Psychology of Exceptional Individuals

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 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.

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 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.

Abstract Aim of the present study was to adapt play and activities based on the Totally Physical Response (TPR) method and compare its effectiveness with the Picture Exchange Communication System (PECS) method on the language skills (comprehensive and expressive) of students with autism. The present study method was a quasi-experimental type with a per-test-post-test design and a two-month follow-up with the control group. The statistical sample was 45 students aged 7 to 12 with autism in Qom in the academic year 2024-2025, who were selected based on the inclusion and exclusion criteria and were randomly assigned to three groups (two experimental groups and one control group) with 15 students in each group. The Test of Language Development (TOLD:P:3) by Hammill & Newcomer (1997) was used to measure language skills. The first experimental group underwent 12 sessions of the picture exchange communication system method and the second experimental group underwent 22 sessions of play and activities based on the totally physical response method, and the control group did not receive any intervention. The collected data were analyzed using repeated measures analysis of variance. The results showed that play and activities based on the totally physical response method and the picture exchange communication system method had positive effects on the language skills (comprehensive and expressive) of students with autism (P < 0.05). These methods improved the language skills of students with autism. Therefore, both methods are effective and can be considered by therapists, psychologists, teachers, and mothers of children with autism.

Abstract The significant prevalence of internalizing behavioral problems among students and their detrimental consequences on emotions and cognitive functions highlight the need for innovative interventions to improve emotional regulation and cognitive processes. The present study aimed to determine the effectiveness of intervention based on Aesthetics on anxiety and metamemory in students with internalizing behavioral problems. The intervention was designed based on a thematic analysis of authentic texts in aesthetics, and its content validity was confirmed using Lawshe's (1975) method and the Content Validity Index (CVI). A quasi-experimental design with a pretest-posttest and control group was employed. The statistical population included female fourth- and fifth-grade elementary students in Isfahan during the 2024-2025 academic year, from whom 30 students were selected through purposive sampling using the Rutter Children's Behavior Questionnaire—Teacher Form (Rutter, 1967) and randomly assigned to experimental and control groups (15 participants each). Research instruments included the Spence Children's Anxiety Scale (Spence, 1997) and the Multifactorial Memory Questionnaire (Troyer & Rich, 2002), completed before and after the intervention. The experimental group received an aesthetics-based intervention consisting of eight 60-minute sessions over two months. Data were analyzed using analysis of covariance with SPSS. The findings indicated that the intervention significantly reduced anxiety in the experimental group compared to the control group (P < 0.05), but had no significant effect on metamemory (P > 0.05). This finding confirms the emotion regulation function of aesthetics and highlights the necessity of integrating it with direct instruction in metacognitive strategies for improving higher-order cognitive functions.

Abstract The co-occurrence of obsessive-compulsive disorder (OCD) and the responsibility of caring for a child with multiple disabilities significantly impacts mothers' mental health. The present study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) in reducing OCD symptoms among mothers of children with multiple disabilities. This single-subject study was conducted in 2023 with four mothers diagnosed with OCD residing in Isfahan. Participants were selected purposefully and voluntarily. The research instrument was the Padua Inventory (PI), administered at baseline (pre-treatment), during treatment (sessions 2, 4, 6, and 8), and at a one-month follow-up. Participants underwent eight 45-minute sessions over two months. Data were analyzed using percentage of improvement, Reliable Change Index (RCI), and visual graph analysis. The results indicated that ACT significantly reduced obsessive-compulsive symptoms in the participants. Furthermore, the therapy, through fostering acceptance of thoughts and emotions, enhanced the mothers’ ability to manage stress and improved their quality of life. The findings confirm the effectiveness of ACT in alleviating OCD symptoms and improving both personal and family functioning, emphasizing its value in treating OCD.

Abstract This letter to the editor introduces a proposed intervention protocol. Developmental dyslexia is a prevalent learning disorder, and recent interventions in Iran have primarily focused on cognitive rehabilitation and phonics-based methods. As an abjad script, Persian presents unique visuo-orthographic challenges—such as high visual similarity among letters, positional allography, and the typical omission of short vowels—that are rarely targeted by conventional interventions. The purpose of this letter was to introduce the "Alphabetic Hand," a culturally adapted, embodied intervention designed to enhance visual-auditory discrimination in Persian-speaking children with dyslexia. The design of this method was guided by two principles, maximum differentiation and motor ease, and involved mapping each Persian phoneme onto a specific finger segment. Published evidence from rigorous randomized controlled trials indicated that congruent hand movements significantly improved conditional letter-sound knowledge, while neuroimaging evidence revealed that such motor-phoneme mapping could strengthen functional connectivity between sensorimotor and visual networks, a key deficit in dyslexia. The method is scalable, low-cost, and requires no technology. The main conclusion was that the Alphabetic Hand method should be regarded as a proposed protocol, and its effectiveness requires confirmation in future clinical trials.

Abstract The purpose of the present study was to investigate the effect of gaze stabilization exercises on balance and quality of life in multiple sclerosis patients.The research method was quasi-experimental with pre-test and post-test design with a control group. The statistical population of the present study was patients aged 20-40 years with multiple sclerosis in Urmia city, of whom 36 were selected through purposeful random sampling and placed in two groups of 18: experimental (mean age: 21.77±2.90) and control (mean age: 21.44±3.12). The Sharpened Romberg test for measuring static balance, the timed up-and-go test for measuring dynamic balance, and the MS-29 quality of life questionnaire were performed similarly at pre-test and post-test. The experimental group performed gaze stability exercises 3 sessions per week for 8 weeks during 60-minute sessions. The data were analyzed using analyze of covariance (ANCOVA)in SPSS software version 26. The results showed that, controlling for the pre-test score, there was a significant difference between the static and dynamic balance test scores and quality of life scores of the experimental and control groups in the post-test (p=0.001). eight weeks of gaze stabilization training significantly improved balance and visual stability in multiple sclerosis patients. This improved balance and reduced visual limitations lead to improved quality of life and more active participation in daily activities. Therefore, it is recommended that multiple sclerosis patients participate in more gaze stabilization and vision training-based exercise programs.

Abstract Teachers of exceptional schools, due to the complex and stressful nature of their profession, are more exposed to decreased psychological well‑being and increased emotional exhaustion. The present study aimed to predict psychological well‑being and emotional exhaustion based on self‑perception and its dimensions among teachers of exceptional schools in Qom province. This applied study utilized a descriptive‑correlational design with structural equation modeling. The statistical population included all teachers of exceptional schools in Qom province during the academic year 2025‑2026 (N = 420), of whom 201 were selected using Cochran's formula and stratified random sampling proportionate to the strata size. Data were collected using the Shostrom Self‑Perception Inventory (1962), the short form of the Ryff Psychological Well‑Being Scale (1989), and the Maslach and Jackson Emotional Exhaustion Inventory (1981). The data were analyzed using structural equation modeling. The findings indicated that self‑perception had a significant positive relationship with psychological well‑being and a significant negative relationship with emotional exhaustion. Moreover, self‑acceptance and self‑regard showed positive relationships with psychological well‑being and negative relationships with emotional exhaustion. Both the integrated model of self‑perception and the differentiated model of its dimensions explained a significant portion of the variance in well‑being and emotional exhaustion. Based on the findings, self‑perception and its dimensions play a determining role in the psychological well‑being and emotional exhaustion of teachers in exceptional schools. These results are applicable for educational policymakers and administrators in designing preventive and promotive interventions for teachers' mental health.

Abstract This study aimed to investigate the effectiveness of multimodal multimedia-based training on self-efficacy and happiness among students with externalizing behavioral disorders. The research employed a semi-experimental design with a pretest–posttest and a control group. The statistical population included all students with externalizing behavioral disorders in Shahrood and their mothers during the 2021–2022 academic year. From this population, 20 participants were selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group received multimodal multimedia-based training in eight 70-minute sessions. Research instruments included the Achenbach Child Behavior Checklist- Teachers' Report Form (Achenbach & Rescorla, 2007), the Self-Efficacy Questionnaire for Children (SEQ-C) (Muris, 2001), and the Oxford Happiness Questionnaire (Argyle & Lu, 1990). Data were analyzed using univariate and multivariate covariance analyses (ANCOVA and MANCOVA). Findings indicated that multimodal multimedia-based training significantly improved self-efficacy and happiness in students with externalizing behavioral disorders (p < 0.05). These results suggest that integrating auditory, visual, and kinesthetic software in multimodal training can effectively enhance self-efficacy and happiness among these students.

Abstract With the growing integration of artificial intelligence in education, teachers' ability to use these tools in designing intelligent, interactive learning activities has become increasingly important. This is particularly significant in special needs education, where flexible instructional design plays a crucial role. Effective use of such technological capabilities largely depends on teachers' AI literacy. Accordingly, this study examined the relationship between the four components of AI literacy among special education teachers—cognitive, behavioral, affective, and ethical—and their use of AI capabilities in designing instructional activities. This study employed a descriptive–correlational survey design. The statistical population consisted of special education teachers in Alborz Province, Iran, from which 142 teachers were selected through convenience sampling. Data were collected using the AI Literacy Questionnaire by Ng et al. and a researcher-developed checklist measuring teachers' use of AI capabilities in instructional design. Data were analyzed using Pearson correlation and multiple regression. Findings revealed a positive, significant relationship between teachers' AI literacy and their use of AI capabilities in instructional design (r = 0.522, p < 0.01). Regression analysis further indicated that cognitive, behavioral, and ethical components significantly predicted teachers' use of AI capabilities, whereas the affective component was not a significant predictor. Results highlight the importance of professional development programs that go beyond technical skills and strengthen conceptual understanding, practical competencies, and ethical awareness in educational AI use.

Abstract The aim of this study was to determine the effectiveness of Compassion-Focused Therapy (CFT) on the experience of violence and assertiveness among adolescent orphan girls. The research employed a quasi-experimental design with pretest–posttest and a control group. The statistical population consisted of all adolescent orphan girls residing at the Malaek Institute in Tehran in 2024 )(37 girls). A total of 30 participants were selected through purposive sampling and randomly assigned to experimental and control groups (15 participants in each group). The experimental group received Compassion-Focused Therapy, while the control group was placed on a waiting list. The instruments used in this study included the Violence Experience Questionnaire (Zarei, 2013) and the Assertiveness Questionnaire (Gambrill & Richey, 1975). The results indicated that Compassion-Focused Therapy had a significant effect on reducing the experience of violence and increasing assertiveness in the posttest stage (p<.01). Also 86% of the changes in the variable of experience of violence and 64% of the changes in the variable of self-assertion were due to the effect of CFT. These findings suggest that enhancing self-compassion and developing a positive self-attitude can play an important role in improving psychological well-being and social skills among this vulnerable population. Therefore, Compassion-Focused Therapy can be considered an effective approach for empowerment and psychosocial support programs targeting adolescent orphan girls.