Research Paper
shahrooz nemati; rahim badri; shahram ,vahedi; Niloufar Broumandzadeh
Abstract
Specific learning disability is a neurodevelopmental disorder that was considered from a positive psychology approach in recent years. The aim of the current research was to draw a concept map of positive psychology constructs in specific learning disability. The research design was a systematic review ...
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Specific learning disability is a neurodevelopmental disorder that was considered from a positive psychology approach in recent years. The aim of the current research was to draw a concept map of positive psychology constructs in specific learning disability. The research design was a systematic review study. Through the PRISMA model, research findings related to the variables of positive psychology constructs in specific learning disability will be examined. In the same vein a systematic review study method with the use of positive psychology keywords and specific learning disability, dyslexia, dysgraphia, dyscalculia, positive thinking, optimistic, resilience, hope, Gratitude, well-being, positive relationships, strengths, satisfaction, hardiness, mindfulness, positive emotion from the web the Data (Pubmed, Eric, Scopus, Sid, Irandoc, Noormags, Ebsco, Science Direct, Pro Quest, Springer), was conducted in accordance with research objectives to executed current study. The findings of this study showed that positive psychology constructs including psychological well-being, resilience, optimism, mental health, quality of life, Happiness, hope, life satisfaction, gratitude, and spirituality are the most effective keywords in the co-occurrence network and positive psychology projects have emphasized on mentioned constructs. Research evidence expresses that reinforcement and recovery of positive psychology constructs can be useful for students with a specific learning disability. This study was indicating the importance of positive psychology constructs in specific learning disorders, thus recommending achieving better results in specific learning disorders merge evidence-based and research activities with clinical and treatment activities.
Research Paper
zakiehe najarian; shahram ,vahedi; touraj hashemi; rahim badri
Abstract
The purpose of the present study was to develop a Affective working memory-based education package and to investigate the effectiveness of this package in improving the cognitive-emotional dimensions of learning for students with the specific learning disability of mathematical disorder. The present ...
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The purpose of the present study was to develop a Affective working memory-based education package and to investigate the effectiveness of this package in improving the cognitive-emotional dimensions of learning for students with the specific learning disability of mathematical disorder. The present study was a semi-experimental pre-test and post-test design on experimental and control groups. The statistical population of the research included all the male and female students with the specific learning disability with mathematical disorder who visited the elementary schools of learning disabilities in Isfahan in the academic year 2021-2022. Within this context, 30 students were selected purposefully and divided randomly into two experimental and control groups. The experimental group received 14 sessions for 60 minutes of Affective rehabilitation intervention based on working memory. Before and after the training, the subjects responded to the problem-solving researcher-made questionnaire, Numerical Stroop Test of John Ridley (1935), Mathematics Attitude Scale of Aiken (1971), and Mathematics Anxiety Scale of Chiu and Henry (1990). The results of covariance analysis demonstrated that training based on affective working memory was effective and significant in problem-solving skills and reducing cognitive inhibition ,the attitude towards mathematics and reducing mathematics anxiety (at the 0.01 level).Considering the effectiveness of affective working memory-based training on the cognitive-emotional variables of students with mathematical disorder, this intervention can aid in improving the cognitive and emotional skills of students with learning disabilities and lay the groundwork for better mathematics learning conditions.
Research Paper
fateme nikbin; Reza Soltani shal; abbasali hossein khanzadeh
Abstract
The current research was conducted with the aim of identifying and prioritizing the indicators of an exceptionally successful school in the elementary school of Rasht city. The current research community consisted of all specialists in the field of education of exceptional students in Rasht city, and ...
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The current research was conducted with the aim of identifying and prioritizing the indicators of an exceptionally successful school in the elementary school of Rasht city. The current research community consisted of all specialists in the field of education of exceptional students in Rasht city, and the participants in this research were 20 university professors, counselors and education teachers as a panel group. Results: From the analysis of the qualitative data obtained from the responses of the participants to this question, 53 codes, 19 sub-indices, then 7 main indicators (educational needs, organizational needs, individual needs of students, need for psychological and counseling services, need to refresh the environment the school, characteristics of the management staff and teachers, considering the special conditions of the students' families) were extracted. In the second step, using the extracted codes, a questionnaire of 51 questions was designed for the decision making of the panel group, and the criterion for accepting each item was to obtain an agreement coefficient of 80%. As a result, a successful school is one that can prepare teenagers for the future life by addressing and planning in the seven dimensions of educational needs, organizational needs, individual needs of students, the need for psychological and counseling services, and the need for rejuvenation. The school environment, the characteristics of the management staff and teachers, considering the special conditions of the students' families in general in order to prepare teenagers for life and employment in the future.
Research Paper
Hoda Faramarzi
Abstract
One of the most obvious characteristics of children with dyslexia and attention deficit/hyperactivity disorder is difficulty in auditory processing, and failure to provide timely intervention for these children has irreparable consequences. The purpose of this research was to develop a cognitive rehabilitation ...
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One of the most obvious characteristics of children with dyslexia and attention deficit/hyperactivity disorder is difficulty in auditory processing, and failure to provide timely intervention for these children has irreparable consequences. The purpose of this research was to develop a cognitive rehabilitation program fast for word and its effectiveness on the auditory processing of children with dyslexia and attention deficit/hyperactivity disorder. The statistical population includes all 7-9-year-old elementary school students in Tehran with dyslexia and attention deficit/hyperactivity disorder who were studying in the second semester of 1401 academic year, and 30 eligible volunteers were randomly divided into two experimental groups. 15 people) and witnesses (15 people) were appointed. The experimental group received the fast for word cognitive rehabilitation program in 10 sessions of 45 minutes. The research tools included the fourth version of the Wechsler IQ test, Moradi et al.'s reading and dyslexia test (2015), Connors-Parent Form questionnaire (1998) and Fisher's list of listening problems (1976). Data were analyzed using multivariate analysis of covariance. The findings showed that the fast for word cognitive rehabilitation program was effective and improved the auditory processing of children with dyslexia and attention deficit/hyperactivity disorder in the experimental group. According to these findings, the fast for word cognitive rehabilitation program is suggested to experts as an effective intervention.
Research Paper
Sara Rouhani; Mohammad Narimani; Nader Hajloo; REZA Farzizadeh
Abstract
formulation of a therapeutic model based on nerve-centered development, seems necessary for maximum treatment in neurodevelopmental disorders. This research was conducted with the aim of developing and evaluating the effectiveness of innovative method of neuro exuberant proliferation therapy on the developmental ...
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formulation of a therapeutic model based on nerve-centered development, seems necessary for maximum treatment in neurodevelopmental disorders. This research was conducted with the aim of developing and evaluating the effectiveness of innovative method of neuro exuberant proliferation therapy on the developmental indicators and symptoms of children with autism spectrum disorder. The research method is qualitative and quantitative in a descriptive-analytical way. In the qualitative research section, the inductive qualitative content analysis method and then the Delphi method were used to design the theoretical foundations and operational plan of the treatment. After that, using an experimental method with a pre-test-post-test design with a control group, 30 subjects aged 3 to 5 years with autism spectrum disorder were selected randomly in two groups of 15 people, test and control were placed. The intervention was implemented in the amount of 36 sessions, during 3 months, in the form of 45-minute sessions. The measurement tools were Gars 3 and ASQ II. Data were analyzed by ManCova method. The findings indicate positive results in the field of gross movements; problem solving; communication and autistic symptoms (P<0.01), but these changes in the variables of fine movements and personal and social behaviors; not seen. It is concluded that the treatment method based on the neuro exuberant proliferation therapy leads to the growth and expansion of growth-oriented and basic (macro) functions, but its direct effect in a 3-month period on the micro functions that often require learning from the environment is not visible.
Research Paper
Dhulfiqar Abdul Mahdi Lafta; khodamorad momeni; jahangir karami; Haider Hatem Alijrish
Abstract
This study aimed to determine the relationship between sensory processing and behavioral problems and social interactions in children with autism spectrum disorder (ASD), with anxiety as a mediating factor. The research method was correlational, using structural equation modeling. The study population ...
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This study aimed to determine the relationship between sensory processing and behavioral problems and social interactions in children with autism spectrum disorder (ASD), with anxiety as a mediating factor. The research method was correlational, using structural equation modeling. The study population included all children with ASD in Kermanshah in 2023, from which 200 parents were selected through convenient sampling. They responded to the Dunn Sensory Profile (2014), the Bellini and Hopf Social Skills Questionnaire (2007), the Achenbach and Rescorla Child Behavior Checklist (2001), and the Rogers Anxiety Scale (2016). The results showed that sensory processing is negatively and significantly related to behavioral problems through anxiety. Additionally, sensory processing has a positive and significant relationship with social interactions, with anxiety acting as a mediator in both relationships. Therefore, sensory processing issues in children with ASD are significantly related to their communication skills and behavioral problems, with anxiety serving as a mediator. Considering the specific characteristics of autism, a comprehensive intervention to address sensory input regulation, emotional control, and communication differences is necessary.
Research Paper
Kobra Ghanizadeh Balderloo; Naimeh Moheb; Marziye Alivandi Vafa; Masoumeh Azmoudeh
Abstract
The aim of this study was to evaluate the effectiveness of emotional schema therapy on cognitive emotion regulation, intolerance of uncertainty and cognitive flexibility in people with generalized anxiety disorder. The research design was descriptive-survey, analytical and quasi-experimental. The statistical ...
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The aim of this study was to evaluate the effectiveness of emotional schema therapy on cognitive emotion regulation, intolerance of uncertainty and cognitive flexibility in people with generalized anxiety disorder. The research design was descriptive-survey, analytical and quasi-experimental. The statistical population was all patients with generalized anxiety disorder who referred to psychiatric, psychological and health centers in Urmia in 2021-2022. Statistical sample, by available and targeted methods, 30 (15 controls and 15 experiments) were selected. Data with questionnaires, Pervasive Anxiety Disorder (Spitz et al., 2006), Pennsylvania State Concern (PSWQ) (May et al., 1990), Intolerance of ambiguity (Bahr and Dougas, 2002), Cognitive flexibility (Dennis and Wonderwall, 2010) and cognitive emotional regulation (Garnowski, Craig and Schinhon, 2001) during the emotional schema therapy method (Lee Hee, 2012), collect and with software (SPSS V. 28) were analyzed. The results showed that emotional schema therapy was effective on cognitive emotion regulation, intolerance of uncertainty (ambiguity) and psychological flexibility in patients with generalized anxiety disorder. With the help of emotional schema therapy, it is necessary to control emotions and anxiety in patients with generalized anxiety disorder and return them to a normal life with family and community.
Research Paper
Shahrooz Nemati
Abstract
Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition marked by significant challenges, leading to extensive research on constructs like executive functions. This study aims to explore the bibliometric landscape of executive functions in ADHD through a systematic review. Utilizing ...
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Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition marked by significant challenges, leading to extensive research on constructs like executive functions. This study aims to explore the bibliometric landscape of executive functions in ADHD through a systematic review. Utilizing the PRISMA model, data was extracted from the Scopus database using the keywords "Attention Deficit/Hyperactivity Disorder" and "Executive Function."
The findings reveal studies dating from 1957 to 2024, identifying 27 subject areas, primarily in medicine, psychology, and cognitive neuroscience. Notably, 2023 saw the highest publication rate with 7,995 documents, while only one document was noted between 1957 and 1982, highlighting an upward trend overall in research outputs, despite less focus in 2015-2016.
English, Spanish, and Chinese emerged as the predominant languages, with the United States, United Kingdom, Germany, Canada, and China leading in contributions; Iran ranks 22nd. The review indicates that individuals with ADHD exhibit poorer executive functioning compared to their peers, emphasizing deficits in working memory and self-regulation. Barkley’s theory suggests that ADHD involves greater self-regulation issues rather than solely attention deficits, advocating for comprehensive treatment approaches that include behavioral interventions, environmental modifications, and emotional regulation strategies.
Research Paper
bahare Rezaie; Sanaz eyni; Mehdi zemestani
Abstract
Learning disabilities include difficulties in reading, writing, listening, solving mathematical problems, and understanding or using spoken language, leading to challenges in academic issues and cognitive performance. The present study aimed to determine the relationship between emotional intelligence ...
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Learning disabilities include difficulties in reading, writing, listening, solving mathematical problems, and understanding or using spoken language, leading to challenges in academic issues and cognitive performance. The present study aimed to determine the relationship between emotional intelligence and behavioral-emotional problems in students with learning disabilities, with self-efficacy serving as a mediating role. This study was applied in terms of purpose and descriptive correlational in terms of data collection method. The statistical population of this research consisted of all students with learning disabilities in learning disorder centers in Kermanshah city during the academic year 2023-2024. A total of 282 individuals were selected through purposive sampling. To collect data, the Rutter Emotional Behavioral Problems Questionnaire (1975), the Bar-On Emotional Intelligence Questionnaire (2005), and the Sherer and Maddux Self-Efficacy Scale (1982) were used. All analyses were conducted using SPSS27 software and Lisrel 8.8 software. The findings indicated that emotional intelligence and self-efficacy have a significant negative effect on the behavioral-emotional problems of students with learning disabilities. Additionally, self-efficacy was able to mediate the relationships between the research variables; therefore, emotional intelligence not only has a direct effect but also indirectly influences behavioral-emotional problems through self-efficacy (P < 0.01). Based on the findings of this research, it is recommended that counseling centers and psychological clinics provide necessary training to parents and teachers regarding emotion regulation and control as well as self-efficacy related to emotional intelligence to establish constructive interactions with others for children with learning disabilities.