kosar bereyhi; shahla pakdaman; .Gholam Ali Afrooz
Abstract
Abstract Objective: this study aimed to design an creative educational application for family-centered reading and evaluation of its effectiveness in reading skills among the slow-paced students with Down syndrome. Methods: this applied semi-experimental study is a per-test-post-test project, follow-up ...
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Abstract Objective: this study aimed to design an creative educational application for family-centered reading and evaluation of its effectiveness in reading skills among the slow-paced students with Down syndrome. Methods: this applied semi-experimental study is a per-test-post-test project, follow-up with the test and control groups. Twenty slow-paced students with Down syndrome were randomly selected and assigned in two test and control groups. Wechsler IQ test, TOLD test and Peabody Picture Vocabulary Test (PPVT) were run for students in the per-test, and TOLD test was run in the post-test and a half month after follow-up stage. Results were analyzed with Analyze of Co-variance (ANCOVA) and repeated measures analysis. Results: in general, results showed a significant difference in reading between test and control groups and the difference remained sustainable in the follow-up stage. Conclusion: innovation in family- centered reading application was effective in increase in reading skills among the slow-paced students with Down syndrome and this effect remained sustainable. Education by new technologies in the form of software for children with Down syndrome should be seriously considered. Family- centered reading application Can be used for teaching children, families and educators.
Abbas Ali Hosseinkhanzadeh
Abstract
One of the main reasons for maladaptive behaviors of students in schools, lack the ability to management of different emotions. The purpose of the present research was to examine the effectiveness of self-regulation ability training on decreasing aggressive behavior of maladjusted students. The research ...
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One of the main reasons for maladaptive behaviors of students in schools, lack the ability to management of different emotions. The purpose of the present research was to examine the effectiveness of self-regulation ability training on decreasing aggressive behavior of maladjusted students. The research method was quasi-experimental with pretest-posttest design with control group. The statistical population consisted of all boy high school students in Rasht city, wich among them after performing maladjustment questionnaire a sample of 20 students were selected by random cluster sampling method and assigned in two groups control and experimental randomly. Self-regulation instruction was conducted for the experimental group in 9 sessions, while the control group received no training at all. The Bass and Perry (1992) and Student Adaptation Inventory (Sins & Singh, 1993) were used to collect of data. Finally data were analyzed using univariate and multivariate analysis of covariance. The results indicated that self-regulation training were significantly effective in aggression reduction. Also, experimental group in all four subscales (physical aggression, verbal aggression, anger, and hostility) achieved lower scores on the pretests than the posttest. Therefore, it can be concluded that self-regulatory education programs help to reduce aggressive behaviors by increasing the ability to adjust and manage excitement.
Hamideh Jahanbakhsh; mehdi sohrabi; Alireza Saberi Kakhki; Ezzat khodashenas
Abstract
The purpose of this study was to investigate the effect of a selected training program under dual and single-task conditions on the cognitive flexibility of children with developmental coordination disorder. The research method was semi-experimental and with a pre-test-post-test- follow-up design with ...
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The purpose of this study was to investigate the effect of a selected training program under dual and single-task conditions on the cognitive flexibility of children with developmental coordination disorder. The research method was semi-experimental and with a pre-test-post-test- follow-up design with control group. The statistical population of this study included male students with developmental disorder in Ahvaz city. From the mentioned population, a sample of 39 subjects who were eligible for inclusion in the study was selected by available sampling method. After the Trail Making Test as a pre-test, they were randomly assigned to three groups: Exercise Dual task (n=13), single task training (n=13) and control (n=13). Then, the two experimental groups performed a selected training program with different conditions for 8 weeks and 3 sessions each 45 minutes each week. At the end, all subjects were followed by a Trail Making Test and two months later, a follow-up test. Data analysis using one-way covariance analysis as well as t-test showed that in post-test, cognitive flexibility in dual task group was superior to both single and control group (P < 0.05). In the follow-up test, this superiority remained only rather than the control group. Also, the single task group was superior to the control group in the post-test (P <0.05). Compared to single-task approaches, dual-task-based exercises can improve the cognitive flexibility of children with developmental coordination disorder, so using this method in the planning of classes is suggested for this group of children.
Marzyeh Eslamian; Seyed Rasoul Emadi
Abstract
AbstractLearning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning ...
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AbstractLearning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning disabilities. The method of the current research was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research included third-grade primary students with dyslexia and dysgraphia in West Islamabad city (Kermanshah Province). A targeted sample of 34 students was selected from among the third-grade students and randomly assigned to two experimental (17 students) and control (17 students) groups. The research tools included Kormi Nouri's reading test (2005) and the researcher-made writing test (2017). For the experimental group, 11 practice sessions were conducted in the form of task-oriented teaching, and the control group remained on the waiting list. The results of the research showed that task-oriented teaching had a significant effect on the reading and writing skills of students with learning disabilities. Based on the results, it can be said that task-oriented teaching improved the reading and writing skills of students with learning disabilities. Therefore, it is suggested that primary school teachers use the task-oriented teaching method for students who have reading and writing disorders.Keywords: task-oriented teaching, reading skill, writing skill, learning disability. Extended AbstractIntroductionReading disability is the most common learning disability that affects 7 to 17 percent of children worldwide and is characterized by normal intelligence, poor reading performance despite adequate education, and poor spelling (Peters et al, 2021). Dyslexic children have cognitive deficits in visual processing, selective and sustained attention, and executive functions. They have problems in phonological processing, recognizing sounds in words and recognizing rhymes (Abdollahzadeh Rafi and Rahimzadeh, 2020). Difficulty in writing is determined by the disorder and weakness in the skills that are important in the writing process, such as writing speed, legibility of letters, and fine motor coordination, and weakness in any of these skills can make learning difficult. The prevalence of both learning disabilities is higher in boys than in girls (Romanovska et al, 2021).One of the relatively new methods of teaching is task-oriented teaching, which is one of the active teaching approaches. In this approach, due to the continuous interaction of students with each other and their active participation in learning, social skills will increase and they will have high self-confidence. They can easily apply what they have learned in the real environment (Neto et al, 2021). From the point of view of Ellis (2009), Ellis (2009) the task-oriented method is a kind of communicative teaching method that emphasizes meaningful learning through doing tasks in the educational environment of learners. In simpler terms, it refers to a method in which assignments are used as the core of education (Roh and Kwag, 2018).In general, the conducted research shows that the education of children with learning disorders requires special education, and also considering the background and prevalence of about 10 to 20 percent of learning disorders in children and the need of these children for special education methods, and the lack of research on the task-oriented teaching method in the field of learning disorders in the country, the present research seeks to examine the question of whether task-oriented teaching has an effect on the reading and writing skills of students with reading and writing disorders.MethodThe current research design was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was male students in the third grade of elementary school with dyslexia and dysgraphia who were studying in the schools of West Islamabad city in 2018. Among the examined children, a sample of 34 subjects was selected according to the entry criteria and then assigned to two experimental and control groups (17 experimental, 17 control). In order to collect the data, the reading test of Karami Nouri and Moradi (2004) and the writing test developed by the researcher were used. In this research, the task-oriented method was used based on the book "Read and Write" in the third grade of elementary school. The content and educational materials were prepared completely based on the textbook in 11 sessions of 40 minutes. In this way, the experimental group was trained in the task-oriented method and the control group was trained in the usual way. At the end of the intervention, a post-test was taken from both groups. In this research, to analyze the collected data, the mean and standard deviation of the variables were checked using descriptive statistics, and multivariate covariance analysis was used to investigate the research question. All statistical analyses were performed using SPSS software version 27.ResultsTable 1 reporting the results of the analysis of covariance shows that after obtaining basic assumptions, there is a significant difference between the experimental and control groups on reading and writing (P<0. 01). Based on the results, after the intervention, the mean score of reading and writing have increased in the experimental group compared to the control group.
ConclusionIn explaining these findings, according to Baldi et al.'s (2015) point of view, it can be mentioned that educational experts believe that the use of process-oriented teaching methods, such as the task-oriented method, is a way to solve problems and eliminate the shortcomings of traditional reading teaching methods. Collaborative and two-way learning is superior to common one-way educational models, and it is emphasized to use two-way educational processes more than one-way transfer processes to improve reading. In fact, the general goal of task-oriented education is to create motivation for learning through activities based on meaning and form. In this method, all three dimensions of structure, performance and interaction are given importance (Operto et al., 2020). According to Ellis (2009), in this method, the use of things like asking, answering, explaining, searching, analyzing, creating and evaluating provides the possibility of interaction for the learner. In task-based education, attention, accuracy, evaluation, practice and coordination between different letters and words are emphasized in the process of checking and doing the task, and the students are fully involved in the exercises and with more motivation and self-efficacy while doing the exercises. In this way, their reading skills are strengthened.According to Joshi and Bouck (2017), it is possible that children in a task-oriented approach perform various exercises to improve concentration and strengthen visual and auditory memory according to their ability level, which promotes effective writing. It seems that choosing and arranging appropriate words and vocabulary and understanding short phrases requires the process of word recognition, and this recognition is one of the complex activities of the nervous system of the brain (Wicki and Lichtsteiner, 2018). The fact that the child can find the right word to complete the sentence in the empty space and can determine the role of each word in the sentence is not an easy process for children with learning disabilities and it requires a lot of practice and homework, so the task-oriented approach can play an effective role in improving children's writing ability by using multi-sensory intervention such as auditory, visual and tactile senses and providing different assignments. One of the limitations of the present study was the limited sample of male students; another limitation was the impossibility of a completely random selection of the participants, and a follow-up stage was not possible. Therefore, it is suggested to conduct this issue in future research by randomly selecting a sample consisting of male and female students and by conducting a follow-up test.Ethical ConsiderationsCompliance with ethical guidelinesThis article was extracted from the Master thesis of the first author in the field of educational sciences of Bu-Ali Sina University. The principle of confidentiality and ethical considerations were observed in the research.AcknowledgmentWe express our gratitude to the officials of the Department of Education and the school principals and students who cooperated in the implementation of this project.Conflict of interestThe authors declare no conflict of interest for this study.
Abbas Ali Hosseinkhanzadeh; Mona Latif; mahbobeh taher
Abstract
Dyslexia is the most common learning disability that involves about 80 percent of learning’s problems to itself. The aim of this study was to compare the effectiveness of computer-assisted working memory rehabilitation and multisensory method on improvement of the executive functions of students ...
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Dyslexia is the most common learning disability that involves about 80 percent of learning’s problems to itself. The aim of this study was to compare the effectiveness of computer-assisted working memory rehabilitation and multisensory method on improvement of the executive functions of students with Dyslexia. The research methodology is an experimental study with pretest-posttest design with two experimental groups and one control group. The statistical population consisted of all primary school dyslexic students in Rasht in 2014-2015 academic years that among them a sample of 45 students were selected by random sampling and were assigned in both control and experimental groups. To collecting data intelligence test (Wechsler, 2003), the formal reading and dyslexia test (Kormi Noury and Moradi, 2008), and Wisconsin card sorting test software (Shahgholian et al. 2011) were used. In this study, computer-aided working memory rehabilitation program was trained to the first experimental group, during the first 11 sessions, multisensory education program, during the 9 session to the second experimental group, while the control group did not receive training in these areas. The results of comparing two methods showed that computer-aided working memory rehabilitation techniques more than multisensory method help to improves executive functioning of students with dyslexia in reading (p<0/001). Method of computer-aided cognitive rehabilitation by creating a learning experience that focuses on flexibility and restore brain function is impaired in children with dyslexia helps improve executive functions.
Sahar Soufi; omid shokri; Jalil Fathabadi; Saeed Ghanbari
Abstract
This study examined the mediating role of facilative and preventive behaviors of health-oriented life style on the relationship between perfectionism and cognitive emotion regulation with academic well-being and achievement emotions among gifted girl students. 400 students answered to the Multidimensional ...
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This study examined the mediating role of facilative and preventive behaviors of health-oriented life style on the relationship between perfectionism and cognitive emotion regulation with academic well-being and achievement emotions among gifted girl students. 400 students answered to the Multidimensional Perfectionism Cognitions Inventory (Kobori, 2006), the Achievement Emotions Questionnaire (Abdollahpour, 2015), the Schoolwork Engagement Inventory (Salmela-Aro & Upadaya, 2012), the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009), Cognitive Emotion Regulation Questionnaire-Revised (Garenofski & Kraaij, 2006) and Health-oriented life-style Questionnaire (Salehzadeh et al, 2017). Results showed that the competed mediated model of behaviors on the relationship between cognitive emotion regulation and perfectionism with academic well-being and achievement emotions had good fit to data. All of the regression weights in the hypothesized model were statistically significant. In sum, results showed that a part of emotional functioning of gifted in academic situation, can be explained through their difference in cognitive/emotional/behavioral characteristics.
ziba beiranvand; mariam seif naraghi; kambiz poshneh
Volume 4, Issue 15 , January 2014, , Pages 37-56
Aida yahyazadeh; Abbasali hossein khanzadeh
Abstract
The present study is conducted with the aim of analyzing the effectiveness of story reading training in increasing the reading motivation of dyslexic students. In terms of methodology, this research project is a pilot study and uses the pretest-posttest control-group design. The statistical population ...
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The present study is conducted with the aim of analyzing the effectiveness of story reading training in increasing the reading motivation of dyslexic students. In terms of methodology, this research project is a pilot study and uses the pretest-posttest control-group design. The statistical population of the study is comprised of all elementary students with dyslexia in Rasht, Iran, in the academic year 2013-2014. 24 of these students were selected via convenience sampling and randomly placed into experimental and control groups. The data collection instruments of this study include the Wechsler Intelligence Scale for Children (WISC) (Wechsler, 1969), the Official Reading and Dyslexia Test (ORDT) (Karami-noori and Moradi, 2009), and the Motivations for Reading Questionnaire (MRQ) (Wigfield and Guthrie, 1997). The experimental group students attended eight sessions of story reading training whereas the control group students did not receive any training. An analysis of covariance between pretest and posttest reading motivation scores showed that, after neutralizing the impact of pretest scores, story reading has a significant impact on the overall posttest scores of reading motivation. Besides, a test on the effects of intergroup contact showed that, after neutralizing the impact of pretest scores, story reading has a significant impact on the posttest scores of reading motivation subscales. According to the results of this study, it can be concluded that story reading strategies training can be used as an effective educational program in solving the problems of dyslexic students.
Shahin Oliya'i’ Zand; Samira Vakili
Volume 2, Issue 8 , February 2012, , Pages 55-76
Abstract
The present study investigates the effects of protection education on preventing sexual vulnerabilities in educable mentally retarded pubescentgirls. The research method is quasi-experimental, and the statistical population consists of all 64 training centers for mentally retarded girls in Tehran. The ...
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The present study investigates the effects of protection education on preventing sexual vulnerabilities in educable mentally retarded pubescentgirls. The research method is quasi-experimental, and the statistical population consists of all 64 training centers for mentally retarded girls in Tehran. The sampling units include four training centers selected randomly. After administration ofthe questionnaire called “Sexual Abuse Vulnerability Questionnaire of Children and Adolescents” prepared by Oliya’ee Zand which had acceptable validity and reliability (more than α=0.85), 40 students were identified as more sexually vulnerable. They formed the experimental group and were tested through intervention programsfor protection against sexual vulnerability. First a pre-test was administered after which intervention programs were implemented. Then, the post-test and follow Up-test were implemented to see the effect of protection education.Finally, using the statistical model of repeated measures, research questions were evaluated. The results show that protection education about sex is effective in improving abilities to maintain and respect physical privacy and developing preventive skills to avoid sexual vulnerability.Based on the results,it is recommended that other exceptionalpubescentboys and girls should be trained using various teaching instrument in training centers for protection against sexual vulnerabilities.
Saeed Azami; Alireza Moqaddas; Faramarz Sohrabi
Volume 3, Issue 11 , March 2013
Abstract
The present research aims to study and compare the extent of effectiveness of computer-assisted cognitive remediation (CACR) and psycho-stimulant drugs in improvement of response inhibition and sustained attention function in children with attention deficit/hyperactivity disorder (ADHD).This was an experimental, ...
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The present research aims to study and compare the extent of effectiveness of computer-assisted cognitive remediation (CACR) and psycho-stimulant drugs in improvement of response inhibition and sustained attention function in children with attention deficit/hyperactivity disorder (ADHD).This was an experimental, prospective research with a pre-test and post-test design, and follow-up with two experiment groups. Using convenience sampling method, 23 children with ADHD were selected. They were matched in terms of severity of disorder, and were randomly assigned into two groups of psycho-stimulant drug therapy (n= 11) and CACR (n= 12). The research instruments included the Continues Performance Test (CPT), SNAP-IV questionnaire, the short form of WISC-R and Child Syndrome Inventory (CSI-4). The data were analyzed using multivariate ANOVA & repeated measures (RM-MANOVA), mixed-design analysis of variance, and follow-up tests. The CACR had a significant and enduring effect on the subjects’ performance in response inhibition and sustained attention. Although CACR, compared to drug therapy, was more effective in improvement of response inhibition and sustained attention; the differences were not statistically significant. Generally, both treatments were effective in improving response inhibition and sustained attention. Therefore, CACR can be used as an alternative technique to the psycho-stimulant drugs in treatment of ADHD.
mansour beirami; touraj hashemi nosrat abad; yazdan movahedi; robab besharat; sajad kohpeima
Volume 4, Issue 13 , December 2014, , Pages 29-46
Abolghasem Shakiba; Ali Akbar Seyf; Hassan Asadzadeh; Soghra Ebrahimi Ghavam
Volume 3, Issue 9 , April 2013, , Pages 33-56
Abstract
The main purpose of this study isto examine the effect of local and global text cohesion on improving the reading comprehension of students with low and high prior knowledge. The subjects with high prior knowledge consist of 80 senior high school students(61 females, 19 males),and the subjects with low ...
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The main purpose of this study isto examine the effect of local and global text cohesion on improving the reading comprehension of students with low and high prior knowledge. The subjects with high prior knowledge consist of 80 senior high school students(61 females, 19 males),and the subjects with low prior knowledge are 80 senior high school students(70 females.10 males), who are randomly selected using multistage sampling method. Participants with high and low prior knowledge are randomly assigned into four groups. The reading materials of the group members consist of texts with low local and high global cohesion, high local and low global cohesion, low local and high global cohesion, and high local and global cohesion. The research instruments are:1)experimental text,2)comprehension test, and 3)prior knowledge test. The subjects should read the text and then answer the questions of reading comprehension test. The collected data are statistically analyzed. The results show that there is interaction between local and global text cohesion and the reader’s prior knowledge. High local and global cohesion text significantly improved comprehension, compared to the low local and global cohesion text. It is also found that readers who know little about the domain of the text benefit more from text with high local and global cohesion, whereas high-knowledge readers benefit from a minimally coherent text
moslem asli azad; gholam reza manshaee; Amir Ghamarani
Abstract
The present study was conducted to investigate the effectiveness of ACT on the cognitive emotion regulation and intolerance of uncertainty in the students suffering from OCD. It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population ...
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The present study was conducted to investigate the effectiveness of ACT on the cognitive emotion regulation and intolerance of uncertainty in the students suffering from OCD. It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population of the study included the students with OCD in the city of Isfahan in 2017-18. 30 first high school students with OCD were selected through non-random purposive sampling and replaced into experimental and control groups (15 students with OCD in the experimental group and 15 students with OCD in the control group). The experimental group received ten seventy-five-minute ACT sessions during three months. The applied questionnaires in the study included Maudsley’s obsessiion inventory (Hajson and Rachman, 1980) and Cognitive Emotion Regulation questionnaire(Gross, John) and Intolerance of uncertainty questionnaire (Mcline, 1993). The data from the study were analyzed through repeated measurement ANOVA by SPSS23 statistical software. the results showed that ACT has significantly influenced the Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD (p<0.001) in a way that this therapy was able to lead to the increase of Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD. according to the findings of the present study it can be concluded that ACT employing cases such as mental techniques, observing the self as the background, cognitive defusion techniques, stipulating values, and committed action can be used as an efficient therapy to increase the Cognitive Emotion Regulation and Intolerance of uncertainty in the students
setareh shojaee; ghorban hemmati
Abstract
This study was aimed to examine the effectiveness of linguistic plays program on reading performance of male students with dyslexia. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of the study included 30 subjects (15 for experimental ...
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This study was aimed to examine the effectiveness of linguistic plays program on reading performance of male students with dyslexia. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of the study included 30 subjects (15 for experimental group and 15 for control group), were selected by purposive sampling Method, among 8 to 12 age elementary students in Rodaki Learning Disorders Center. Subjects randomly assigned in experimental and control groups. Reading Distinction Test of Shirazi and Nilipour were used as a tool of data collection in before and after intervention. Experimental group sequentially received 16 sessions of linguistic plays program in 8 week. The data were analyzed by using of multivariate analysis of covariance (MANCOVA). The results showed that the linguistic play program have a significant effect on reading performance (reading comprehension skills, reading speed and reading accuracy skills) of male students with dyslexia (P<.0001). Therefore, we can use of linguistic plays program for improving the reading performance of students with dyslexia.
sedighe sijani; janet hashemi azar; farangis kazemi
Volume 4, Issue 16 , September 2014, , Pages 37-55
Abstract
The purpose of this research was to investigate the comparative study of the effectiveness of social stories with humanistic and inanimate content on participation and cooperation of children with Asperger's syndrome (AS). The method of this research was single subject design (AB). The statistical population ...
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The purpose of this research was to investigate the comparative study of the effectiveness of social stories with humanistic and inanimate content on participation and cooperation of children with Asperger's syndrome (AS). The method of this research was single subject design (AB). The statistical population included all the children with AS in Tehran who were selected through accessible simple sampling. Then 4 children with high-functioning autism were chosen. The research tools included the Social Skill Questionnaire (SSRS) and social stories. Using the SSRS, the data and pretest and posttest scores were calculated. The participants’ progress was determined with the progress percentage formula. The results revealed that both social story interventions with humanistic and inanimate content were effective. However, social stories with inanimate content were more effective than those with humanistic content that can have roots in neurological aspects and the personalities of autistic children. It is suggested that social stories with inanimate content can be used in teaching/educating autistic children.
mohammad hosseinalizade; Salar Faramarzi; Ahmad Abedi
Abstract
Abstract The aim of the present study was to develop a child-centered neuropsychological Earlyinterventions package and to assess its effectiveness on the performance of children with developmental cognitive delay. The research method was a pretest-posttest quasi-experimental design with follow-up and ...
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Abstract The aim of the present study was to develop a child-centered neuropsychological Earlyinterventions package and to assess its effectiveness on the performance of children with developmental cognitive delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research population consisted of 4-6 year-old children with developmental delay who were under training in kindergartens and preschool centers in Tabriz. The multistage random sampling method was employed in such a way that three regions were selected randomly and from each of them, three kindergartens and pre-school centers were randomly selected. The interventions were designed by the researchers. Then, the Wechsler Preschool and Primary Scale of Intelligence-3 (WPPSI-III) was administered on children for screening, and the number of 30 students with development cognitive delays and enjoyed inclusion criteria were randomly selected and divided into two experimental and control groups. Afterwards, a 16-session child-centered neuropsychological intervention program was performed on the experimental group and the control group did not receive any intervention. Data were analyzed by the repeated measures ANOVA using SPSS- 22. The results indicated that there was a significant difference between the subjects in the experimental group and control group in terms of linguistic performance in post-test and follow up stages (P <0.05). As a result, it can be concluded that a child-centered neuropsychological interventions package has led to an increase in linguistic performance in children with developmental cognitive delays.
vida sharifi; salar faramarzi; sara agha babaee
Volume 4, Issue 14 , January 2014, , Pages 39-62
Mohammad Narimani; Masoud Talebi Jooybari; Abbas Abolqassemi
Volume 3, Issue 10 , March 2013, , Pages 41-64
Abstract
Thepresent paper aims atcomparing the attributionalstyle and resilience in students with visual or motor disabilities and normalstudents. In this applied and field research, the statistical populationincludes all normal and disabled students aged between 15 and 19 years old inSari and Qaemshahr Cities. ...
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Thepresent paper aims atcomparing the attributionalstyle and resilience in students with visual or motor disabilities and normalstudents. In this applied and field research, the statistical populationincludes all normal and disabled students aged between 15 and 19 years old inSari and Qaemshahr Cities. 120 students (60students with visual and motor disability and 60 normal students) from the school of Sari and Qaemshahr cities participated in thestudy. All participants were asked to complete the attributional style questionnaire (ASQ) and (CD-RTS9) resilience questionnaire. Analysis of the data involved both descriptiveand inferential statistics including means, standard deviation, multivariateanalysis of variance, correlation coefficient and multivariate regression. The result of analysis of variance show that there isa significant difference between students with (visual and motor) disabilitiesand normal students in components of unpleasantinternal-external attribution, unpleasant temporary-stable attribution,geneal-specific attribution and resilience. This indicatesa more pessimistic attributionalstyle in the first group. There is a positive correlation betweenattributional style and resiliency. The regressionanalysis shows that the components of attributional style can predict theresiliency (p<0.01). The results of this study suggest that educationprofessionals should embark on planning and implementing combined therapeuticprograms for students with visual and motor disabilities who suffer fromemotional disorders
alireza moghadas
Abstract
Computed Tomography Scan (CT Scan) was the first neurological imaging equipment used on a large scale which allowed the assessment of structural lesions of the brain such as tumors and stroke. Magnetic Resonance Imaging (MRI) enabled the more precise investigation of smaller lesions of the brain as well ...
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Computed Tomography Scan (CT Scan) was the first neurological imaging equipment used on a large scale which allowed the assessment of structural lesions of the brain such as tumors and stroke. Magnetic Resonance Imaging (MRI) enabled the more precise investigation of smaller lesions of the brain as well as abnormalities of the white matter. In addition to neurostructural imaging by means of CT Scan and MRI which occurred in neurofunctional imaging, it enabled clinical scientists to gain a unique knowledge of the human brain by using Positron Emission Tomography (PET) and Single-Photon Emission Computed Tomography (SPECT). The literature discussed specifically with regard to ADHD is the result of the latest studies and investigations achieved via modern neurological imaging techniques. By using the library method, the latest papers published in the PubMed website, American Journal of Psychiatry (AJP), British Journal of Psychiatry (BJP), and Neuroscience website in this area during a specific period of time from 2007 to 2014 were investigated. The findings of the investigation of damaged areas by means of imaging showed that none of the studies discussed a specific region or part of the brain as the main site of likely damages responsible for ADHD, neither did they make any definite emphasis or have consensus. Each study mentioned a different area or region of the brain as being responsible for such disorder. Despite the willingness and aim of all researchers involved in the areas of psychiatry and other neurological sciences, none of the functions or disorders of the brain has been attributed to a specific part or structure of the brain so far, because the brain functions as a very complex system consisting of billions of intertwined neurons and synaptic structures thus making it impossible to segregate and determine the duties of each part of the brain without investigating the other parts of the brain and their relationships with one another. That is why the general term of ‘minimal brain damage’ was used to explain the cerebral pathology of this disorder in the past, and it has not lost its application despite all the advancements made in this area.
amirabas bostani; abdollah shafiabadi; mohammadreza khabazieravandi
Abstract
Attention Deficit-Hyperactivity Disorder (ADHD) creates a lot of problems for many children. It has negative effects on cognitive, social, emotional, and family function and later in their adulthood it also effects their job and marriage function. The population consisted of all mothers of boy students ...
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Attention Deficit-Hyperactivity Disorder (ADHD) creates a lot of problems for many children. It has negative effects on cognitive, social, emotional, and family function and later in their adulthood it also effects their job and marriage function. The population consisted of all mothers of boy students with this disorder in primary schools in kashan. Sampling method was voluntary and sample members were randomly replaced. Among 80 mothers who referred to the centers 36 had children with ADHD (based on Diagnostic and Statistical Manual of Mental Disorders – forth edition and a Conner's Parent Scale) were randomly placed into 2 groups of experiment group (18 person) and control group (18person). In pre-test the Conner's Parent Scale was conducted on all mothers. The experiment group received eight sessions of Cognitive Behavioral Therapy. After sessions, Conner's Parent Scale was again conducted to both groups. Results of covariance analysis showed that symptoms of ADHD decreased in children whose mothers were in experiment group more than control group. So it can be concluded that parental oriented Cognitive Behavior Therapy is effective in reducing symptoms of children’s ADHD.
shahla pezeshk; janet hashemiazar; usef jalali
Abstract
The present study aimed to compare the neuropsychological function of adults with Down syndrome with and without Alzheimer disease. Research method was descriptive. Population of study was adults with Down syndrome that were been keeping in the center of disabled and mentally retarded peoples in Tehran ...
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The present study aimed to compare the neuropsychological function of adults with Down syndrome with and without Alzheimer disease. Research method was descriptive. Population of study was adults with Down syndrome that were been keeping in the center of disabled and mentally retarded peoples in Tehran on a full-time basis or were involved in rehabilitative activities on a part-time basis. Using the convenient sampling method, number of 16 adults with Alzheimer disease and number of 16 adults without Alzheimer disease were selected through dementia screening questionnaire for individuals with intellectual disabilities and then for comparing the neuropsychological function of samples, we used the bender-gestalt test and Wechsler intelligence scale for children, fourth edition. We also use the two independent samples t-test for answering the research questions. Results of bender-gestalt test indicated a significant difference between adults with Alzheimer and those without Alzheimer in terms of the frequency of errors. In other word, the frequency of errors in adults with Alzheimer was more than adults without Alzheimer. Results of Wechsler intelligence scale for children indicated no significant difference between adults with Alzheimer and those without Alzheimer in terms of the test factors such as “General ability, cognitive mastery, verbal comprehension, perceptual reasoning, working memory and information processing speed” but there was a significant difference between the two groups in the subtests of Wechsler scale, In other word, non-Alzheimer group’s performance was better than Alzheimer group in the subtests.
Leili Salehi; Diba Seif
Volume 2, Issue 5 , April 2012, , Pages 43-64
Abstract
The purpose of the present study was to investigate the predictive pattern of loneliness based on teacher-student interaction and perceived competence among students with and without visual impairment.
Method: The method of this research was descriptive-correlational. Statistical population involved ...
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The purpose of the present study was to investigate the predictive pattern of loneliness based on teacher-student interaction and perceived competence among students with and without visual impairment.
Method: The method of this research was descriptive-correlational. Statistical population involved all adolescents with and without visual impairment at inclusive guidance schools. Subjects were 46 guidance school students with visual impairment (25 males, 21 females) and 46 students without visual impairment (25 males, 21 females) in Shiraz. Pianta Student-Teacher Interaction Scale (PTIS), Perceived Competence Scale (PCS) and Loneliness Scale (LS) were used as measurement instruments. Factor analysis, inter-correlations between subscales, and item analysis revealed the validity of these instruments. Reliability of these instruments was assessed by the use of Cronbach alpha coefficients. Results: The results provided acceptable validity and reliability for the measuring instruments. Findings of this study revealed that all of the dimensions of perceived social competence are negatively correlated with loneliness. Multiple regression analysis showed that social competence is the most important negative predictor of loneliness. The second predictor of loneliness was teacher-student conflict which predicted loneliness positively. Findings also revealed that girls feel lonelier than boys. Furthermore, there were no significant effects of visual impairment on loneliness.
Conclusion and recommendations: Based on the findings of this study, improving social competence in students is recommended. Also, more studies need to be conducted in order to clarifying the role of teacher – student interaction in perceived competence and loneliness in inclusive education.
Hamid Alizadeh
Volume 2, Issue 7 , October 2012, , Pages 43-70
Abstract
The goal of this study is to develop a training program for parents of children with attention deficit/hyperactive disorder (ADHD) and to examine the effect of this program on reduction of ADHD symptoms and family function. In this quasi-experimental research, 24 parents of children with ADHD are selected ...
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The goal of this study is to develop a training program for parents of children with attention deficit/hyperactive disorder (ADHD) and to examine the effect of this program on reduction of ADHD symptoms and family function. In this quasi-experimental research, 24 parents of children with ADHD are selected through a cluster random sampling method and are assigned randomly into two experiment and control groups (12 in each group). ADHD, parental stress, and parenting styles are respectively evaluated utilizing DSM-IV (2000) criteria, PSI/SF (Abidin, 1983, cited in Strachan, 2005), and Robinson’s et al., (2000) Parenting Styles Questionnaire. The data analysis using ANCOVA and MANOVA revealed that this program could improve stress level and parenting styles. No significant difference was observed for reduction of ADHD symptoms. Accordingly, it can be concluded that this program is useful for improving family function.
ghorban hemati; abbas hoseinkhanzade; mahbobeh taher; mohammadsadegh arjomandi
Abstract
: The aim of this study was comparing the conceptionsof learning and study habits between talented and normal students.Method: This research was descriptive andcausal-comparative. The population included the wholetalented and normal students in Shiraz Universityin the academic year of 2010-2011 among ...
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: The aim of this study was comparing the conceptionsof learning and study habits between talented and normal students.Method: This research was descriptive andcausal-comparative. The population included the wholetalented and normal students in Shiraz Universityin the academic year of 2010-2011 among them 242 students (141talentedand 141normal) were selected throughpurposeful sampling method. These students completedConceptions of Learning andStudyHabits Questionnaires. The analysisof datausingMANOVA showed that there was no significant difference between talentedand normal students in totalconceptions of learning (p>0.05). In spite of this, the average score of normal students in twosubscales (learning as gaining information and learning as remembering andusing information) was significantly higher than talentedstudents (p< 0.05). The average score of talentedstudents in three subscales (learning as personal change,learning as a process that is not limited to time and space and learning as thedevelopment of social competence) was significantly higher thannormalstudents (p< 0.01). And there was no significant differencebetween talented and normal students inlearning as a duty subscale (p> 0.05). Moreover the analysis of data usingMANOVA showed that there was a significant difference between talentedand normal students in study habits (p< 0.01). Also the results revealed thatin the five subscales of study habits the score of talented students wassignificantly higher than normal students (p< 0.01) andthere was no significant difference between talented and normal students inthe three subscales of memory, exams and health (p>0.05). Conclusion:It is recommended that teaching and learningbecome more practical so that the study habitsimprove
Parviz Sharifi daramadi
Volume 1, Issue 1 , April 2011, , Pages 45-66
Abstract
Aim: The purpose of the present study was to investigate the effectiveness of social skill training on psychological adjustment of Blind male students. This is an experiment study with pre test- post test control group design. The statistical population consisted of all (36) Blind students of middle ...
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Aim: The purpose of the present study was to investigate the effectiveness of social skill training on psychological adjustment of Blind male students. This is an experiment study with pre test- post test control group design. The statistical population consisted of all (36) Blind students of middle grades (12to14 years) of Ababasir School in Esfahan as both experimental and control group. A sample of 18 student from each group were chosen from the population, by purposive sampling. Before intervention, the bell's Adjustment inventory (Be, 1967) was administrated to both groups. Afterwards experimental group received social skills training for 16 sessions (60 minutes each) in a period of two month, twice a week. One week after, the training, the post test was given to both groups. Results were analyzed using T test. findings indicated that social training were significantly effective in enhance psychological adjustment (P<0.01). What has been achieved in this research is the effectiveness training in social skills to increase the students psychological adjustment. The possible explanation for the increasing student's psychological adjustment might be due to participation of the experimental group in the social skills training program.