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
Fateme Saeedi; Shahnaz Khaleghipour; Fateme Tabatabaee
Abstract
"The different perception of blind adolescents about their surrounding world and their relationships with parents leads to emotional and social problems in them, requiring parents' awareness of how to interact with a visually impaired child to demand more special attention. This research was ...
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"The different perception of blind adolescents about their surrounding world and their relationships with parents leads to emotional and social problems in them, requiring parents' awareness of how to interact with a visually impaired child to demand more special attention. This research was conducted with the aim of examining the effectiveness of schema-based parenting on emotional self-regulation and parental rejection perception in blind adolescents. The research method was a quasi-experimental design with pre-test, post-test, and follow-up stages with a control group. Among blind adolescents aged 12 to 16 who were studying in special schools for the blind in Isfahan, 30 visually impaired adolescents along with their parents who met the research criteria were purposefully selected through targeted sampling and randomly assigned to two groups: experimental (15 participants) and control (15 participants). the experimental group, parents of blind adolescents received schema-based parenting intervention, while the control group did not receive any educational intervention. Emotional self-regulation and perceived parental rejection of blind adolescents in both groups were assessed in three stages: pre-test, post-test, and two months later. Data analysis showed that in the post-test stage compared to the pre-test, there was an increasing trend in emotional self-regulation variables and a decreasing trend in perceived parental rejection among blind adolescents in the experimental group. This effectiveness was maintained during the follow-up stage. Therefore, schema-based parenting programs can be used to enhance emotional self-regulation and improve the perception of parental rejection in blind adolescents.
Research Paper
Ali BeheshtiMotlagh; mohammad narimani
Abstract
In the deaf and hard-of-hearing community, due to the communication limitations, the possibility of suffering from mental health disorders is higher, this communication limitation increases the possibility of isolation and addiction disorders, as well as the research sources of addiction disorders in ...
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In the deaf and hard-of-hearing community, due to the communication limitations, the possibility of suffering from mental health disorders is higher, this communication limitation increases the possibility of isolation and addiction disorders, as well as the research sources of addiction disorders in the deaf and The hearing impaired are very limited and its lack is felt; Therefore, the main goal of this research was to systematically review the types of addictive disorders in the deaf and hard of hearing community.
Statistical population, types of addictive disorders in deaf and hard of hearing, which was conducted in the last 11 years (1390-1401) in Persian sources and the last 18 years (2023-2005) in English sources, in the form of articles published in scientific-research journals. To find Persian articles, search the Internet using the following keywords: addiction and the deaf, alcohol and the deaf, drug use and the deaf, smoking and the deaf, social networks and the deaf in internal databases: Mag-Iran Publications Information Bank, Silvica, scientific database. Academic Jihad and Research Institute of Scientific Information and Documents of Iran took place. Foreign databases, Science Direct, IEEE PubMed, Springer, PsychInfo, and Web of Science were reviewed for English articles. After reviewing the articles, 100 English and Farsi articles were selected. The results of the survey showed that the highest frequency of addiction disorders in the deaf and hard of hearing is related to drug use (41.66%), smoking (25%), and alcohol consumption (20.83%). Meanwhile, addiction to virtual networks (12.5%) has the lowest frequency.
Research Paper
Fateme Nourkojouri; narges pourtaleb; Elnaz MusaNejad
Abstract
The aim of the present study was to determine the Effectiveness of Play Therapy based on Executive Functions on Attention Deficit and Impulsivity of Students with ADHD.
This was a quasi–experimental research with a pretest–posttest and a control group. The statistical population in this research ...
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The aim of the present study was to determine the Effectiveness of Play Therapy based on Executive Functions on Attention Deficit and Impulsivity of Students with ADHD.
This was a quasi–experimental research with a pretest–posttest and a control group. The statistical population in this research was included all male students with ADHD, between 8-10 years old in Tabriz city in the academic year of 2022-2023. The statistical sample consisted of 30 students with attention deficit hyperactivity disorder who were identified by the introduction of the school counselor and evaluation with scale of CSI-4 and were selected using the convenience sampling method and they were randomly divided into two experimental and control groups. Both groups were evaluated with software version of Stroop and Go-No go tests phases, pre-test and post-test. The experimental group participated group play therapy based on executive functions for 10 sessions of 60 minutes, one day a week . The data obtained from the research were analyzed by multivariate analysis of covariance (MANCOVA) . The significance level was considered 0/05 in all tests.
The findings showed that there was a significant difference between the experimental and control groups in the attention deficit variable. However, this difference was not significant in the impulsivity variable. According to the results obtained in this research, play therapy based on executive functions and providing interventions focused on improving executive functions in children with attention deficit hyperactivity disorder can improve these children’s attention deficit problems to a great extent.