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Abstract
The purpose of this study was to investigating of the effectiveness of puppet play therapy intervention on social skills of male students with autism disorder. The sample size was 24 male students with autism disorder that were selected by in available sampling method, and after a Garz test run they ...
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The purpose of this study was to investigating of the effectiveness of puppet play therapy intervention on social skills of male students with autism disorder. The sample size was 24 male students with autism disorder that were selected by in available sampling method, and after a Garz test run they were assigned in to experimental and control group, randomly. Such as each group consist of 12 students. Both groups were assessed pre-test. The Experimental group received puppet play therapy training in 21 sessions while control group did not. After completion of intervention period for experimental group the post-test was administered for both groups. The Stone`s social skills Scale were administered to assess the social skills. The data analyses by analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) showed that there were significantly increase in the mean scores of social skills and subscales (understanding/perspective taking, initiating interactions, responding to interaction and maintaining interactions) in experimental group (P<0.01).Observations implied the interference of puppet play therapy intervention for improving social skills of male students with autism spectrum disorder. The findings not only confirmed the effectiveness of this method, but also opens up the wider and deeper approach to puppet play therapy intervention and encourages therapists to consider puppet play therapy intervention as an effective therapy for students with autism disorder.
Hossein Jenaabadi
Volume 1, Issue 2 , July 2011, , Pages 73-84
Abstract
Objective: In addition to physical defects, poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reducing behavioral disorders among exceptional children. Method: The research is an experimental study ...
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Objective: In addition to physical defects, poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reducing behavioral disorders among exceptional children. Method: The research is an experimental study (pre-test and post-test) with a control group. The statistical population included all the fifth grade exceptional students in Kosar mixed elementary school of Zahedan in the academic year of88-89. The sample of 24 exceptional students (boys and girls) of the fifth grade was tested in two different stages (one before and one 45 days after the social skills training). A questionnaire consisting of two parts: demographic information and selected parts of the SCL-90-R test was adapted to measure aggression and anxiety. For the data analysis, T test was used. Results: The results show children trained compared with untrained children had fewer behavioral disorders. Conclusion and suggestions: Thus proper and continuous social skills training, especially in the components Cooperation, assertiveness, and self-control, can be the perfect solution for reducing behavioral disorders of exceptional children.
Maryam Soleimani Dinani; Mahnaz Aliakbari Dehkordi; Ali Kako Joibari; Azam Moradi
Volume 1, Issue 4 , February 2016, , Pages 73-90
Abstract
Objective: The purpose of this study was to investigate the effects of Stress inoculation training on three different measures: the amount of Self-Assertion, the amount of non assertion Risk behavior and the degree of discomfort of physically-motor handicapped girl Students.
Method: ...
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Objective: The purpose of this study was to investigate the effects of Stress inoculation training on three different measures: the amount of Self-Assertion, the amount of non assertion Risk behavior and the degree of discomfort of physically-motor handicapped girl Students.
Method: This study is a semi-experimental investigation. The statistical population is all physically -motor handicapped girl Students of high schools isfahan in 1389. Twenty one students were sampled and via random method were grouped and assigned in two groups. The experimental group (10 people) and the control group (11 people).In order to collect data the questionnaire Gambiril-Richi has been used.Prior to the first meeting planned for the Stress inoculation training, Pre-test was conducted by Self-Assertion questionnaire. Then for the experimental group, 8 weekly/ 90-minutes each training sessions was held. In each of these meetings one of the fundamental skills was taught in the Meichenbaum model and immediately after that, test was conducted on both groups. For the data analyses covariance analysis was used.
Results: The results of the analysis indicate that Stress inoculation training has led to significant increase in Self-Assertion (p<0.01) and led to decrease Risk behavior (p<0.01) and the degree of discomfort (p<0.01) on physically-motor handicapped girl students.
Conclusion and recommendations: findings of this study lead to the conclusion, that Stress inoculation training enhances the self-assertion of the physically- motor handicapped girl students. Therefore, such programs can be applied to increase students' exceptional abilities to work in all professions which require such social abilities and so to enhance their life quality and future perspectives.
zahra tarazi; Molok Khademi Ashkezari; Mahnaz Akhavan Tafti
Abstract
The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and social-cognitive problem solving on Improvement of social adjustment in Students with Early Learning Disabilities in Tehran. This was a quasi-experimental study with pretest-posttest, ...
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The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and social-cognitive problem solving on Improvement of social adjustment in Students with Early Learning Disabilities in Tehran. This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with Learning Disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups.Sinha and Sing social adjustment Questionnaire was used in the pretest, posttest, and follow-up stages.The data were analyzed using MANCOVA,ANCOVA.The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment.emotion regulation training program and social-cognitive problem solving training with the same effect were more successful in social adjustment promotion than attributional retraining program.Educational programs that use the social cognitive approach of Bandura in designing educational packages have more significant effects.Therefore, the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.
Parisa Khosrotash; Khadijeh Abolmaali Alhosseini; kianoosh Hashemian
Abstract
The purpose of this study was to compare the effect of executive function and social-emotional training on performance of continuous attention (the correct answer to image and numbers, reaction time about images and reaction time about numbers) among the girl students with learning disability in 3-5 ...
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The purpose of this study was to compare the effect of executive function and social-emotional training on performance of continuous attention (the correct answer to image and numbers, reaction time about images and reaction time about numbers) among the girl students with learning disability in 3-5 grades at district 5 in Tehran. The method of this research was quasi-experimental and pre- test and post- test with control group design. For identifying students with mathematical learning disability was used Diagnostic and Statistical Manual of Mental Disorders- 5, Raven test, and Iran Key math diagnostic test. Identified students were randomly assigned to two experimental groups and one control group (n= 7, in each group). They did performance of continuous attention test in pre-test and post-test. The first and second experimental groups received executive function and social-emotional training respectively, and control group did not receive any treatment. The data were analyzed with MANCOVA. Results showed that social-emotional training leads to improve performance of continuous attention (in the correct answer to images and numbers, and reaction time about numbers). Effectiveness of executive function training on performance of continuous attention is not significant, and there is not significant difference between the effects of executive function training and social - emotional training on the performance of continuous attention. In general, it can be concluded that sociol-emotional learning is a good way to increase performance of continuous attention in students with mathematical learning disorders.
siroos morazadeh; hasanali veiskarami; fazlallah mirdekoovand; ezatalah ghadampoor; Firozeh Ghazanfari
Abstract
The aim of this research was studing and comparing the effectiveness of real therapy and positive psychotherapy on reducing perfectionism and academic stress. The research was a quasi –experimental study along with selecting and assigning the subjects randomly in experimental group and control ...
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The aim of this research was studing and comparing the effectiveness of real therapy and positive psychotherapy on reducing perfectionism and academic stress. The research was a quasi –experimental study along with selecting and assigning the subjects randomly in experimental group and control group with pre-test and post-test. Statistical universe included all gifted girl students of second grade of high school in Khorramabad city that all students filled out all the questionaires of perfectionism and academic stress using census method. Then 45 students who got the highest marks compared to others were selected and placed randomly in experimental and control groups. The first experimental group were subjected to real therapy for 8 sessions and the second group were also subjected to positive psychotherap for 8 sessions, but the control group didn't receive any interventions during this period of time. Data were analyzed using unilateral covariance analysis test. Results showed that performing the real therapy and positive psychotherapy interventions led to meaningful reduction of perfectionism and academic stress of the subjects of experimental groups. the positive psychotherapy had more effect on reducing academic stress, but in perfectionism variable, there wasn't any meaningful diference between these two therapies and the effect of above mentioned therapies in reducing perfectionism was the same. Based on the results, the methods of positive psychotherapy and real therapy can be used to reduce perfectionism and academic stress.
Niloofar Mikaeili; Masoomeh Esmaeili
Abstract
This study is aim compared the theory of mind and executive function in students with learning disabilities and normal. The statistical population of this research included all of the students with learning disabilities and normal students in Ardabil were year 91-92 school in Ardabil city school are. ...
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This study is aim compared the theory of mind and executive function in students with learning disabilities and normal. The statistical population of this research included all of the students with learning disabilities and normal students in Ardabil were year 91-92 school in Ardabil city school are. The sample consisted of 60 students (30 normal students and 30 students with learning disabilities) who were selected by random sampling. Students with learning disabilities selected and matched with students normal on the basis of age, gender and grade. false belief test, Trail making test, digit span are used for data collection. For the analysis of test data multivariate analysis of variance (MANOVA) was used. The results showed that among students with and without learning disabilities in primary and secondary levels, there were significant differences in theory of mind. (p<0/0001). The results showed that the students with learning disabilities and normal students, there were significant difference in executive functions. (P<0/05). In children with learning disabilities can be said to have a theory of mind skills are impaired. Compared with normal children, children with learning disabilities who have a weak executive functions standardized assessment tools and interventions should be designed according to their.
hossein abbasi; behrooz karimi; davood jafari
Abstract
Abstract: The aim of this study was to evaluate the effectiveness of acceptance and commitment therapy on frustration tolerance and dysfunctional attitudes of mothers of students with Intellectual disabilities in malayer city. Methods this study was a quasi-experimental design with pre-test, post-test ...
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Abstract: The aim of this study was to evaluate the effectiveness of acceptance and commitment therapy on frustration tolerance and dysfunctional attitudes of mothers of students with Intellectual disabilities in malayer city. Methods this study was a quasi-experimental design with pre-test, post-test and follow-up with the control group. The statistical population consisted of all mothers of students with intellectual disabilities, male or female students in primary schools; especial for students with intellectual disabilities. The sample consisted of 32 mothers of students with intellectual disabilities who were selected as sample and 16 patients in the control group and experimental group, 16 patients were replaced. Mothers in the experimental group meetings Acceptance and Commitment Therapy Group were exposed to eight 60-minute sessions, each session in a week, and the control group received no training. Both groups were measured via surveys frustration tolerance scale and dysfunctional attitudes a week before the first session and one week after the last session and 45 days after the last session. Results of the study, multivariate analysis of variance and analysis of variance and repeated measures analysis of variance showed that acceptance and commitment therapy on frustration tolerance and dysfunctional attitudes is effective. These results indicate that the Acceptance and Commitment Therapy can adjust frustration tolerance and dysfunctional attitudes of mothers of children with intellectual disability and is a good way to reduce the problems.
Jafar Bahadori KhosroShahi; Ramin Habibi Kalaibar
Abstract
The aim of this study was to investigate the effectiveness of training based on acceptance and commitment on the meaningfulness of life and emotional self-disclosure among mothers of mentally retarded children. The research design was quasi experimental and pretest-posttest with control group. The population ...
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The aim of this study was to investigate the effectiveness of training based on acceptance and commitment on the meaningfulness of life and emotional self-disclosure among mothers of mentally retarded children. The research design was quasi experimental and pretest-posttest with control group. The population consisted of all mothers with mentally retarded children in special schools in Tabriz in the academic year of 2015-16. A sample of 40 women who received low scores in the Meaning in Life Questionnaire and Emotional Self-Disclosure Questionnaire were selected randomly through multistage sampling. Then, they were divided into two groups of experimental (20) and control (20). Data were analyzed using analysis of variance with repeated measures and post hoc test and SPSS software. The results showed that training based on acceptance and commitment was effective on increasing meaningfulness of life and emotional self-disclosure among mothers of mentally retarded children. The findings of this study showed that training based on acceptance and commitment can be used in educational strategies and can offer valuable guidelines to families, officials and experts.
maryam shkoohirad
Abstract
Abstract
The aim of this study was to investigate the effectiveness of biomedical treatments on the symptoms and satisfaction of families with autism spectrum disorder. The present research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of this ...
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Abstract
The aim of this study was to investigate the effectiveness of biomedical treatments on the symptoms and satisfaction of families with autism spectrum disorder. The present research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of this research was the autistic children of the autism group in virtual space, from which thirty autistic children aged four to twelve with autism, fifteen in the experimental group and fifteen in the control group were randomly assigned. The Autism Treatment Evaluation Checklist (ATEC) was used to collect research data. The program was conducted in three months by parents and the supervision of the researcher, and the research data was analyzed using the covariance analysis method. The results of covariance analysis showed that biomedical treatments in reducing the symptoms in the Autism Treatment Evaluation Checklist (ATEC) have caused families to be satisfied. It seems that with the continuation of this method and reaching higher stages of treatment, more changes can be made in reducing the symptoms of autism and following it, reducing the challenges of the families, leading to the families' satisfaction with the treatment.
Keywords: Biomedical Treatments, Family Satisfaction, Autism Spectrum Disorder.
Extended Abstract
Introduction
Autism is a complex neurodevelopmental genetics that is caused by a combination of environmental factors. In all areas of the child's development, it is affected and behaviorally, it is limited by social damage, indirect social connection and definition (Chast and Leboer, 2022). The personal and financial cost of an autistic person in families is very high (Hoffer et al., 2022). So far, only behavioral therapies have been the mainstay of managing this disorder (Pitson et al., 2020). The absence of effective treatments for the neurodevelopmental disorder of autism is significant (Aishwarya et al., 2022). The fact that autism treatment is unproven is itself a source of family dissatisfaction and requires an urgent need to focus on the mental health of the family and create consistency in the care of the autistic individual (Lerner, White and McPartland, 2022). Psychiatrically, there are still no approved medications for the main symptoms of the disorder, such as social and communication problems, repetitive behaviors, and secondary symptoms, such as irritability and aggression (Nirenius et al., 2022). Parents reported that supplements and diet were the most helpful treatments in reducing symptoms compared to other treatments they had used to treat autism (Adams et al., 2018). Since environmental chemicals and toxins are also associated with an increased risk of neurodevelopmental disorders and certain conditions such as autism. Research examines diet between environmental exposures and neurodevelopmental outcomes (Granro, 2022). Therefore, this research intends to determine the effectiveness of diet and supplements due to the types of severity of autism spectrum disorders and the lack of evidence of effectiveness (that drug treatments, behavioral therapies, and rehabilitation therapies have not led to treatment except for control and slight improvement). Natural biomedicals, with the help of their families, take a step towards knowing the solutions to reduce and improve the symptoms of autism. Therefore, due to the increase in the prevalence of autism all over the world in recent years, the need for various researches and more and more investigations in the field of discovering treatments that will guide us to the causes of autism is necessary.
Research Questions
Does diet affect neurodevelopmental outcomes? Is it possible to see a change in the symptoms of autism with diet and natural remedies and biomedicals?
Literature Review
Regarding biomedical treatments: in the meantime, biomedical treatments are related to the activation of the immune system and anti-inflammatory effects (Ostadkarmpour and Patnins, 2021). In a research, it was shown that there is a positive correlation between modulating glutamate in the basal ganglia and the balance of the excitatory-inhibitory system, with the reduction of autism symptoms (Pertzesh et al., 2019). Research has shown that early detection of the ratios of several mitochondrial biomarkers can predict autism and distinguish between high and low-functioning spectrums (Al-Ansari and others, 2018). In a research, it was shown that insufficient levels of vitamin D play a role in the severity of autism symptoms (Al-Ansari and others, 2018). Research has shown that digestive problems are highly associated with behavioral symptoms of autism (Magoid et al., 2022). In recent studies, the role of neuroinflammation in autism behaviors has been confirmed (Cristiano et al., 2022).
Methodology
This research was practical in terms of purpose and in terms of sampling method, it was a semi-experimental pre-test-post-test type with a control group. The statistical population of this research was made up of children with autism disorder aged 4 to 12 from the virtual autism group in Tehran. The inclusion criteria were having a diagnosis of autism from a psychiatrist and age 4 to 12 years. To obtain the required sample of participants with autism disorder in the virtual space group, 15 people were randomly selected. And 15 people were selected as the control group. Both groups first responded to the autism treatment evaluation checklist, and the evaluation score of their autism level in the pre-test was determined. The experimental group, with the full cooperation of their families, was subjected to a diet of complete elimination of sugar and sweets along with the use of biomedical methods for three months. The control group did not receive any intervention during this period. At the end of the three-month intervention period, the subjects of both groups responded to the autism treatment evaluation checklist, and their autism level evaluation score was determined in the post-test.
Results
In order to analyze the data, SPSS25 software and multivariate analysis of covariance were used. The presuppositions of using multivariate covariance analysis and homogeneity of variances were checked in Levine's test. The findings showed that the scores of the subjects of the experimental group in the post-test phase in the components of speech and communication, sociability, sensory-cognitive and physical health showed a decrease, but not much change was observed in the control group.
Table of the results of covariance analysis (MANCOVA) to investigate the significant difference between the two experimental and control groups in the components of speech and communication, sociability, sensory perception and physical health.
The dependent variable
sum of squares
DF
mean square
F
Sig
Ita
speech and communication
0.860
1
0.860
0.409
0.528
0.17
Sociability
0.009
1
0.009
0.005
0.944
0.001
sensory
0.197
1
0.197
0.414
0.526
0.017
physical health
0.991
1
0.991
0.210
0.651
0.009
speech and communication
91.980
1
91.980
43.803
0.001
0.65
Sociability
77.987
1
77.987
45.094
0.001
0.65
sensory
72.398
1
72.398
151.882
0.001
0.86
physical health
367.249
1
367.249
77.646
0.001
0.76
The results of the covariance analysis in the table show that after controlling for the pre-test effects, there is a statistically significant difference between the average scores of the two experimental and control groups in the total score of speech and communication (F=43.803). There were sociability (F=45.094), sensory (F=151.882), and physical health variables (F=77.646). According to the calculated effect size, 0.65, 0.65, 0.86 and 0.76 percent of the total variances of the experimental and control groups are due to the effect of the independent variable.
Seyed mohsen Hojatkhah; Mohsen golmohammadian
Abstract
The aim of Present study was study the effectiveness of therapy based on acceptance and commitment on Resiliency mothers of children with mental retardation. Study type was semi experimental, pretest-posttest design with control group and the follow up. Population include all mothers of children with ...
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The aim of Present study was study the effectiveness of therapy based on acceptance and commitment on Resiliency mothers of children with mental retardation. Study type was semi experimental, pretest-posttest design with control group and the follow up. Population include all mothers of children with mental retardation whose children were studying at exceptional schools in Dezful city in the academic year of 2016-2017. . 30 Mother were chosen with Multi-step cluster sampling method and assigned into tow experimental and control groups randomly (each group n=15). The experimental group received group therapy in 10 sessions of 90 minutes (2 session weekly)and The control group did not receive group therapy. The Instruments was Friborg Revised Resiliencyscale (2003). data analyzed with analyze of variance. The results showed that there is significant differences in level Posttest and Follow up between experimental and control groups in Resiliency (p>0/001). According to research findings, group therapy based on acceptance and commitment is an effective method in increasing the resiliency in mothers with mental retardation children.
Saeed Rezayi; Asgar Choobdari
Abstract
The aim of this study was to develop and validate a package of empowerment of pre-verbal (communication) skills for children with neurodevelopmental disorders, especially children with autism. This research was done descriptively-analytically. This research method had two parts: qualitative research ...
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The aim of this study was to develop and validate a package of empowerment of pre-verbal (communication) skills for children with neurodevelopmental disorders, especially children with autism. This research was done descriptively-analytically. This research method had two parts: qualitative research and quantitative research. In the qualitative research section, the inductive qualitative content analysis method has been used. To analyze the qualitative content, a systematic search of articles, dissertations, and books related to the field of pre-verbal skills of children with autism spectrum disorder was used. Also, the face and content validity methods were used to check the validity of the developed package. Finally, the results of all content analyses performed on sources and components derived from them were presented in the form of a pre-verbal skills empowerment package. The results of content validity based on the opinions of 12 experts in this field showed that the designed package has good content validity (0.83). Therefore, it can be concluded that the pre-communication (verbal) skills empowerment package designed has the necessary formal and content validity and can be used in educational and clinical contexts.
Iran Davoudi; Roqayyeh Mazare’iKaskani; Mahnaz MehrabizadehHonarmand
Volume 3, Issue 11 , March 2013, , Pages 87-106
Abstract
The present research aims to compare socialskills, life satisfaction, and the locus of control in students with hearingimpairment, students with visual impairment, and normal students at middleschool and high school levels of Ahvaz city. A Sample of 129 people, including50 students with hearing impairment, ...
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The present research aims to compare socialskills, life satisfaction, and the locus of control in students with hearingimpairment, students with visual impairment, and normal students at middleschool and high school levels of Ahvaz city. A Sample of 129 people, including50 students with hearing impairment, 28 students with visual impairment, 51normal students participated in this study and filled out social skills, lifesatisfaction, and the locus of control questionnaires. This was acausal–comparative research, and multivariate analysis of variance was used totest the hypotheses. The results indicated that there was a significantdifference between the three groups (P>0.001). There was a significantdifference in the variables of social skills and locus of control, resulting inbetter social skills and higher Locus of Control in normal individuals comparedto those with hearing impairment and vision impairment. Through investigatingthe results, this finding was obtained that the difference in the social skillsof students with hearing impairment and vision impairment was significant,being in favor of the group with vision impairment As for the locus of control,when comparing the normal group and the group with hearing impairment, theresults indicated a significant difference in external locus of control infavor of group with hearing impairment, but no significant difference wasobserved in the variable of life satisfaction among the three groups. The paperdiscusses the application of these findings
sodabeh ahmadzadeh Samani; akram dehnashi; mehrdad kalantari; sadigheh rezaei dehnavi
Abstract
Early maladaptive schemas can impair people's mental, cognitive, and emotional health. Accordingly, the present study was conducted with the purpose of investigating the effectiveness of teaching skills based on schema therapy on the distress tolerance and psychological flexibility of female students ...
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Early maladaptive schemas can impair people's mental, cognitive, and emotional health. Accordingly, the present study was conducted with the purpose of investigating the effectiveness of teaching skills based on schema therapy on the distress tolerance and psychological flexibility of female students with early maladaptive schema. The present study was experimental with a pretest, posttest, control group, and two-month follow-up period design. The statistical population of the present study included secondary high school female students with early maladaptive schema in the city of Isfahan in the academic year 2019-20. 30 female students with early maladaptive schema were selected through the available sampling method and randomly accommodated into experimental and control groups (each group of 15 adolescents). The experimental group received eight seventy-five-minute sessions of teaching skills based on schema therapy intervention for one month (Sayyadi et.al, 2017). Two students from the experimental group and two from the control group withdrew from the study. The applied questionnaires in the current study included the early maladaptive schema Questionnaire (Young, 1998), the distress tolerance Questionnaire (Simons, Gaher, 2005), and the psychological flexibility Questionnaire (Dennis, Vander Wal, 2010). The data taken from the study were analyzed via the repeated measurement ANOVA method through SPSS23 software. The results showed that teaching skills based on schema therapy has a significant effect on the distress tolerance and psychological flexibility of the female adolescents with early maladaptive schema (p<0.001). According to the findings of the present study, it can be concluded that teaching skills based on schema therapy can be applied as an efficient therapy to increase distress tolerance and psychological flexibility of female adolescents with early maladaptive schema.
Sadaf Darvishi; Khadijeh Abolmaali Alhosseini; Amin Rafiepoor; Fariborz Dortaj
Abstract
The present study was a cross-sectional and applied research comparing the effectiveness of cognitive rehabilitation and social emotional skills on the development of theory of mind in autistic children. The quasi-experimental method was pre-test and post-test with control group. From 45 students introduced ...
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The present study was a cross-sectional and applied research comparing the effectiveness of cognitive rehabilitation and social emotional skills on the development of theory of mind in autistic children. The quasi-experimental method was pre-test and post-test with control group. From 45 students introduced to a school and MITA in (2019-2020) by completing a questionnaire of ASSQ in a community of 30 people in the sample group of 30 people was replaced by stratified random sampling in two training groups and one control group. The first group was trained with intelligent facial cognitive rehabilitation program and the second group was trained with emotional and social skills. The third group did not receive training. Statistical results of MANCOVA and Scheffe post hoc test showed that the level of mind theory in children with autism increased after applying only cognitive rehabilitation and both groups had higher mean levels of total mind theory than the control group. Experimental groups 1 had higher mean than level 1 and 2 and total mind theory than the control group and the difference between the means was significant at the level of 0.05. The second experimental group had a higher mean at level 3 than the control group and the difference in means was significant at the level of 0.05. It can be concluded that cognitive rehabilitation is a suitable intervention method for educators and therapists of autistic children to promote the theory of mind.
Farhad Ghadiri Sourman Abadi; khoshdavi ebrahimzade; Roya Zare; Mehrnoush Javaezi Shishavan,
Abstract
The present study was conducted with the aim of evaluating the psychometric properties of the anxiety scale of children with autism spectrum disorder (parent form). The method of the current research was a correlational description. The statistical population of the present study was all children with ...
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The present study was conducted with the aim of evaluating the psychometric properties of the anxiety scale of children with autism spectrum disorder (parent form). The method of the current research was a correlational description. The statistical population of the present study was all children with autism spectrum disorder in Tehran city who were referred to autism education and rehabilitation centers in 2022. 315 children (193 boys and 122 girls) were selected using available sampling method. After translating and obtaining the opinions of experts and subjects, the face validity of the scale was confirmed. AMOS and SPSS software were used for statistical analysis. The results of confirmatory factor analysis showed that in the sample of Iranian children with autism spectrum disorder, the four-factor structure of the scale including performance anxiety, anxiety arousal, separation anxiety and uncertainty had a good fit with the data. The results related to the correlation between this scale and the Spence anxiety scale experimentally supported the convergent validity of the anxiety scale of children with autism spectrum disorder. The internal consistency coefficients of the whole scale and subscales of functional anxiety, anxiety arousal, separation anxiety and uncertainty were obtained as 0.79, 0.78, 0.81, 0.76 and 0.82, respectively. Overall, the results of the present study showed that the anxiety scale of children with autism spectrum disorder is a valid and reliable tool for measuring anxiety in Iranian children with autism spectrum disorder. This tool can be used to measure anxiety in Research and treatment sections.
fatemeh yavari; farideh sajadipoor
Abstract
Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted ...
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Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems.
Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems.
Extended Abstract
Introduction
Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems.
Research Question
Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems?
Literature Review
Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data.
Methodology
The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2.
Results
The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data.
Table 1. All fit indices of BRIEF-2 confirmatory factor analysis.
Fitness indices
Values
RMSEA
0.098
NFI
0.96
NNFI
0.95
CFI
0.97
GFI
0.94
AGFI
0.89
Fig. 1. Estimation of standardized coefficients
Discussion
The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019).
One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems.
Conclusion
The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems.
Acknowledgments
The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.
Alireza Mohammadi Arya; Maryam Seyf Naraqi; Ali Delavar; Esmail Sa’dipour
Volume 2, Issue 8 , February 2012, , Pages 99-116
Abstract
The present study aims at investigating the effects of cognitive and cognitive–meta cognitive education strategies on problem solving ability and adaptive behavior of mentally retarded students in junior professional schools. In this quasi-experimental research, 45 participants were selected by ...
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The present study aims at investigating the effects of cognitive and cognitive–meta cognitive education strategies on problem solving ability and adaptive behavior of mentally retarded students in junior professional schools. In this quasi-experimental research, 45 participants were selected by cluster sampling method and allocated in four experimental and two control groups. Research instruments include Towers of Hanoi puzzle and adaptive behavior scale. Cognitive and cognitive–meta cognitive strategies were respectively taught to experimental groups by lecture in 12 and 24 sessions.The data were analyzed by multivariate variance analysis and one –way analysis of variance. The results show that performance of students in problem-solving was better in cognitive–meta cognitive experimental group than the other groups.Also performance of problem – solving was better in cognitive experimental group than the control group. In addition, there was no difference in problem-solving performance and adaptive behavior of male and female participants who were taught the cognitive and cognitive–meta cognitive strategies. Also, experimental and control groups had no significant difference in adaptive behavior. Since, the results of this study were consistent and parallel withprevious researches, it can be concluded that cognitive and cognitive-meta cognitive education strategies have a positive effect on problem solving skills and adaptive behavior of mentally retarded students.
Mohaddeseh Shafipoor; Fatimah Nosrati; Bagher Ghobari Bonab
Abstract
The purpose of this study was to investigate the effect of multimedia educational program based on social stories and Video modeling on using spoon and fork skill of intellectually disabled students. This research is a multi-lingual single-subject experimental design using different subjects. The research ...
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The purpose of this study was to investigate the effect of multimedia educational program based on social stories and Video modeling on using spoon and fork skill of intellectually disabled students. This research is a multi-lingual single-subject experimental design using different subjects. The research design used in this study is a multiple baseline across participants single-subject experimental design with different subjects. The statistical population includes all first grade intellectually disabled students who were studying in Baghcheban elementary school in Minoodasht City in Golestan Province in 2018-2019 academic year. The subjects were 4 intellectually disabled students (2 girls and 2 boys) who have 50-70 IQ score and were selected with convenience sampling methods using AAMD Adaptive Behavior Scale. A researcher-made questionnaire was developed to identify the demographic characteristics of subjects and WISC-IV was used to measure their intelligence. For evaluating the subjects' mastery of using spoon and fork skill a researcher-made checklist for using eating utensils based on AAMD Adaptive Behavior Scale and the skill training manual for intellectually disabled children published by Iran's Special Education Organization was used. For analyzing the data, the graphing analysis method was used and after plotting the charts using R software, the effects of the independent variable on the dependent variable were analyzed through the analysis of the trends. Regarding the results, it seems that the multimedia educational program used in the present study was effective in intellectually disabled students’ learning to use spoon and fork and led to improve these skills in subjects.
hamide hkademi; hamid alizade; hasan asadzade
Volume 4, Issue 13 , December 2014, , Pages 66-80
Negin Motamed Yeganeh; Gholam Ali Afrooz; Mohsen Shokoohi Yekta; Rachel Weber
Abstract
Attention Deficit/Hyperactivity Disorder is one of the most common neurodevelopmental disorders in childhood. These children are exposed to a lot of problems in the executive functions areas. The issue of neuroplasticity reveals the importance of neuropsychological interventions, since interruptions ...
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Attention Deficit/Hyperactivity Disorder is one of the most common neurodevelopmental disorders in childhood. These children are exposed to a lot of problems in the executive functions areas. The issue of neuroplasticity reveals the importance of neuropsychological interventions, since interruptions in early childhood executive functions may lead to further functional impairment. Therefore, this study was conducted to evaluate the effectiveness of the designed intervention program on the Executive functions of children with Attention Deficit/Hyperactivity Disorder. The research method was quasi-experimental with a pretest-posttest-follow up design with the control group. The statistical population of the present study included all the boys and girls students 7-10 years old in Tehran. Among eligible students, 40 individuals along with their mothers were selected using the non-random purposive sampling method and randomly divided into the two groups. The experimental group (N=20) were trained by twelve sessions of Metacognitive Executive Functioning intervention program and the control group (N=20) remained on the waiting list. Data were collected by Clinical interview checklist, the Tehran Stanford-Binet intelligence test and Behavior Rating Inventory of Executive Functions. The results indicated a significant effect of Family-based Neuropsychological program on increasing the Executive Functions of children with Attention Deficit/ Hyperactivity Disorder (p<0.05). This treatment can be a potentially promising intervention for young children with ADHD.
Mansoor Soudani; Mahnaz Mehrabizadeh Hoanrmand; Zargham Zarghamian
Volume 3, Issue 10 , March 2013, , Pages 75-92
Abstract
The purpose of this study is to investigate theefficacy of meaning training on resiliency and improving the lifequality of motherswith children of special needs in Borazjan city. 222 mothers completed thequestionnaire of World Health Organization Quality Of Life andConnor-Davidson Resilience Scale. Then ...
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The purpose of this study is to investigate theefficacy of meaning training on resiliency and improving the lifequality of motherswith children of special needs in Borazjan city. 222 mothers completed thequestionnaire of World Health Organization Quality Of Life andConnor-Davidson Resilience Scale. Then 40 of these persons with one standarddeviation below the mean score in both questionnaires were selected randomlyfor testing the hypothesis. These 40 persons were divided into two groupsrandomly (experimental and control group). At first the two groups took apre-test, and then the experimental group received meaning training for 10 90-minutesessions. At the end, both groups took post-test simultaneously and after onemonth the follow-up test was done. The data of the study were analyzed by MANCOWA method. The results show that the meaning training hasincreased resiliency and improved the quality of life of the experimental groupin comparison with the control group.A Follow-up study after one month shows the usefulness of meaning training on resiliencyand quality of life
Hossein Ghamari Givi; Azimeh Sadat Seyyed Barzegar Saghezchi; Maghsoud Nader Pilehrood
Volume 3, Issue 9 , April 2013, , Pages 75-92
Abstract
This study aims at investigating the effectiveness of group sessions in improving the quality of life and family relationships in children with mental disability.The research procedure is experimental with pre-test and post-test design and control group.The statistical population in this study includes ...
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This study aims at investigating the effectiveness of group sessions in improving the quality of life and family relationships in children with mental disability.The research procedure is experimental with pre-test and post-test design and control group.The statistical population in this study includes all families of mentally retarded boy and girl students studying in the exceptional schools in Ardabil. The studysampleis30 families selected via the convenient sampling method and randomly divided into experimental and control groups. For data gathering, the subjects are asked to complete the Quality of Life Questionnaire and Schaefer Family Assessment Device. The multivariate analysis of variance (MANOVA) is used to test the hypothesis. The results show that the group session has a significant effect on the quality of life and improves the family relationships in families with mentally retarded children (p≥ 0/01). Emphasizing enhancement of parents ‘awareness, free discussion on worries and learning ways of coping with children’s preoccupations and problem solving skills are effective in improving quality of life and family relationships. All the participants emphasized suggestibility, hostility and withdrawal in their children and insisted on controlling the parents fight over accusing and blaming one another. Researchers suggest that in order to improve parent-child relationship, it would be better if both parents participate in group sessions at the same time.
Hasan Jafary; mahmood Abolghsemi; mohammad ghahramani; abaselat khorasani
Abstract
The aim of this study was to design a model of professional development for elementary teachers of special schools of students with mental retardation in Tehran. The Mixed method was conducted. In the qualitative study, the population was consisted of all the education experts. A purposive sampling of ...
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The aim of this study was to design a model of professional development for elementary teachers of special schools of students with mental retardation in Tehran. The Mixed method was conducted. In the qualitative study, the population was consisted of all the education experts. A purposive sampling of 15 experts were selected. The statistical population in the quantitative study was all elementary school teachers who were in Tehran (N=347). Cochran formula was used, and 200 teachers (n=200) were selected by simple random sampling. To collect data, semi-structured interviews and questionnaires were used. To analysis of qualitative data, thematic analysis, and for quantitative data partial least square method were used. The results showed that the model of elementary teachers professional development, includes three components of content, context and process. Content component with factor loading (.439) was in the first position, the context component (.309) had the second position and process component (.291) was in third rank. The indicator predictive (.631), showed that these components are strong predictors for teachers professional development.
elham hakimirad; ghilamali afroz; ahmad behpajooh
Volume 4, Issue 16 , September 2014, , Pages 77-96
Abstract
The purpose of this study was investigating the effectiveness of Reciprocal Imitation Training (RIT) on reducing symptoms of children with autism disorder.Twenty four autistic children (30-54 months old) were selected from a rehabilitation center in Tehran and assigned randomly in to two equal groups ...
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The purpose of this study was investigating the effectiveness of Reciprocal Imitation Training (RIT) on reducing symptoms of children with autism disorder.Twenty four autistic children (30-54 months old) were selected from a rehabilitation center in Tehran and assigned randomly in to two equal groups of experimental and control groups. The experimental group received 70 sessions (3 days per week, 20 minutes for each session) of RIT through the intervention. The GARZ questionnaire was used as the pre-test and the post-test for the two groups. ANCOVA analysis showed that there were significant differences between mean scores of autisticsymptoms (social interaction, communication and stereotype movements) in two groups. This study provides evidence for the effectiveness of naturalistic behavioral interventionfor improving autistic symptoms in young autistic children.