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
Mohammad Hadi Safi; Hassan Maldar Hassanabadi; Yasser Rezapour Mirsaleh; hamid khakbaz
Abstract
Disability is a global phenomenon that has existed and continues to exist in all eras and societies. The aim of this research was to examine the mediating role of achievement motivation in the relationship between optimism, resilience, and self-efficacy among individuals with physical-mobility disabilities ...
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Disability is a global phenomenon that has existed and continues to exist in all eras and societies. The aim of this research was to examine the mediating role of achievement motivation in the relationship between optimism, resilience, and self-efficacy among individuals with physical-mobility disabilities in the city of Mashhad. The statistical population of this study included all individuals with physical-mobility disabilities in Mashhad, from whom a sample of 218 was randomly selected. Data were collected using the Helms and Spencer (1977) Achievement Motivation Scale, Schwartz's (1999) Self-Efficacy Scale, Scheier and Carver's (1985) Optimism Scale, and Connor and Davidson's (2003) Resiliency Scale. Data analysis was conducted using Pearson correlation and structural equation modeling (path analysis) methods. According to the results, resilience and optimism had a direct relationship with self-efficacy and achievement motivation. The mediating role of achievement motivation in the relationship between resilience, self-efficacy, and optimism with self-efficacy was confirmed. The results of the present study showed that resilience and optimism had a direct relationship with self-efficacy and motivation to progress, and the mediating role of motivation to progress in the relationship between resilience and self-efficacy and optimism and self-efficacy was confirmed. Also, optimism and resilience had a positive and significant effect on motivation to progress and self-efficacy.
Research Paper
Hamza Mirzai; Salar Faramarzi; Mojtaba Jahanifar; Amir Masnavi
Abstract
The aim of the present study was to determine the effectiveness of the educational package of the multimedia learning environment model on academic engagement and Academic incivility in students with specific learning disorders. The statistical population included all children with special learning disabilities ...
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The aim of the present study was to determine the effectiveness of the educational package of the multimedia learning environment model on academic engagement and Academic incivility in students with specific learning disorders. The statistical population included all children with special learning disabilities in the third and fourth grades of primary school in the academic year 2022-2023 in Esfahan, of which 30 were selected in an available manner and finally were randomly divided into two groups of 15 (experimental and control). Participants completed Clark et al.'s (2015) Academic Incivility Questionnaire and Reeve's (2013) Academic Engagement Questionnaire for the pre-test. In the following, the desired training package was implemented for the experimental group for 8 sessions, each session lasting 45-60 minutes. While the group did not receive a training certificate. In the end, the experimental and control groups completed the Academic Incivility Questionnaire and the Academic Engagement Questionnaire as a post-test. Finally, the data were analyzed using SPSS-24 software using the method of variance analysis with repeated measurements. The analysis of the research data showed that the educational package of the multimedia learning environment model has significantly led to the improvement of academic engagement and Academic incivility (p<0.001). Therefore, it can be concluded that the educational package of the multimedia learning environment model was effective in increasing academic engagement and reducing the Academic incivility of students with specific learning disorders and its durability remained after two months.
Research Paper
Kimia Rigi; Mansooreh Shahriari Ahmadi,; Parisa Tajali; Parvaneh Ghodsi,
Abstract
The present study was conducted with the aim of the effectiveness of emotional recognition intervention on emotional self-regulation and empathy of children with oppositional defiant disorder. It was a semi-experimental research project of pre-test-post-test and follow-up type with a control group and ...
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The present study was conducted with the aim of the effectiveness of emotional recognition intervention on emotional self-regulation and empathy of children with oppositional defiant disorder. It was a semi-experimental research project of pre-test-post-test and follow-up type with a control group and a statistical population including all children with oppositional defiant disorder who referred to counseling centers and psychological services in Mashhad in the academic year of 2023, which was sampled in Among these children, a sample of 30 children was selected based on the entry criteria and then they were replaced in two experimental and control groups. Children Symptom Inventory-4 (Gadow, Sprafkin, 1994) and Emotion Self-Regulation questionnaire (Shields & Cicchetti, 1997) and empathy questionnaire for children and adolescents (Overgaauw et al, 2017) were used to collect data. Analysis of variance with repeated measurements was used for statistical analysis. The results showed that the level of self-regulation and empathy of the experimental group increased after the emotional recognition intervention and also after one month (follow-up phase) compared to the control group (P<0.01). The obtained evidence shows that emotional recognition intervention is effective in increasing emotional self-regulation and empathy of children with oppositional defiant disorder.
Research Paper
omid isanejad; Avin Mohammadi
Abstract
Raising and taking care of children with special needs is a significant as well as challenging matter. Many approaches have been utilized to increase the quality of education for them and reduce the adverse impacts of variables such as stress and depression. One of these approaches, which has received ...
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Raising and taking care of children with special needs is a significant as well as challenging matter. Many approaches have been utilized to increase the quality of education for them and reduce the adverse impacts of variables such as stress and depression. One of these approaches, which has received a lot of attention in recent decades in Iran, is logotherapy. The purpose of this meta-analysis was to determine the effectiveness of logotherapy in parents of children with special needs. The purpose of this meta-analysis was to determine the effectiveness of logotherapy in parents of children with special needs. Using the meta-analysis method, this research determines the effect size of logotherapy by integrating the results of different research. Nine reviewed studies, published between 2011 and 2021, in terms of methodology were selected and meta-analysis was performed on them. The sources of data search were SID, NOORMAGS, MAGIRAN, and CIVILICA. Data analysis was done using CMA2 software and Hedges' g index. The findings show that investigating the heterogeneity of effects using Cochran's Q test, the Q value was 153.30 and the I square was 92.17, which is significant (p<0.001). As a result, the effect sizes are heterogeneous and the random effect model should be considered to analyze the effects. The size of the random effect is equal to 1.08. Similarly, the value of random Hedges' g equal to 1.04 was obtained. Therefore, it can be said that logotherapy has had a great effect on the parents of children with special needs.
Research Paper
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.
Research Paper
zahra mohamadi; amir ghamarani
Abstract
The aim of the present study was to investigate the effectiveness of mother-child interaction training based on the Precede model, on mothers' meta-emotional philosophy and emotional-behavioral problems in children. This research was a semi-experimental research of pre-test and post-test type with ...
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The aim of the present study was to investigate the effectiveness of mother-child interaction training based on the Precede model, on mothers' meta-emotional philosophy and emotional-behavioral problems in children. This research was a semi-experimental research of pre-test and post-test type with a control group. The statistical population was the mothers of children with emotional and behavioral disorders in the city of Isfahan in 1401, 30 people from this population were selected as a sample and 15 people were randomly assigned to the experimental group, and 15 people were randomly assigned to the control group. The mothers of the experimental group participated in 6 sessions of 60-minute mother-child interaction training based on the Precede model, and the control group did not receive any intervention. Both groups completed the research tools including: Evelyne kehe’s (2006) meta-emotional Philosophy Questionnaire and Achenbach’s (1992) Child Behavior Checklist-Parent Form before and after the intervention. The data were analyzed by univariate and multivariate ANCOVA tests run in the SPSS software (26.00). The findings showed that the values of both variables in control and experimental groups had a significant difference in the post-test stage (significance level less than 0.05). Therefore, this intervention positively and significantly impacted (transemotional philosophy) (F = 201.568 and P = 0.0001) 0) and emotional and behavioral problems (F=36.588 and P=0.0001)), at α=0.05 significant level. Therefore, mother-child interaction training based on Precede model had significantly effect on the meta-emotional philosophy of mothers and emotional-behavioral problems in adolescents aged 11-14 years.
Research Paper
Ali Shabanzadeh; Mohammadbagher hasanvand
Abstract
The present study was conducted with the aim of the effectiveness of schema therapy on the symptoms of Anxiety Disorder in mothers with Intellectual Developmental Disorder children in Quds city. This study was conducted as a semi-experimental research with a pre-test and post-test design with a control ...
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The present study was conducted with the aim of the effectiveness of schema therapy on the symptoms of Anxiety Disorder in mothers with Intellectual Developmental Disorder children in Quds city. This study was conducted as a semi-experimental research with a pre-test and post-test design with a control group. The statistical population of this research included all Mothers with Intellectual Developmental Disorder Children in Qods city in the academic year of 2022-2023 from which 30 people were selected by available sampling and were randomly divided into 2 groups of 15 people, experimental and control. Beck's anxiety questionnaire (1998) was completed as a pre-test by both groups, then the experimental group received 12 sessions of schema therapy and the control group went through their normal daily schedule. Then, post-test was performed on both groups and the research data was analyzed using descriptive statistics (central tendency and dispersion indices) and inferential (covariance analysis) methods. The results showed that schema therapy had a positive and significant effect on reducing Anxiety Disorder symptoms (P<0/005). Using schema therapy as an effective treatment can reduce the symptoms of Anxiety Disorder in mothers with Intellectual Developmental Disorder children and help improve their mental status and daily life.
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
usef jalali
Abstract
The poor theory of mind is one of the basic defects of children with intellectual disability, which causes a major dysfunction in most of their functions. This study aimed to design an educational program based on group plays and determine its effectiveness on theory of mind and self-esteem in children ...
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The poor theory of mind is one of the basic defects of children with intellectual disability, which causes a major dysfunction in most of their functions. This study aimed to design an educational program based on group plays and determine its effectiveness on theory of mind and self-esteem in children with mild intellectual disability. This study was semi-experimental with pretest-posttest design with a control group and a follow-up. The population was all students with mild intellectual disability in Tehran in second elementary school who were studying in exceptional schools for the 2022-2023 school year. The sample consisted of 28 male students who were included in the study using convenience sampling and randomly divided into the experimental and control group. The instruments were Theory of Mind test of Steerneman (1999) and Self-Esteem Scale of Rosenberg (1965). The intervention program was implemented on the experimental group in 24 sessions of 90 minutes. Moreover, a follow-up was performed two month after the sessions. The data were analyzed by repeated measures analysis of variance. The results showed that the educational program of this study has good validity and reliability. Moreover, it has a significant effect on improving theory of mind and self-esteem (p< 0.001), and this effect was sustainable after two month. Parents, teachers, psychologists and rehabilitation centers can use the plays of this educational program to improve theory of mind and self-esteem of children with mild intellectual disability.