite their difficulties (Ising et al., 2022).
One treatment approach that has been proposed for children with stuttering disorder is the acceptance and commitment approach. This approach has become an area of interest for experts and is based on the principles of acceptance and commitment therapy (ACT), a cognitive-behavioral approach that centers on fostering awareness and acceptance of difficult experiences and developing commitment to personal values and behaviors (Bergman & Keitel, 2023). Acceptance and commitment therapy is based on relational frame theory (Löhm et al., 2018) and functional contextualism (Hayes et al., 2017), which aim to help individuals learn to engage with their thoughts and emotions in ways that align with their personal values and goals. This approach can be especially useful for individuals who struggle with stuttering, as it can help them develop greater acceptance of their stuttering and develop skills to pursue their goals and values regardless of the challenges they face (Bourgi et al., 2022).
The proposed research aims to evaluate the effectiveness of the Acceptance and Commitment Training program on reducing social anxiety and increasing academic resilience in students with stuttering. The study is guided by evidence-based practices and seeks to explore the theoretical and practical implications of the Acceptance and Commitment Approach in the field of communication disorders. The main research question is: Is the Acceptance and Commitment Training effective in reducing social anxiety and improving academic resilience in students with stuttering?
Literature Review
The Studies have shown that individuals with stuttering disorders often have psychological problems such as social anxiety, low resilience, low cognitive flexibility, and challenges with perception of speech, which can impact their quality of life and overall well-being (Berchiati et al., 2023; Bilby et al., 2022; Gillader et al., 2021; Bahrini and Thanagovi, 2022).
In people with social anxiety disorder, their feelings of anxiety and worry are especially pronounced in social situations where they fear that they may behave in an embarrassing or socially unacceptable way. Furthermore, these symptoms can be so severe that they can lead to other debilitating conditions such as depression and addiction to drugs or alcohol (Yashar et al., 2023; Atelose et al., 2020).
Previous research has shown that people with stuttering often exhibit low flexibility and resilience. This can manifest in difficulty in adapting to new situations or dealing with challenges (Malich and Kauert, 2019; Martin and Marsh, 2017). In a recent study, Balkent and colleagues have explored the role of resilience in the experiences of persons with stuttering (Balkent et al., 2015). Therapy based on Acceptance and Commitment (ACT) encourages individuals to practice mindfulness and develop a non-judgmental awareness of their experiences, which ultimately enables them to act in the direction of their goals and values. Commitment to values is the key element of this approach.
Methodology
The current research employed a quasi-experimental design with a pre-test and a post-test. Participants were divided into an Experimental Group that received the Acceptance and Commitment Training program and a Control Group that received no intervention. The study took place in Shahr Khoi among male students with stuttering disorder. A sample of 32 participants was selected using available sampling techniques, and researchers verified the inclusion and exclusion criteria during a briefing meeting with relevant officials. Participants included only second-year male students with stuttering disorder who did not receive other psychological interventions and were willing to participate in the study. Exclusion criteria were the presence of other physical or neurodevelopmental problems, or the absence of more than two sessions. Interventions were executed in the counseling center of the education management. After the study, pre-test and post-test measures were administered to both groups.
Conclusion
Analyses aimed at investigating the effectiveness of acceptance and commitment (A&C) education in increasing academic resilience showed significant results. When separating the components of academic resilience, the A&C program proved significantly effective in improving future orientation and communication skills, but had no significant effect on the central problem.
When considering the "why" of the findings, it is worth noting that resilience is a stable coping style and a dynamic process in which people show successful and positive adaptation despite the experience of trauma or distress (Dan Head and Fisher, 2023). Research studies suggest that Resilience is related to the level of acceptance and commitment demonstrated by a person. Resilient people are able to maintain commitment to their goals, which can increase motivational behavior and ultimately lead to achieve high levels of success (Berchitti et al., 2023).
The results of the analysis showed that the acceptance and commitment training program is effective in reducing the social anxiety of the studied groups. In separating the components of social anxiety, teaching acceptance and commitment is significantly effective on avoidance and physiological symptoms; but it has no significant effect on fear; therefore, the results of the current research indicate that the acceptance and commitment training program is effective in reducing social anxiety.
In explaining the finding that acceptance and commitment training did not have a significant effect on the fear component of students with stuttering disorder, it is important to consider that social anxiety in this group of students is not solely due to the fear of speaking. In fact, the lifelong condition of speech impairments despite the interventions made has created a belief in those with speech impairments that these conditions always exist and must simply be tolerated and adapted to. This adaptation in children has been associated with anxiety, which can lead to difficulties responding in different social situations (Hayes et al., 2013).
Keywords: Acceptance and Commitment Program, Academic Resilience, Social Anxiety, Stuttering Disorder.
maryam safara; mina khanbabaee; minoo khanbabaee
Abstract
According to the situation of children with intellectual disability and the adverse effects of this crisis on mothers, by creating physical, psychological and social stresses that lead to isolation, a sharp decline in quality of life and life hope. Then it is necessary to be attentioned to the importance ...
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According to the situation of children with intellectual disability and the adverse effects of this crisis on mothers, by creating physical, psychological and social stresses that lead to isolation, a sharp decline in quality of life and life hope. Then it is necessary to be attentioned to the importance of spiritual skills. This is a pretest- posttest control group semi-experimental research. 20 having Child with intellectual disability at the Shahid Sarikhani Exceptional School in Tehran in 2017-2018 academic year, were assigned to two groups of 10 subjects. Data of mothers' quality of life and life hope was gathered by quality of life questionnaire (26-136 score ) and Snyder’s hope scale(12-48 score). The Spiritual skills training were performed for the experimental group in 8 sessions for 90 minutes, while control group did not receive any training. Subjects were compared and evaluated after the sessions.The results showed that the mean life hop score of mothers in the intervention group increased significantly from 20.11±3.21 before the intervention to 26.00±3.24 after the intervention and the mean quality of life score increased significantly form 67.00±11.83 to 72.22±10.10 (p < 0.01). Based on the results of this research, Spiritual skill training has positive effect on promoting quality of life and life hope of mothers having Child with intellectual disability.
Majid Ebrahimpour; Zahra Izadi
Abstract
Present study aimed to determine efficacy of musical activities on executive functions students with educable intellectual disability. This study was a quasi-experimental method with pretest-posttest and a control group design. Statistical population included all students with educable intellectual disability ...
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Present study aimed to determine efficacy of musical activities on executive functions students with educable intellectual disability. This study was a quasi-experimental method with pretest-posttest and a control group design. Statistical population included all students with educable intellectual disability 11-14 years of old from two exceptional schools in Karaj sity in the academic year 1395-96. 30 students were selected from the population through available sampling method and randomly allocated to either a control or experimental group (n=11). meantime the study, 4 students from experimental group and 4 from control group left the intervention(n=11). The experimental group participated at 24 group sessions of one hour musical activities 3-time per week for 8 weeks. The control group did not receive any intervention along with this period. All participants administered computerized Wisconcin Card Sorting Test (WCST), to assessing cognitive flexibility; Go/no Go Test, to assessing inhibitory control; and Digit Span Subtest of WISC-IV, to assessing working memory, befor and after the intervention. Results of data analyzing through Covariance analysis indicated that, there was no differences between post-test scores at the level of ?=0/05. This means that these musical activities program has had not a significant effect on improvement of experimental group functioning on administered executive functions tests.
Seyyedeh Somayyeh Jalil-Abkenar; Gholam Ali Afrooz; Ali Akbar Arjmandnia; Bagher Ghobari-Bonab
Abstract
Intellectual disability affects all aspect of individual's life, while applying leisure time program has been associated with effective outcomes. Present study was aimed to determine the effectiveness of Arsh leisure time program on the working memory, cognitive capacity and communication skills of children ...
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Intellectual disability affects all aspect of individual's life, while applying leisure time program has been associated with effective outcomes. Present study was aimed to determine the effectiveness of Arsh leisure time program on the working memory, cognitive capacity and communication skills of children with intellectual disability. The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 30 girl children with intellectual disability from exceptional schools in Isfahan city using randomly method. Subjects were divided into experimental and control groups, each group consisting of 15 children. The experimental group received 16 sessions of Arsh leisure time program and the control group did not. The instruments were working memory test battery for children (2017), Wechsler intelligence scale for children (2003) and communication skills questionnaire (1990). Data were analyzed by MANCOVA. The results showed that Arsh leisure time program had a significant effect on the working memory, cognitive capacity and communication skills of subjects (P<0.0001). Arsh leisure time program improved working memory, cognitive capacity and communication skills of children with intellectual disability. So planning leisure time program for these children have specific importance.
mehdi zareiee hoseini abadi; morteza omidian
Abstract
This study examined the effect of communicational skills training on social anxiety in boys adolescents with intellectual disability in Yazd. The current investigation was experimental method and design of this study was pretest-posttest with control group type and the population included boys with intellectual ...
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This study examined the effect of communicational skills training on social anxiety in boys adolescents with intellectual disability in Yazd. The current investigation was experimental method and design of this study was pretest-posttest with control group type and the population included boys with intellectual disability 11-20 years intellectual disability special schools in Yazd in the academic year 2014-2015. The sample of this study included 40 students that randomly selected and divided into experiment and control groups (20 persons in each group). The instruments used in this study was La Greca Social Anxiety Scale for Adolescents (SAS-A). The communicational skills training program including 12 sessions of 50 minutes was carried to the experimental group. Descriptive statistics and inferential statistics such as covariance analysis was used for data analysis. The Results of this study showed that there is a significant difference between experiment and control groups among social anxiety and all its dimension (p<0/01). The obtained results of data analysis demonstrated that communicational skills training decreased social anxiety (58%) and its components [fear of negative evaluation; social avoidance and distress in new situations; and social avoidance and distress-general (59/30%)] in adolescents of experimental group in compare with control group. Therefore, the research suggests to emphasis on communicational skills training for student with intellectual disability.
nayereh naghdi; bagher ghobari
Abstract
Abstract Teachers spend significant hours of a day with intellectually disabled students; thus suitable and valuable information can be extracted from their lived experiences. Present study was conducted to explore lived experiences of teachers of students with intellectual disabilities in terms of ...
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Abstract Teachers spend significant hours of a day with intellectually disabled students; thus suitable and valuable information can be extracted from their lived experiences. Present study was conducted to explore lived experiences of teachers of students with intellectual disabilities in terms of characteristics, behaviors, reactions and interactions between themselves and students with intellectual disabilities. Present study employed a phenomenological research conducted via the semi-structured interview technique of data collection. Therefore, 19 participants were selected based on the inclusion criteria among teachers of students with intellectual disabilities. To analyze data, Colaizzi’s method was employed. After extracting themes and categorizing them, 5 main themes including changes in beliefs, the lack of coordination in providing services, the effect of career stress on personal life , coaching requirements and parents’ expectations as well. Moreover, fifteen subthemes were identified. The relationship of the main themes and subthemes are presented in the article. Exploring lived experiences of teachers indicated that this affected group are influenced by their students with intellectual disability in one way or another way may influence the students in different ways. Thus the teachers’ lived experiences can be used for solving students’, parents’, and teachers’ problems.
Adel Mohamadzade; Amir Ghamarani
Abstract
The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) ...
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The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) that studied at exceptional schools of Khomeynishahr city in 2016. The sample included 30 children with their parents that were selected by Simple Random Sampling from this society and then assigned in two groups of 15 people (experimental group and control group). The experimental group parents received the incredible years program (Webster-Stratton, 2011) in 12 sessions and one session in per week. The study data collected by Social skills rating system-SSRS (Gresham and Elliott, 1994). MANCOVA analysis was used to analysis of data. The results showed efficiency of incredible years program on social skills and Subscales (self-Control, Assertion and cooperation) is significant in α=0.05 level. Therefore incredible year’s program can be used to increase social skills in children with intellectual disability.
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Abstract
This study examined the effect of communicational skills training on social anxiety in boys adolescents with intellectual disability in Yazd. The current investigation was Experimental method and design of this study was pretest-posttest with control group type and the population included boys with intellectual ...
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This study examined the effect of communicational skills training on social anxiety in boys adolescents with intellectual disability in Yazd. The current investigation was Experimental method and design of this study was pretest-posttest with control group type and the population included boys with intellectual disability 11-20 years intellectual disability special schools in Yazd in the academic year 2014-2015. The sample of this study included 40 students that randomly selected and divided into experiment and control groups (20 persons in each group). The instruments used in this study was La Greca Social Anxiety Scale for Adolescents (SAS-A). The communicational skills training program including 12 sessions of 50 minutes was carried to the experimental group. Descriptive statistics and inferential statistics such as independent t-test and variance analysis was used for data analysis.The Results of this study showed that there is a significant difference between experiment and control groups among social anxiety and all its dimension (p<0/01). The obtained results of data analysis demonstrated that communicational skills training decreased social anxiety (58%) and its components [fear of negative evaluation; social avoidance and distress in new situations; and social avoidance and distress-general (59/30%)] in adolescents of experimental group in compare with control group. Therefore, the research suggests to emphasis on communicational skills training for student with intellectual disability.
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.
Elaheh Velayati; Esmail Zaraii Zavaraki; Mohammah Hasan Amirteimouri
Volume 3, Issue 9 , April 2013, , Pages 111-128
Abstract
The aim of this study is to evaluate the impact of educational computer games on learning, retention and academic achievement motivationof elementary mathematical concepts among mentally retarded students. This study quasi-experimental study uses a design with pre-test and post-test with the control ...
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The aim of this study is to evaluate the impact of educational computer games on learning, retention and academic achievement motivationof elementary mathematical concepts among mentally retarded students. This study quasi-experimental study uses a design with pre-test and post-test with the control group. In this study, the statistical population consists of all the 2nd grade female mentally retarded students in the exceptional education schools in Tehran in the academic year of 2011-2012. Using the convenient sampling method, an exceptional school located in District 15 of Tehran is selected for this research. Learning and academic achievement motivation pre-tests is performed in both experimental and control groups. In the experimental group, first the teacher taught the adding concept completely to students and used computer games as exercise for the taught concept. However, the teacher in the control group continued its traditional method of teaching the concept. Then, learning and academic achievement motivation post-tests is performed in both experimental and control groups. The retention test is administered two weeks after the learning test. The data obtained about the first and third hypothesis are analyzed using an independent T test and the data obtained about the second hypothesis are analyzed using the T test difference scores. Results show that the mathematical educational computer games increase learning and academic achievement motivation in students with intellectual disability as regards the addition concept. However, it does not increase the retention ability in them.
Roqayyeh Asadi Gandomani; Abbas Nesaian; Parviz Sharifi Daramadi
Volume 2, Issue 8 , February 2012, , Pages 99-116
Abstract
The present research aims at studying attachment parenting style and the theory of mind in 8 to11 year-old students with intellectual disability in Gonabad City. Statistical population of this causal-comparative research includes all intellectually disabled students in an exceptional school (Gonabad ...
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The present research aims at studying attachment parenting style and the theory of mind in 8 to11 year-old students with intellectual disability in Gonabad City. Statistical population of this causal-comparative research includes all intellectually disabled students in an exceptional school (Gonabad city, Alavian school), all of whom were selected as sample. Descriptive and deductive methods(independent T test) were applied for data analysis. Findings show that there is no significant relationship between attachment parenting style and theory of mind in intellectually disabled students that gave correct or incorrect responses (p</005) to assignments.