Abbas Ali Hosseinkhanzadeh; Ali Reza Mohammdiarya
Volume 3, Issue 10 , March 2013, , Pages 21-44
Abstract
Thisresearch aims at identifying the necessary social skills for students withmental retardation in work place.The present study is a descriptive-survey design. In this regard, 142teachers are selected as sample using convenient sampling method. In the nextstage, perspectives of teachers are surveyed ...
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Thisresearch aims at identifying the necessary social skills for students withmental retardation in work place.The present study is a descriptive-survey design. In this regard, 142teachers are selected as sample using convenient sampling method. In the nextstage, perspectives of teachers are surveyed using a researcher-developedquestionnaire. After preliminary study and determination of the psychometricproperties of the questionnaire, it is administered on the target samples. The data analysis identified the 25necessary social skills for students with mental retardation in work place. As a conclusion, social skillsinclude various levels prioritized by teachers for the success of persons withmental retardation in work place. Therefore, socialskills identified in this study can be used in vocational planning for mentallyretarded students
neda akrami; Farangis Kazemi; hamid alizade
Volume 4, Issue 16 , September 2014, , Pages 21-36
Abstract
The purpose of this research was conducting a comparison of achievement motivation rate in students with attention deficit/hyperactivity disorder (ADHD), consumers and non-consumers of Ritalin, as well as normal students. in this causal-comparative research, the samples were recruited from the ...
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The purpose of this research was conducting a comparison of achievement motivation rate in students with attention deficit/hyperactivity disorder (ADHD), consumers and non-consumers of Ritalin, as well as normal students. in this causal-comparative research, the samples were recruited from the students who were studying in the 5th and 6th grades of elementary public schools in district 8 of Tehran. These students were chosen based on the cluster sampling method and they were divided into three different groups. The Hermans’s Achievement Motivation Questionnaire was applied, and the results were analyzed by ANOVA. The results indicated that there were significant differences in the achievement motivation rate among these three groups. It was revealed that the normal students had the most achievement motivation rate. The students with ADHD who took Ritalin had a higher achievement motivation level than those with ADHD who did not take Ritalin. It can be inferred that consuming Ritalin can lead to an increase in theachievement motivation in the students with ADHD.
Mojdeh Janeh; Soghra Ebrahimi Ghavam; Hamid Alizadeh
Volume 2, Issue 5 , April 2012, , Pages 21-42
Abstract
Purpose: The present research’s purpose is to compare the executive functions of reasoning, planning, organizing and working memory between the students with or without mathematics disorder at primary school.
Method: The research is of an applied type and the method to carry it out is contextual. ...
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Purpose: The present research’s purpose is to compare the executive functions of reasoning, planning, organizing and working memory between the students with or without mathematics disorder at primary school.
Method: The research is of an applied type and the method to carry it out is contextual. The statistical population includes girl students with or without mathematics disorder at primary schools in the Tehran province.
60primary school girls at the age of 8 to 11 were randomly assigned in 2 groups of 30with or without mathematics disorder. In order to gather data tests of key math Andre Rey, subtests of similarities and children numerical memory and W.I.S.C were used. The data was analyzed by multiple variance analysis tests.
Results: The findings showed that the students with mathematics disorders were different in terms of the executive functions of reasoning, planning, organizing and working memory as compared with the normal group. The outcomes of the present research showed that: there is a meaningful difference in related-combined variables of reasoning, planning, organizing and working memory between the two groups of normal and those having mathematical dysfunction. To specify the meaningfulness of the final outcome Bonferroni correction was used and P which was equal to 0.05 was divided by 4. Amount of P turned to be 0.0125 and meaningfulness was assigned to the test.
Conclusion and recommendations: With regard to existing theories and researches so far undertaken in the area and the results of the present research we can conclude that there are obvious differences in the functions of reasoning, working memory and planning-organizing of normal students and those having mathematical dysfunction. However this research studied 3 areas of the executive functions including reasoning, planning-organizing and working memory. It is suggested that other executive functions be also studied in future research projects
Setareh Shoja’i; Ahmad Beh-Pajooh; Mohsen Shokoohi-yekta; Baqer Ghobari
Volume 2, Issue 6 , June 2012, , Pages 21-46
Abstract
Objective: This study aims at predicting the general mental health based on resilience in adolescent siblings of students with intellectual disabilities.
Method: The present study is an applied research conducted by correlational methodology. The statistical population of this research includes all ...
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Objective: This study aims at predicting the general mental health based on resilience in adolescent siblings of students with intellectual disabilities.
Method: The present study is an applied research conducted by correlational methodology. The statistical population of this research includes all the adolescent (12–18 year-old) siblings of students with intellectual disabilities in Shiraz city in the academic year 2011–2012. The sample size is 91 adolescent (50 females and 41 males) siblings selected by random cluster sampling. Conner & Davidson resilience scale was applied to measure the resilience of siblings, and General Health Questionnaire (GHQ 28) was used for measuring mental health disorders.
Results: The data were analyzed by using multiple regression test, which show that resilience is a significant negative predictor of symptoms of somatic disorder, anxiety, social dysfunction and depression (p<0/01). These findings are indicative of the role and importance of resilience in mental health of siblings of students with intellectual disabilities. Therefore, in order to increase the mental health of adolescents, who have siblings with intellectual disabilities, resilience training programs should be designed and implemented as a pre-emptive action.
Abolghasem Yaghoubi; Hosein Mohagheghi; Maryam Ghafoori Asar; Khosro Rashid
Volume 3, Issue 9 , April 2013, , Pages 21-32
Abstract
This research aims at studying the effects of Fernald multi-sensory & Frostig visual perception methods on improvement of reading performance in 2nd grade dyslexic male students in elementary schools in Hamedan. The subjects are 45 2nd grade dyslexic male students in elementary schools in Hamedan, ...
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This research aims at studying the effects of Fernald multi-sensory & Frostig visual perception methods on improvement of reading performance in 2nd grade dyslexic male students in elementary schools in Hamedan. The subjects are 45 2nd grade dyslexic male students in elementary schools in Hamedan, out of which 15 students are placed in Fernald multi-sensory experimental group and 15 others in Frostig visual perception experimental group. The remaining 15 students are considered as the control group. The subjects are selected from a population through dyslexia check list based on teachers’ idea. In order to homogenize the groups, Raven's Children IQ Test is used. After performing the pre-test, Multi-sensory experimental group receives Fernald multi-sensory instruction, and the visual perception experimental group receives Frostig visual perception instruction for 10 sessions. However, the control group does not receive any instructions. Falah Chay Reading Test (1995) is administered for the three groups as pre-test and post-test. For data analysis, T-Test and Analysis of Covariance are used. The results show that the groups trained with Fernald multi-sensory and Frostig visual perception methods perform better in reading, comprehending the meaning of sentences and reading performance than the control group. Meanwhile, the group trained with Fernald multi-sensory has a better performance in reading and comprehending the meaning of sentences in comparison with the one receiving the Frostig visual perception method. It can therefore be concluded that the above said methods can improve the reading performance in dyslexic male students, and among these two methods, Fernald multi-sensory method may be applied as the more effective method in improvement of the reading performance in these students.
khadijeh shiralinia; hadiss ABDOLLAHI MUSAVI; Reza KHojastemehr
Abstract
Parents of a child with autism spectrum disorder are confronted with many challenges in raising their child. Researchers report that this families experience more parenting stress than families of other disabilities.The present study aimed to investigating the effect of using group Acceptance and Commitment ...
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Parents of a child with autism spectrum disorder are confronted with many challenges in raising their child. Researchers report that this families experience more parenting stress than families of other disabilities.The present study aimed to investigating the effect of using group Acceptance and Commitment Therapy (ACT)-Based Training on reducing Parenting Stress and increase Psychological Flexibility in Mothers of Children with Autism Disorder in Ahvaz. The research design was quasi-experimental with pre-test and posttest and control groups The statistical population of this study included all the Mothers of Children with autism spectrum disorder in Ahvaz. 44 mothers of children with autism spectrum disorder were selected through convenience sampling method, and then they were put into two experimental and control groups . The intervention group received group Acceptance and Commitment Therapy for 8 sessions of 90 minutes. The research of the study included Parentings Stress Inventory and Acceptance and Action second revised (AAQ-II). Acceptance and Commitment Therapy (ACT)-Based Training was performed in eight sessions in the experimental group. Data were analyzed using repeated measures analysis of variance. The results indicated the effectiveness of experimental treatment on the reduced scores of parenting stress and increase psychological flexibility in the mothers in the experimental group. Hence, this method is effective and useful to improve the mental health of this mothers.
Jalal Kalantary; Siamak Samani; gholamali Afrooz; Zhaleh Refahi
Abstract
Abstract The present research was conducted with the purpose of comparison of marital satisfaction and mental health in relative and non-relative parents of children with mental disabilities. This research is a causal – comparative study. The statistical population of this research consisted of ...
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Abstract The present research was conducted with the purpose of comparison of marital satisfaction and mental health in relative and non-relative parents of children with mental disabilities. This research is a causal – comparative study. The statistical population of this research consisted of all relative and non-relative parents of children with mental disabilities in Shiraz, Marvdasht and Fasa in Fars state. Of the population, 50 relative parents and 100 non- relative parents of children with mental disabilities were selected based on convenience sampling.To collect the data, General Health Questionnaire-28 questions and Afrooz Marital Satisfaction Scale Revised (AMSS-R) were used. The results of analysis of t -test for independed sampels group, multivariate variance and test of pearson corelation showed that there is not a significant difference between the two groups of relative and non-relative parents of children with mental disabilities in marital satisfaction and mental health.Therfor relative and non-relative not effect on marital satisfaction and mental health in parents.
Abas Ali Hossein khanzadeh; Ghorban Hemati Alamdarlo; Mohsen Babai; Zeynab Babai
Volume 1, Issue 3 , October 2011, , Pages 23-54
Abstract
Objective:The aim of this study was to investigate the attitudes of parents and teachers about educational placement of gifted students. Method: The present study is an applied research and is undertaken by survey method. The statistical population of this research includes the total number of parents ...
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Objective:The aim of this study was to investigate the attitudes of parents and teachers about educational placement of gifted students. Method: The present study is an applied research and is undertaken by survey method. The statistical population of this research includes the total number of parents and teachers of gifted students studying in Rasht city in 2010-2011 and the sample size was the same as the population (64 teachers and 96 parents) . The Attitudes Assessment of Parents and Teachers of gifted student's inventory was used for collecting the data. Frequency and percentage was used for the descriptive data and analysis of data was accomplished by utilizing kallmogrof-smirenof and independent T test. Results: The results indicated that both parents and teachers have negative attitudes about integration and positive attitudes towards segregation of gifted students. Actually both parents and teachers prefer the segregation placement for gifted students. Conclusion and Recommendations: The suggestion is that the ministry of education should collaborate with academic experts to design and implement workshops about integrated education for parents and teachers of all types of students, such as gifted students, and also students with intellectual disabilities to increase their knowledge about integrated education and the benefits of this system. In order to change the negative attitudes of parents and teachers about integrated education. Upon these attitude changes their support can be gained for promoting this educational system.
Daryosh Norozi; Ahmad Ahmad zade bayani; Najmi Agha barati
Volume 1, Issue 4 , February 2016, , Pages 23-52
Abstract
Objective: The purpose of this research is to assess the effect of traditional teaching and multimedia on the learning and retention of mathematics in autistic students of the fifth grade of elementary school in the city of Tehran. Method: In this research, 8 autistic boy students of the fifth grade ...
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Objective: The purpose of this research is to assess the effect of traditional teaching and multimedia on the learning and retention of mathematics in autistic students of the fifth grade of elementary school in the city of Tehran. Method: In this research, 8 autistic boy students of the fifth grade of elementary school were selected and assigned randomly into control and experimental groups, 4 students in each group. To start a test of homogeneity between the groups was made. After assuring the homogeneity of the two groups the experimental group was taught via a researcher made multimedia package while the control group undergoes the traditional and teaching. The time plan for each instruction method for each group has been 4 sessions. In each group four learning and retention posttests of the content about diamond and trapezoid were conducted. Results: Data analysis via using t-test showed that applying the multimedia is more effective than the traditional teaching of mathematics concerning autistic students .In other words the results indicated that teaching via multimedia has a meaningful effect on the learning and retention of the autistic student. Conclusion and recommendations: Vaster application and use can be made of the multimedia modus of teaching autistic students.
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Abstract
The purpose of the present study was to investigate right and left brain hemispheres’ capabilities in gifted students with and without learning disabilities. This causal-comparative study was conducted on 23 gifted students with learning disabilities (17 girls and 6 boys) and 29 gifted students ...
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The purpose of the present study was to investigate right and left brain hemispheres’ capabilities in gifted students with and without learning disabilities. This causal-comparative study was conducted on 23 gifted students with learning disabilities (17 girls and 6 boys) and 29 gifted students (17 girls and 12 boys) who studied in third to fifth grades of elementary school in Shiraz. Purposive sampling was used to identify participants. Wechsler Intelligence Scale for Children-IV (2003), Screening Inventory Reading Test (2009), Torrance Creative Thinking Test, Keymath Test (1999), Reading and Dyslexia Test (2005) and The Kingore Observation Inventory (2001) were used as formal tools in this study. In addition, the state achievement tests, workbooks and teacher's comments were considered. The data in this study were analyzed by descriptive and inferential statistics. The results showed that there were significant differences between two groups in creativity, sense of humor, visual processing speed, fluid intelligence, and nonverbal fluid reasoning that relate to the capability of the right hemisphere (p< 0. 01). All abilities of the left hemisphere, there were a significant differences among gifted students and gifted students with learning disorders (p
mahdis maghsudloo; vahid nejati; jalil fathabadi
Abstract
Executive function deficits are common in children with attention deficit hyperactivity disorder (ADHD). This research aims to assess effects of remedial rehabilitation on executive functions in preschool children with ADHD symptoms. In the current random clinical trial study pretest, posttest and follow-up ...
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Executive function deficits are common in children with attention deficit hyperactivity disorder (ADHD). This research aims to assess effects of remedial rehabilitation on executive functions in preschool children with ADHD symptoms. In the current random clinical trial study pretest, posttest and follow-up design with control group were used. Statistical society includes all preschool ADHD children who referred to counselling centers in Tehran between 2016 -2017. Assessments include ADHD symptom checklist-4 (Gadow & Sprafkin, 1998) and Behavioral rating of executive function-preschool (Gioia,epsy& squith, 2002) questionnaires. After initial assessment by ADHD questionnaire, Thirty two children, who significantly had symptoms, selected by accessible sampling and randomly divided in to experimental group (N=15) and control group (N=17). Intervention group received ARAM computerized cognitive rehabilitation program for 12 sessions in 20 minute, while control group received no treatment. Both groups examined in posttest and follow-up. Data analyzed by repeated measure variance analysis. Result showed remediation rehabilitation significantly improves executive function and ADHD symptoms. We can conclude the remedial rehabilitation by computerized tasks improved cognitive abilities and reduced ADHD symptoms in preschool children.
houshang garavand; Fatemeh Abdoli; Abdollah Mohammadi; saeideh sabzian
Abstract
The present study was conducted by a post-event method to investigate the relationship between psychological capital and quality of life in school with regard to the type of schools studied. The statistical population of the study is the second-year high school students of Sanandaj who had registered ...
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The present study was conducted by a post-event method to investigate the relationship between psychological capital and quality of life in school with regard to the type of schools studied. The statistical population of the study is the second-year high school students of Sanandaj who had registered in the academic year 2018-2019. Estimation of sample size using Cochran's formula for the community of gifted students was equal to 118 and for normal students was equal to 137 people who were selected by cluster sampling. The Psychological Capital Questionnaire (PCQ) and Quality of Life Questionnaire at Ainley & Bourke School (1992) were used to collect data. The results of the independent group t-test and multivariate analysis of variance showed that there is no significant difference between gifted and normal students on the whole scale of psychological capital, but there is a significant difference in terms of the hope component. There was also a significant difference between gifted and normal school students in the whole scale of school quality of life and opportunity subcomponent. Also, based on the calculated beta coefficients, it can be concluded that the relationship between the whole scale of psychological capital and the hope component with the quality of school life is stronger among students of ordinary schools than in gifted schools.
mehdi rasuli; Saeed Rezayi; fateme nikkhoo; .Parviz Sharifi Daramadi
Abstract
Abstract
The present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. The statistical population of the research included all male students with ...
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Abstract
The present study was conducted with the aim of investigating the effectiveness of computer-assisted cognitive rehabilitation on the working memory components of students with attention-deficit/hyperactivity disorder. The statistical population of the research included all male students with attention deficit hyperactivity disorder in Tehran. To select a sample from among all male students suffering from attention deficit hyperactivity disorder in Tehran, 30 of them were in the age range of 7 to 12 years old (students in elementary school) according to the inclusion criteria using the purposeful sampling method. They were selected as samples and were randomly divided into two experimental and control groups. The research tools included Connor's behavioral questionnaire and the Wechsler IQ memory test for children. The cognitive rehabilitation program of Yar Captain Log computer was implemented for 10 sessions of 60 minutes and twice a week for the experimental group. The results of the covariance analysis showed that the computerized cognitive rehabilitation program has improved the active memory components of students with attention-deficit/hyperactivity disorder (P<0.05) and can be used as a suitable method to improve the active memory of these students.
Keywords: Computer-Aided Cognitive Rehabilitation, Working Memory, Students, Attention Deficit/Hyperactivity Disorder.
Extended Abstract
Introduction
Attention deficit/hyperactivity disorder is one of the most common neuropsychological disorders known in children and adolescents, and longitudinal studies have shown that this disorder is generally stable during development (Tandon and Perjika, 2017). Worldwide, this disorder affects about 8 to 12% of children under 12 years of age (Ronald et al., 2021). But research showed that the prevalence of this disorder among children in Iran is 10 to 12%. (Rafiei et al., 2019). This disorder of attention deficit/hyperactivity disorder is associated with extensive negative consequences (American Psychiatric Association, 2013). This disorder leads to disorder in various fields and affects not only the individual but also the structure of the family and society. (Schneider et al., 2019) One of the areas in which children with attention deficit/hyperactivity disorder have problems and have a lot of failure is working memory (Michelini et al., 2023)
Active memory is a systematic structure that connects short-term and long-term memory functions with other cognitive and emotional dimensions. To put it more clearly, active memory means keeping information in the mind and performing continuous activities on it in the shortest possible time (Criter et al., 2022. (In general, active memory is divided into two parts: visual active memory and auditory active memory. Visual working memory is a part of fundamental function of working memory that allows temporary storage and manipulation of visual information related to an ongoing or imminent behavior or activity (Gambarota and Sessa, 2019). Active auditory memory also refers to the process of keeping sounds in the mind for short periods of time when sounds do not exist in the environment for a relatively long period of time (Kamar et al., 2016). Today, active memory as one of the most important and fundamental issues has attracted the attention of many researchers (Perez Martin et al., 2017; quoted by Fathabadi et al., 2019).
Although there is evidence of the beneficial and effective effects of stimulant drugs such as Ritalin for improving the symptoms of attention deficit/hyperactivity disorder and reducing cognitive problems with attention deficit/hyperactivity disorder, the problem is that some other evidence shows that the symptoms of this disorder recur immediately after stopping the drug, and in addition, parents avoid giving the drug to their children due to the fear of stigma and side effects of the drugs (Killo et al., 2018). Therefore, the importance of dealing with non-pharmacological treatments to improve the complications of this disorder has become more and more in the spotlight, and among them, non-invasive approaches based on computer-based cognitive rehabilitation can be mentioned to improve cognitive performance, including the working memory of these children. (Zinali and Mirzadeh, 2018)
Although many studies have pointed to the effectiveness of cognitive rehabilitation on improving the cognitive performance of students with attention deficit/hyperactivity disorder, and also many studies have pointed to the effectiveness of computer-based cognitive rehabilitation on improving the cognitive performance of other groups, unfortunately, the role of computer use in the cognitive rehabilitation of children with attention deficit/hyperactivity disorder has been neglected, therefore, in view of the above, the present study fills the research gap in this field and is also important from the practical point of view, and the question of the present study is this: Is computer-aided cognitive rehabilitation effective on the working memory of students with attention deficit/hyperactivity disorder?
Literature Review
In line with the current research, Zare et al. (2019) showed in a research that computerized cognitive rehabilitation is effective in improving the working memory and cognitive flexibility of children with learning disabilities. Ranjbar et al. (2019) showed in a research that computer-based cognitive rehabilitation tasks improved the cognitive processes of children with executive function defects. In a research, Iriwaki et al. (2016) concluded that computerized cognitive rehabilitation has reduced the cognitive deficit of students with learning disabilities. Xiao et al. (2022) showed in a research that computerized cognitive rehabilitation improves the cognitive performance of students, and Skiankaper et al. (2022) showed in a research that computerized cognitive rehabilitation improves the cognitive function of children. In recent years, according to the advancement of the knowledge of psychologists and educational specialists, attention to children's cognitive issues, especially the search for solutions to solve children's cognitive problems, has become prominent, among which cognitive interventions for children with attention deficit/hyperactivity disorder are also of this rule. It is not excluded (Miranda et al., 2013)
Methodology
The research design was a semi-experimental pre-test-post-test type with a control group. The statistical population of the present study includes all male patients suffering from Attention Deficit/Hyperactivity Disorder in Tehran. In this research, to select a sample from among all male students suffering from attention deficit-hyperactivity disorder in Tehran, 30 people were selected as a sample according to the inclusion criteria by purposive sampling method and were randomly divided into two experimental groups and were controlled. In order to collect information and gain access to the sample community, the researcher, after obtaining a research permit from the General Directorate of Education and Education of Region 3, went to educational psychology centers and by presenting a letter of introduction and coordinating with the director of the center, the sample group of boys with Attention-deficit/hyperactivity disorder was selected based on psychiatric records, and after obtaining consent from their parents, Connors questionnaire (parent form) was completed to ensure the diagnosis of attention-deficit/hyperactivity disorder
Results
In the current study, the sample included 30 students who were in the age range of 7-12 years and with an average of 10 years. Descriptive information on the active memory variable and its components are presented separately for groups in two situations: pre-test and post-test.
According to the results of Table 2, the average of the groups shows that the working memory scores in the post-test of the experimental group have improved compared to the pre-test scores. Covariance analysis was used to analyze the data. For this purpose, the assumptions of the analysis of the covariance test, i.e. the assumption of normality of the distribution, were checked using the Kalmogorov-Smirnov test (P>0.05) and the results of the normality of the distribution were confirmed. Levine's test was used to check the homogeneity of error variance. This test did not show any violation of this assumption. Analysis of covariance test was used for the effectiveness of computer-aided cognitive rehabilitation on working memory components of children with attention deficit/hyperactivity disorder.
The results show that there is a significant difference between the experimental and control groups in the variables of auditory and visual active memory (P<0.05). Considering that the average of the experimental group compared to the control group shows an improvement in the dependent variable, it can be concluded that computerized cognitive rehabilitation has led to an improvement in working memory.
Conclusion
In explaining the effectiveness of computer-aided cognitive rehabilitation on the improvement of working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder, it can be said that Captain Log cognitive rehabilitation software was used in this research because this software teaches orientation skills, response inhibition, multi-step commands, and auditory and visual memory, it can improve active auditory and visual memory in these students. Completing the tasks and games in the software requires the engagement of auditory and visual working memory, and by playing the game and moving to higher levels, the amount of this engagement increases, and with practice and repetition, it strengthens the subject's active memory. It is also possible to point out the feature based on the reinforcement of the tasks of this intervention (Nazarzadeh Giglo et al., 1400). In another explanation, it can be said: an active brain forms very important neurological connections for learning, while a brain that is not active does not create this stable and necessary neurological information. Having the ability to adjust the level of difficulty of tasks from simple to difficult increases brain activity, therefore, failure in working memory is related to dysfunction in the frontal lobe, on the other hand, Yar's cognitive rehabilitation with Captain Lockeg software can stimulate these areas (Abdelmohammadi and colleagues, 1401). For this reason, in this research, computerized cognitive rehabilitation has improved the working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder.
In general, according to the findings of the current research on the effectiveness of computer-aided cognitive rehabilitation on improving working memory components (auditory and visual) of students with attention deficit/hyperactivity disorder, it is appropriate that schools and attention deficit/hyperactivity disorder treatment centers use the computerized cognitive rehabilitation package with the aim of improving the working memory components of students with attention deficit/hyperactivity disorder.
malihesadat kazemi; shole amiri; mokhtar malekpoor; hosein molavi
Abstract
In this Research, the effect of private speech training on executive function of boys between 9 to 11 years old in Isfahan City was examined. This research is an experimental study of pre-test/post-test with control groups. It had a two-stage sampling. Final sample included 20 attention deficit boys ...
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In this Research, the effect of private speech training on executive function of boys between 9 to 11 years old in Isfahan City was examined. This research is an experimental study of pre-test/post-test with control groups. It had a two-stage sampling. Final sample included 20 attention deficit boys (10 for experiment group and 10 for first control group) and 9 normal boys for second control group. Instruments used in this research included British Picture Vocabulary scale, Short form of Wechsler's Intelligence Scale for Children- Revised, Tower subtest of NEPSY Neuropsychology test. To analyze private speech of children, their speech were videotaped while solving Tower subtest and Videos were content analyzed by three encoders. Results showed that children with attention deficit, had significantly more errors in compare to first and second control groups; while both experiment and second control group (which both had been trained) had significantly more amount of private speech in compare to first control group- which had not trained. According to the findings of the research, it can be concluded although private speech training can increase the amount of private speech produced by attention deficit children, this increase in speech, not only will not necessarily increase function of children, but it may backfire on difficult tasks.
shahrooz nemati; FARNAZ mehdipour maralani
Abstract
The aim of current research was to study the structural modeling styles for attachment to God; resilience and mental health in mothers of children with intellectual and developmental disabilities. It’s a correlational design. The statistical population includes all of the mothers of elementary ...
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The aim of current research was to study the structural modeling styles for attachment to God; resilience and mental health in mothers of children with intellectual and developmental disabilities. It’s a correlational design. The statistical population includes all of the mothers of elementary school children with intellectual and developmental disabilities who live in the city of Tabriz in the years 2014 and 2015. To fulfill the stated goal sampling 200 students were selected and the Connor- Davidson’s resilience inventory (2003) and Rowatt and Kirkpatrick’s attachment to God inventory (2002) and mental health inventory of Dragotis and et al (1976) were used to gather the data. Structural equation modeling revealed that among attachments to God, the secure attachment results in an increase in mental health; and the attachment with anxiety factors results in a reduction of mental health; and also the avoidance attachment results a reduction both in mental health and resilience. In addition, resilience was a reason to increase mental health; but resilience in the relation between attachment to God and mental health did not have any mediating role. In regard with the importance of the spiritually developmental constructions in raising positive effects on mental health and its application both on research areas and psychological interventions is suggested for mothers of children with intellectual and developmental disabilities and other groups.
Hossein Taqizadeh
Volume 3, Issue 12 , December 2014, , Pages 27-50
Abstract
Mothers who have children with special needs are under more pressure than mothers whose children have no such problems. The pressure heightens when the child reaches adolescent, which can increase the mother’s frustration and risk her mental health. The purpose of this study was to compare mental ...
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Mothers who have children with special needs are under more pressure than mothers whose children have no such problems. The pressure heightens when the child reaches adolescent, which can increase the mother’s frustration and risk her mental health. The purpose of this study was to compare mental health in mothers of adolescents with special needs and mothers of normal adolescents. The study used a causal- comparative method. Through random sampling, 75 mothers who had teenager with special needs and 25 mothers who had normal teenagers were selected out of all mothers in Babol. The Symptom Checklist-90-Revised (SCL-90-R) and the Raven intelligence test (adult forms) were used for collecting data, and the data were analyzed using ANOVA and Tukey’s range test. The results indicated a significant difference in mental health between the mothers of special needs adolescents and the mothers of normal adolescents in many terms, including: depression (p = 0.033), anxiety (p = 0.008), aggression (p = 0.01), phobic anxiety (p = 0.023). In terms of compulsion, however, the difference was not significant (p = 0.10). It can be concluded that mothers of adolescents with special needs have lower levels of mental health compared to mother of normal adolescents. Furthermore, among mother of adolescents with mental impairments, deaf adolescents and gifted adolescents, the former have the poorer mental health. Based on the findings, we recommend that health care experts increase their focus on mothers of adolescents who have intellectual impairments and that they take proper actions to prevent psychological problems in general.
shahrooz nemati; bagher ghobaribonab
Abstract
This study examined the life experiences and the factors that mothers of children with intellectual disabilities used to forgive others.For this purpose, a qualitative method was used. 20 mothers of children with intellectual disabilities, who referred to the Department of Education to complete their ...
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This study examined the life experiences and the factors that mothers of children with intellectual disabilities used to forgive others.For this purpose, a qualitative method was used. 20 mothers of children with intellectual disabilities, who referred to the Department of Education to complete their children's assessment data, were selected randomly. To gather data,semi-structure interview was used. These mothers were interviewed up to the saturation point. Dataanalysisthroughopencodeanddeterminingthemajor and minorpropositionsshowedthat mothers of children with intellectual disabilities used spiritual resources, internal resources, and social interests and resources to forgive others. These findings indicate that the rich content in the Iranian-Islamic culture help the mothers of children with intellectual disabilities to forgive others.
rahim moradi; hasan maleki
Abstract
The present study was an attempt to investigate the effectiveness ofeducationalcomputer games on the academic motivation in third grade elementaryschool students with math learning disability. Method: For this purpose,by implementing a quasi-experimental research, 40 students among all thirdgrade elementary ...
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The present study was an attempt to investigate the effectiveness ofeducationalcomputer games on the academic motivation in third grade elementaryschool students with math learning disability. Method: For this purpose,by implementing a quasi-experimental research, 40 students among all thirdgrade elementary boy schools of Khorramabad city were selected using availablesampling and were randomly assigned into experimental and control groups. Theresearch instrument was the 28-item Wolrend’s motivation questionnaire. Theconstruct validity of this questionnaire has been confirmed by Bagheri (2000)using factor analysis and its reliability has been reported to be 0.78 throughCronbach’s Alpha. The researcher administered academic motivation pretest inboth groups. In the experimental group, the teacher first presented the lesson(four main operations) and used computer games as a complement for the conceptof education. But the teacher in the control group used the conventional methodfor teaching mathematical concepts. Then, the researcher conducted educationalmotivation post-test. Results: The results indicated that there was asignificant difference in academic motivation of the experimental group incomparison with the control group (p≥ 0.001). Conclusion:Educationalcomputer games for teaching summation, subtraction, multiplication,and division lead to increased academic motivation in students with mathlearning disability, so it is suggested that modern educational technologies,especially computer games be used in teaching mathematical concepts.
Tahereh Bahmani; Hamideh Alizadeh
Volume 1, Issue 1 , April 2011, , Pages 27-44
Abstract
The purpose of this study was to examine the impact of mother management training on parenting styles and attention deficit /hyperactivity disorder (ADHD) Symptoms in Children. This research was done through a quasi-experimental design of pre test- post test with equivalent groups. Twenty-six schools ...
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The purpose of this study was to examine the impact of mother management training on parenting styles and attention deficit /hyperactivity disorder (ADHD) Symptoms in Children. This research was done through a quasi-experimental design of pre test- post test with equivalent groups. Twenty-six schools were selected randomly in Behbahan. Teacher/parent forms of CSI-4 students were utilized to diagnose ADHD. Participants included 40 students who met ADHD criteria, and randomly assigned into 2 experimental and control groups. The experimental mother’s group was invited to participate in training sessions. The training package was based on Barkley (1997). The control group received no training. MANCOVA analysis showed some significant differences in improvement of parenting styles and decreasing the symptoms of children with ADHD. Accordingly, we can conclude that mother management training can be useful in helping these mothers and their children with ADHD.
Mohammad Haddad Kashani; Ezzatollah Naderi; Maryam Seif Naraqi; Zahra Doroodian
Volume 2, Issue 7 , October 2012, , Pages 27-42
Abstract
This study is aimed at comparing the criteria of friendship and making friends in people with Down syndrome aged between 14 and 24 and other educable mentally retarded groups in Vali-e Asr Rehabilitation Center of Tehran in 2009-2010. In this field research, the statistical population consists of all ...
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This study is aimed at comparing the criteria of friendship and making friends in people with Down syndrome aged between 14 and 24 and other educable mentally retarded groups in Vali-e Asr Rehabilitation Center of Tehran in 2009-2010. In this field research, the statistical population consists of all educable individuals who have Down syndrome and are mentally retarded aged between 14 and 24 in the above said center. 25 persons with Down syndrome and 25 educable mentally retarded people are selected using convenience sampling and are homogenized in terms of particulars such as age, sex, and social-economic class. A test containing 28 questions designed by the researcher is applied and four fields of leisure time, cooperation, positive and negative communicative features are evaluated. The two groups are compared and an independent T test is performed for statistical analysis. Results show that with a reliability of 95%, there is no significant difference between the two groups with regard to spending leisure time together, cooperation and negative communicative features. However, they are significantly different when it comes to positive communicative features, and criteria of friendship and making friends. In other words, people with Down syndrome had a better performance than other educable mentally retarded people in this regard. In centers and schools special for children with mental disability and Down syndrome, issues about education and career are more emphasized, whereas these children need social skills including friendship and making friends. Therefore, these centers are recommended to pay attention to the social skills as well as educational aspect.
Roghayeh Asadi Gandomani; Farangis Kazemi; Ebrahim Pishyareh; Janet Hashemi Azar; Abbas Nesayan
Abstract
Objective: The purpose of this study was to examine the relationship between executive function with sensory processing patterns in 7-12 year old children with autism, from the teachers' perspective. Methods: This study was a correlational design. After reviewing entry criteria, fifty 7 to 12 year old ...
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Objective: The purpose of this study was to examine the relationship between executive function with sensory processing patterns in 7-12 year old children with autism, from the teachers' perspective. Methods: This study was a correlational design. After reviewing entry criteria, fifty 7 to 12 year old children were selected using purposive sampling method. Dunn Sensory Profile (school component) was used to assess sensory processing patterns and Behavioral Rating Inventory of Executive Functions was used to assess executive functions. For analyzing data, descriptive statistics (frequency distribution, mean and standard deviation) and Pearson correlation was used. Results: The results showed that there was a significant negative correlation between the sensory processing patterns with executive functions in autistic children (P<0.01). Conclusion: The findings of this study suggest that we can use sensory processing interventions to improve executive functions in autism disorder.
fatemeh ghaemi; Arash Aghighi
Abstract
There is little evidence about the relationship between temperament character and response inhibition of students with symptoms of oppositional defiant disorder.The aim of this studywas to determinethe role of temperament character in prediction of response inhibition of students with oppositional defiant ...
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There is little evidence about the relationship between temperament character and response inhibition of students with symptoms of oppositional defiant disorder.The aim of this studywas to determinethe role of temperament character in prediction of response inhibition of students with oppositional defiant symptoms. This was adescriptive and correlational study.The study population include all girl students of Ardabil city in 1389-90 educational year.The research sample included of 75 students who were selected among 800 high school students. To collect data, oppositional defiant disorderChecklist and clinical interview, Temperament Character questionnaire and the Stroop Test and were used. Results of multiple regression analyses showed that innovativeness, harm avoidance, perseverance and self-direction were the best predictors of response inhibition of students with symptoms of oppositional defiant disorder.These findings indicate that temperament character play a main role in prediction of response inhibition. These results have important implications in the field of pathology and treatment of this disorder.
maryam zeinali; mahnaz khosrojavid; Abbas Abolghasemi; Maryam Kousha
Abstract
Given the problems faced by children with neurodevelopmental disorders in sensory processing; the aim of this study is to compare visual-spatial and auditory temporal processing in children with special learning disorders, nonverbal learning disorders, and attention-deficit / hyperactivity disorder. ...
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Given the problems faced by children with neurodevelopmental disorders in sensory processing; the aim of this study is to compare visual-spatial and auditory temporal processing in children with special learning disorders, nonverbal learning disorders, and attention-deficit / hyperactivity disorder. The research method is Exe-Post Facto and its statistical population included girls and boys aged 9 to 12 years who were referred to the Child Psychiatry Center, Learning Disabilities Centers, and primary schools in the academic year 1399-400 in Rasht. 79 of these children were divided into three groups of specific learning disorders with dyslexia, nonverbal learning disorder, and attention-deficit/hyperactivity disorder by convenience sampling. Data were collected using, the Test of Visual-Perceptual Skills, (non-motor)-Revised (Gardner, 1996), Auditory Perception Test (Allen& Serwatka, 1994), and Auditory Problems checklist (Fisher, 1996). Research data were analyzed by univariate and multivariate analysis of variance. The results show that children with a nonverbal learning disorder in all components of visual, and auditory processing components had lower performance than the other two groups. Children with dyslexia also achieved in the component (rotation and inversion) of visual processing and the component (duration) of auditory processing. Based on results and the existence of more deficiencies in children with a nonverbal learning disorder in sensory processing skills (visual and auditory) it is necessary to pay more attention to the signs and symptoms of this disorder in education to reduce the problems of these children by early interventions.
Zoleykha Abedini; rahim badri; eskader fathiazar; shahrooz nemati; shahram vahedi
Abstract
Specific learning disability is one of the most common childhood disorders that in some cases, continues into adulthood and affects various aspects of their future lives. The higher prevalence of learning disability with reading impairment in the country's schools and the problems caused by it requires ...
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Specific learning disability is one of the most common childhood disorders that in some cases, continues into adulthood and affects various aspects of their future lives. The higher prevalence of learning disability with reading impairment in the country's schools and the problems caused by it requires special attention. Children with this disorder, in addition to having difficulty reading, also have problems in other areas. The educational system is usually based on teaching materials and issues related to other areas such as special education and empowerment of the parents of these children have been neglected. While empowering parents can not only help improve the psychological issues that these children are struggling with because of the disorder, it can also be useful in improving the executive functions of these children. In this research, with a synthetic research approach and considering the seven-stage model of Sandlowski and Barso, we examined articles published in Iranian magazines and foreign research articles. Out of 104 articles appropriate to the purpose of the research, 29 articles with the desired conditions were selected and examined in depth. The concepts extracted from this study were summarized in the form of 168 codes and 91 sub-categories, and finally, 24 main categories were obtained. Then, according to the obtained results, the training package of 8 parenting sessions was designed in accordance with the special conditions and characteristics of children with a specific learning disability with reading impairment for the parents of these children.
fatemeh kargar; Amir Ghamarani; Ghasem Norouzi
Abstract
The purpose of this research was to investigate the antecedents and consequences of executive functions in adolescents with conduct Disorder in the form of a causal model. The research method was descriptive research and correlation design. The statistical population of the research included first secondary ...
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The purpose of this research was to investigate the antecedents and consequences of executive functions in adolescents with conduct Disorder in the form of a causal model. The research method was descriptive research and correlation design. The statistical population of the research included first secondary school boys studying in Qom city in 2021. From this community, 451 people who were diagnosed with conduct disorder using the Children Symptom inventory (SCI-4) and were willing to cooperate were selected using Convenience Sampling. To collect data, the questionnaire of parenting style, executive functions and Callous–unemotional traits was used. Pearson's correlation coefficient and path analysis tests were used to analyze the data. The results of the correlation matrix showed that there was a significant correlation between the research variables at the level of P>0.01 and P>0.05. Further, the results of the path analysis indicated the significance of the mediating role of executive functions in the relationship between parenting methods and Callous–unemotional traits. In general, the executive functions and parenting methods are two of the main factors for investigating Callous–unemotional traits.