Psychology of Exceptional Individuals

Research Paper

Efficacy of Cognitive Empowerment Program: Embodiment Approach for Enhancing Pre-Mathematical Skills and Visual-Spatial Working Memory in Preschool Children

Mobina Ghafouri; saeed Rezayi; mahdi dastjerdikazemi; zahra rahimi

Volume 14, Issue 54 , November 2024, Pages 1-23

https://doi.org/10.22054/jpe.2024.77699.2678

Abstract

The primary objective of this study was to devise and validate a cognitive empowerment program grounded in the Embodiment approach and to investigate its effectiveness in enhancing pre-mathematical skills and visual-spatial working memory in preschool children. The chosen research methodology was a semiexperimental ... Read More The primary objective of this study was to devise and validate a cognitive empowerment program grounded in the Embodiment approach and to investigate its effectiveness in enhancing pre-mathematical skills and visual-spatial working memory in preschool children. The chosen research methodology was a semiexperimental design consisting of a pre-test/post-test comparison with a control group. The purpose of the research was to address practical concerns, and the data collection method employed a mixed (qualitative-quantitative) approach. The target population consisted of 5 to 7-year-old preschool children residing in Tehran, and a total of 30 participants (15 experimental and 15 control groups) were selected through a multi-stage cluster sampling technique and randomly assigned to either the experimental or control groups. In the subsequent phase of the study, two assessments were administered as a pre-test to the participants: the Basic Mathematics Skills test developed by Kohan Sedgh (1997) and the Visual-Spatial Working Memory tasks, specifically the mazes memory and block recall components, from the Working Memory Test Battery for Children (WMTB-C) by Pickering & Gathercole (2001). To evaluate the proposed hypotheses, the MANCOVA (Multivariate Analysis of Covariance) and ANCOVA (Analysis of Covariance) statistical analyses were implemented using the SPSS 25 software. The findings of the study revealed a significant impact of the cognitive empowerment program with the embodied approach on enhancing pre-mathematical skills in several domains, namely numbers and operations, measurement, basic calculations, and geometry. Additionally, the program was found to have a positive effect on the visual-spatial working memory subtest. Based on these results, it can be surmised that the cognitive empowerment program, grounded in the Embodied Approach, engages multiple systems – including the nervous, sensory, motor, and cognitive systems – simultaneously through direct involvement in physical and movement experiences. Keywords: Cognitive Empowerment Program; Embodiment; Pre-Math Skills; Visual-Spatial Working Memory; Preschool Children. Extended Abstract Introduction Numerous studies within the realm of preschool education have highlighted that children who receive ample learning experiences during this developmental stage exhibit improved academic performance in elementary school. Therefore, it is imperative to prioritize both the quality of education and the extent of children's access to education during this formative period. Preschool mathematics is particularly recognized for its significant role in fostering cognitive development among young children, with its efficacy proven by various research findings, as pointed out by Linder and Simpson (2017). The Basic Math Skills Training Program is regarded as an effective intervention method for mitigating math difficulties and promoting the mathematical progression of children with disabilities (Ahmadi et al., 2016). For instance, early counting proficiency has been identified as the strongest predictor of future advancements in mathematics (Nguyen et al., 2016). Furthermore, both counting skills and the ability to operate on numbers have been validated as key indicators of mathematical competence in the early years of elementary school (Raudenbush et al., 2017). Additionally, research findings highlight that one of the primary indicators of preschool children's proficiency in mathematics, particularly non-verbal mathematical reasoning, is visual-spatial working memory (Wiest et al., 2020). There exists a significant association between visual-spatial working memory and essential mathematical skills, such as counting and mathematical reasoning (Bull et al., 2008). Studies have also examined the impact of embodied cognition, indicating that connecting embodied movements to cognitive tasks can result in improved working memory and visual-spatial working memory functioning (Schafer, 2019; Van der Stigchel, 2020 Embodied cognition is an emerging epistemological paradigm that has sparked creative educational research approaches in the design and analysis of education and learning through Science, Technology, Engineering, and Mathematics (STEM) frameworks. According to the principles of embodied cognition, conceptual learning can emerge from motor experiences, even before explicit representations of targeted concepts are achieved through movement (Abrahamson et al., 2020). A significant discovery of cognitive science is that concepts are formed indirectly through bodily experiences, rather than being abstract ideas conveyed through spoken language alone (Mirzabeygi, 2016). The Cognitive Science of Mathematics delves into how cognitive mechanisms utilized in everyday non-mathematical thinking can foster mathematical comprehension and structure mathematical concepts and ideas. The research findings highlight that mathematics challenges can be anticipated in children even before they receive formal instruction (Seo and Bryant, 2012). Children at the preschool age are highly reliant on sensory-motor experiences, suggesting that education based on embodied experiences would be more impactful during this developmental stage. In light of these considerations, the purpose of this research is to investigate the effectiveness of the Cognitive Empowerment Program, employing an Embodied Approach, in enhancing pre-mathematical skills and visual-spatial active memory among preschool children. Literature Review Cognitive empowerment pertains to educational instructional methods aimed at enhancing cognitive functions, encompassing skills such as learning, attention, visual-spatial perception, listening comprehension, memory, and executive functions (Robertson, 1999). The concept of embodiment, proposed by phenomenologists, seeks to reject the dualism between body and mind, emphasizing that most cognitive characteristics are shaped by existing physical dimensions and developed through interactions with the environment via the movement system and physical interactions. Overall, the body and environmental stimuli play a pivotal role in cognition (Shapiro and Spalding, 2019). Pre-mathematical skills encompass foundational concepts that serve as the groundwork for grasping more advanced mathematical concepts, involving processes such as sorting, ordering, maintaining numbers mentally, sustaining quantities mentally, geometric understanding, and recognizing similarities and differences (Kohan Sedgh, 1997). Visual-spatial working memory plays a crucial role in the temporary storage of visual and spatial information, such as remembering objects and locations. It encompasses two components: the visual component is responsible for storing visual information, including details about shapes and colors, while the spatial component is accountable for remembering spatial information, like directional information, etc. (Baddeley, 2006). Methodology The research design for this study employed a semi-experimental approach, with a pre-test/post-test design accompanied by a control group. This research pursued practical goals, and the data collection method incorporated a mixed approach of qualitative and quantitative research methodologies. The statistical population of the study consisted of all 5-to-7-year-old preschool children in Tehran. A multi-stage cluster sampling technique was employed to randomly select 30 participants, evenly distributed into 15 experimental and 15 control groups. During the ensuing phase of the investigation, two assessments were administered as a pre-test to the participants. Specifically, Basic Mathematical Skill Test by Kohan Sedgh (1997) and Visual-Spatial Working Memory Components of the Working Memory Test Battery for Children (WMTB-C) (Pickering & Gathercole, 2001) were utilized. The Mancova and Ancova statistical analysis methods were deployed to test the hypotheses. A multi-stage selection process was applied, with random assignment of participants. The research included children from four preschools within the 5th educational district of Tehran. This approach was taken to prioritize the selection of children aged 5 to 7 years who appeared lower in learning abilities, based on the teacher's evaluation of their performance relative to the class average. In the subsequent stage of the study, the Basic Math Skills Test by Kohan-Sedgh (1997) was administered to identify children at risk of math problems. This testing led to the selection of participants scoring 40 or below. Additional criteria for inclusion in the study were the absence of physical, visual, and hearing disabilities, as well as an intelligence score higher than 85, as determined using the Brief IQ Scores for the 5th Edition of the Stanford-Binet Intelligence Scales. The participants were excluded from the study if they met any of the following criteria: absence of three or more educational sessions, failure to respond to questions in the pre-test or post-test assessments, unwillingness to participate in the research, or illness that prevented attendance at sessions. These exclusion criteria aimed to maintain the integrity of the findings by ensuring complete participation and adequate data collection. The procedure for implementing the program involved four primary areas and 26 distinct skills, complemented by 32 educational games. Initially, the new students underwent initial screening based on teacher referral, followed by the administration of a short set of the Stanford-Binet Intelligence Scale to evaluate participants. Once the students were identified, they were randomly assigned to either the experimental or control groups, and subsequently tested on their pre-mathematical abilities. In the continuation of the study, the participants underwent assessments for basic mathematical skills (Kohan Sedgh, 1997) and visual-spatial working memory subtests (Mazemen and Recall Block) from the Working Memory Test Battery for Children as part of a 90-minute pre-test session. Subsequently, the children within the experimental group received the cognitive rehabilitation program based on Embodied Approach in groups of five over the span of 15 sessions. Each session lasted 60 minutes and was conducted three times a week. Results The results of univariate covariance analysis indicated that the mean post-test scores of the experimental group in the classification variable was significantly higher than the control group: {F (1,22) = 24/52, P<0/001, ŋ2= 0/48}. The average of the post-test scores of the experimental group in the alignment variable was significantly higher than the control group: {F (1,22) = 3/61, P>0/03, ŋ2= 0/17}. The mean post-test scores of the experimental group in the variable of mental retention of numbers was significantly higher than the control group: {F (1,22) = 10/70, P<0/003, ŋ2= 0/29}. The mean post-test scores of the experimental group in the geometry variable was significantly higher than the control group: {F (1,22) = 11/58, P<0/002, ŋ2= 0/33}. The average post-test scores of the experimental group in the variable of recognizing differences and similarities was significantly higher than the control group: {F (1,22) = 17/44, P<0/001, ŋ2= 0/39}. The mean post-test scores of the experimental group in visual-spatial active memory variable was significantly higher than the control group: {F (1,22) = 21/33, P<0/001, ŋ2= 0/51}. Based on these findings, it can be concluded that the cognitive empowerment program, based on the embodiment approach, had the most significant impact on visual-spatial working memory, distinguishing between differences and similarities, geometry, and mentally retaining numbers, respectively. Discussion The research outcomes consistently indicate that the cognitive empowerment program integrated with the embodiment approach has a significant impact on pre-mathematical skills and visual-spatial working memory among preschool children. This finding aligns with the findings of research conducted by Schaefer (2019), which demonstrated that visual-spatial working memory can be improved by performing embodiment tasks. Moreover, this study further highlights the importance of the body as a powerful learning tool for understanding and absorbing educational subjects through embodied activities. Kruger and Ebersbach (2018), in their research titled “Mental Rotation and the Body," concluded that mental rotation functions better in stimuli that are more anatomically compatible with the human body's anatomy. This is because imagery is primarily predicated on the process of primary sensory-motor, originating from the body's physical structures. This implies that the embodiment approach, which emphasizes the integration of body movement and cognitive processes, might be particularly effective in enhancing mental rotation abilities. Ahmadi et al. (2015) conducted research to explore the impact of executive function and pre-mathematical skills training programs on the cognitive and academic abilities of math students considered at risk. The findings indicated an enhancement in math skills and working memory components, along with an observable improvement in cognitive flexibility. This suggests that focused training in executive function and pre-mathematical skills can have positive effects on the overall cognitive development and academic performance of children. The findings of the present research are compatible with the conclusions drawn by Alexander and Rey (2018) regarding the influence of embodied activities on cognitive processes such as learning, memory, and recall. Embodied approach, by involving more senses and direct interaction with the surrounding environment, increases the clarity and vividness of mental representations of objects and concepts and improves encoding and processing of environmental information. This, in turn, facilitates the learning and recall process. Furthermore, movement, as a cornerstone of embodied approach, can lessen the cognitive burden on the brain, allowing more resources to be allocated to other tasks or cognitive processes. As a consequence, this can lead to an enhancement in overall cognitive performance, particularly within the domain of mathematics. Additionally, in the embodiment approach, visual-spatial working memory gains access to a larger pool of information and data for manipulation and analysis, ultimately leading to an improvement in both visual-spatial working memory functions and other cognitive processes. Conclusion This study aimed to investigate the efficacy of the Cognitive Empowerment Program, grounded in the Embodied Approach, on the advancement of pre-mathematical skills and visual-spatial working memory among preschool children. The findings indicated that the program indeed contributes to the improvement of pre-mathematical abilities and visual-spatial working memory in preschool-age children. Engaging in physical and movement-based activities, which possess a playful and entertaining nature, can foster greater motivation among children for cooperation and involvement. This increased engagement leads to heightened attention being directed towards information and ideas, ultimately resulting in enhanced learning opportunities. This, in turn, can facilitate the development of fundamental math skills and significantly improve the performance of visual-spatial working memory. The embodiment approach, by involving the integration of body, senses, and cognitive processes in a multi-faceted manner, influences the manner in which information is encoded, stored, and recalled. Our embodiment, through the physical body, plays a crucial role in influencing our experiences, perceptions, and interactions with the world surrounding us. Moreover, the visualization of data and the utilization of visual information and tools lead to increased engagement of the visual-spatial working memory, subsequently strengthening its functioning. It is important to acknowledge that a notable limitation of this research was the implementation on a study sample composed solely of female participants. This could potentially compromise the generalizability of the findings. As such, it is recommended that future studies be conducted on samples comprising male students to enhance the generalizability of the research outcomes. Additionally, the absence of a follow-up group poses a limitation in this research and warrants future exploration with the inclusion of such groups for enhanced reliability and validity. The intensity of the training schedule, spanning 15 sessions of 60 minutes each (with a frequency of three sessions per week for approximately two months), might restrict the findings to this particular timeframe, thereby suggesting further investigations using different program durations. Acknowledgments The author expresses sincere gratitude to all those who supported the conduct of this research, extending heartfelt appreciation to the parents of preschool children and the teaching staff of the schools involved. Their collaboration and support were invaluable and instrumental in the successful completion of the study.

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Research Paper

The Effectiveness of Schema-Based Parenting on Emotional Self-Regulation and Perceived Parental Rejection in Blind Adolescents

Fateme Saeedi; Shahnaz Khaleghipour; Fateme Tabatabaee

Volume 14, Issue 54 , November 2024, Pages 79-105

https://doi.org/10.22054/jpe.2024.76524.2630

Abstract

"The different perception of blind adolescents about their surrounding world and their relationships with parents leads to emotional and social problems in them, requiring parents' awareness of how to interact with a visually impaired child to demand more special attention. This research was conducted ... Read More "The different perception of blind adolescents about their surrounding world and their relationships with parents leads to emotional and social problems in them, requiring parents' awareness of how to interact with a visually impaired child to demand more special attention. This research was conducted with the aim of examining the effectiveness of schema-based parenting on emotional self-regulation and parental rejection perception in blind adolescents. The research method was a quasi-experimental design with pre-test, post-test, and follow-up stages with a control group. Among blind adolescents aged 12 to 16 who were studying in special schools for the blind in Isfahan, 30 visually impaired adolescents along with their parents who met the research criteria were purposefully selected through targeted sampling and randomly assigned to two groups: experimental (15 participants) and control (15 participants). The assessment tools used were the Hofmann and Kashdan Cognitive Emotion Regulation Scale and a questionnaire on parental rejection and acceptance for children. the experimental group, parents of blind adolescents received schema-based parenting intervention, while the control group did not receive any educational intervention. Emotional self-regulation and perceived parental rejection of blind adolescents in both groups were assessed in three stages: pre-test, post-test, and two months later. Data analysis using repeated measures ANOVA showed that in the post-test stage compared to the pre-test, there was an increasing trend in emotional self-regulation variables and a decreasing trend in perceived parental rejection among blind adolescents in the experimental group. This effectiveness was maintained during the follow-up stage. Therefore, schema-based parenting programs can be used to enhance emotional self-regulation and improve the perception of parental rejection in blind adolescents. Keywords: Schema-Based Parenting, Emotional Self-Regulation, Parental Rejection Perception, Visually Impaired. Extended Abstract Introduction When parents become cognizant of their child's visual impairment, their responses often bifurcate into two primary pathways. One trajectory entails acceptance of the child, while another leads to parental rejection. Children worldwide require a distinctive type of attention, positive reactions, and acceptance from their parents or caregivers (Rohner & etal., 2020). The perception of parental rejection can have profound consequences for an individual's emotional responsiveness. Research also highlights the challenges associated with emotions and their regulation in individuals with disabilities, particularly the blind. Studies have shown that blind and partially sighted individuals exhibit lower scores compared to their sighted counterparts in areas such as emotional self-awareness, self-expression, independence, interpersonal relationships, adaptability, and stress tolerance (Chennaz et al., 2022). It is essential to highlight the importance of implementing interventions focused on enhancing emotional self-regulation among visually impaired adolescents. A particularly appropriate intervention is schema-based parenting which employs two key constructs known as early maladaptive schemas and early adaptive schemas. The primary objective of schema-based parenting is to prevent the formation of early maladaptive schemas in children, while simultaneously reinforcing early adaptive schemas through educational interventions targeting parents (Louis and Louis, 2017). The importance of schema-based parenting in addressing fundamental emotional needs, shaping children's personalities, and preventing the emergence of maladaptive schemas cannot be overstated. It is crucial that this approach receives a higher priority in research considering other parenting methods that often neglect emotional needs, not only for the child but also the parent, while the impact of maladaptive schemas is frequently overlooked in the parenting process for blind adolescents. Research Question The central research question guiding this study inquires whether schema-based parenting demonstrates effectiveness in enhancing emotional self-regulation and minimizing perceptions of parental rejection among blind adolescents. Literature Review Emotions hold immense significance in various aspects of life, impacting the capacity to adapt and navigate challenging situations (Garnefski, kraij, & Spinhoven). A pivotal element of emotions is emotional regulation, which encompasses mechanisms by which individuals can modulate the emotions they experience, as well as the timing and manner of their expression. Schema-based parenting strives to thwart the development of early maladaptive schemas in children, while simultaneously bolstering early adaptive schemas through parent education (Louis & Louis, 2017). Four categorical frameworks of early adaptive schemas unfold when primary emotional needs are met through positive parenting practices, encompassing connection and acceptance, autonomy and healthy functioning, reasonable limitations, and realistic and reciprocal standards (Louis, Davidson, Lockwood, & Wood, 2020). Studies exploring the efficacy of schema-based parenting have yielded promising results, affirming its advantages, as evidenced by research conducted by Bruysters & Pilkington (2023), as well as the study by Louis et al. (2021), which supports this approach. Methodology This study adopts a semi-experimental design with a pre-test, follow-up test, and control group. The statistical population encompassed blind adolescents aged 12 to 16, along with their corresponding parents, all of whom were either students or parents in specialized schools for the blind within Isfahan, Iran, in the year 2022. Thirty blind adolescents, together with their parents, who met the research criteria, were purposefully chosen via targeted sampling and randomly allocated to two groups: an experimental group and a control group. Parents within the experimental group underwent a schema-based parenting intervention, while those in the control group received the same training once the research was completed. The training program was led by a researcher with clinical expertise in parenting, and the data analysis was conducted utilizing ANOVA with repeated measures. Tools: Emotional-Cognitive Regulation Scale: The Emotional-Cognitive Regulation Scale utilized in this study was developed by Hoffman and Kashdan (2010). It consisted of 20 questions, evaluated on a 5-point Likert scale. The reliability coefficients for the subscales concealment, adaptability, and tolerance on this scale were reported to be 0.75, 0.70, and 0.50, respectively. Parent Rejection-Acceptance Questionnaire for Children: The Parent Rejection-Acceptance Questionnaire for Children, devised by Rohner (2005) for individuals aged 8 to 18, consists of 24 items that evaluate four factors encompassing acceptance/love, hostility/aggression, indifference/neglect, and rejection. The overall score for parental rejection and acceptance is derived by summing the acceptance/love scores (in reverse) together with the scores for hostility, neglect, and rejection. According to Rohner's studies (2008), this questionnaire exhibits sound reliability and validity, with internal consistency reported at 0.76 for mothers and 0.74 for fathers. Results As displayed in Table 1, the F-value for the interaction effect of time on the scores of emotional self-regulation and the perception of parental rejection is statistically significant (p < 0.001), indicating substantial disparities between the experimental and control groups in respect to the variables studied at the three stages: pre-test, follow-up, and post-test. Furthermore, the group effect was statistically significant across all three variables. Specifically, the mean difference in emotional self-regulation was 38.8%, while the differences in the perception of rejection were 35% for mothers and 34.4% for fathers. Table 1. Results of variance analysis with repeated measurement Variable Sources of Variation SS DF MS F Sig Eta power Emotional Self-Regulation Time 417.156 1.610 259.43 32.644 0.001 0.924 1.000 Time *Group 490.756 1.610 304.747 43.098 0.001 0.735 1.000 Group 745.344 1 745.344 17.740 0.001 0.388 0.982 Perception of Mother's Rejection Time 280.022 1.667 167.961 26.486 0.001 0.905 1.000 Time *Group 233.889 1.677 140.289 22.583 0.001 0.788 1.000 Group 567.511 1 567.511 15.100 0.001 0.350 0.963 Perception of Father's Rejection Time 210.156 1.635 128.571 53.416 0.001 0.846 1.000 Time*Group 317.156 1.635 149.195 58.498 0.001 0.665 1.000 Group 368.44 1 368.44 9.031 0.006 0.344 0.827 Discussion The findings indicate that schema-based parenting effectively enhances emotional self-regulation in adolescents. This approach addresses the core emotional needs of teenagers who possess deficiencies or early maladaptive schemas, such as feelings of shame or inadequacy. Through educational parenting techniques, this program instills parents with practical behavioral strategies, aiming to modify maladaptive schemas and replace them with adaptive ones. This, in turn, contributes to the enhancement of emotional self-regulation in visually impaired adolescents. Furthermore, by rethinking parental roles—a fundamental strategy in schema-based parenting—parents can experience some relief from ingrained non-aligned schemas. Through this process, a heightened sense of psychological stability emerges, which subsequently diminishes feelings of parental rejection. Prioritizing the emotional requirements of adolescents can play a pivotal role in thwarting the emergence of maladaptive schemas. Conclusion Given the efficacy and proven benefits of schema-based parenting in improving emotional self-regulation and diminishing the perception of parental rejection among blind adolescents, it can be regarded as a valuable adjunct approach alongside traditional therapeutic techniques. Integrating these two approaches could significantly enhance emotional self-regulation and perceived parental acceptance in this population. Acknowledgments The authors extend heartfelt thanks to the mothers and visually impaired adolescents who actively participated in this research, as well as the administrators of schools designated for the visually impaired in Isfahan for their generous support.

Research Paper

Comparison of the Effectiveness of Education Based on Reading Motivation Model and Phono-Graphix Method Education on Executive Functions and Reading Performance in Students with Reading Difficulties

HAMIDEH ADAVI; ezatollah ghadampour; Mohammad Abasi

Volume 14, Issue 54 , November 2024, Pages 107-144

https://doi.org/10.22054/jpe.2024.74327.2590

Abstract

The purpose of this study was to compare the effectiveness of teaching based on the reading motivation model and teaching phono-graphix method on executive functions and reading performance in students with reading difficulties. The method of the current research was a semi-experimental type of pre-test ... Read More The purpose of this study was to compare the effectiveness of teaching based on the reading motivation model and teaching phono-graphix method on executive functions and reading performance in students with reading difficulties. The method of the current research was a semi-experimental type of pre-test and post-test with a control group. The statistical population included all students (boys and girls) in the fourth and fifth grades of elementary school with reading problems in the city of Aligudarz who were studying in the academic year 2018-2019, and among them, 45 people (30 the experimental group and 15 people of the control group) were selected randomly as the sample size. The tools used in the research included the executive functions of Coolidge et al. (2002) and the reading and dyslexia test (NAMA) by Korminuri and Moradi (2004). The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (univariate covariance analysis). The results of the research showed that there is no significant difference between the educational packages used in the research on the variables (F:0/57, P:0/45). Therefore, based on the findings of this research, the use of both intervention methods is effective for students with reading difficulties. Keywords: Reading Motivation Model, Phono-Graphix Method, Executive Functions, Reading Performance, Reading Difficulties. Extended Abstract Introduction Learning disabilities are intimately associated with the realms of psychology and psychology theory. A distinct learning disability can both precipitate difficulties in acquiring specific academic skills and be intricately interconnected with other developmental disorders, such as Attention Deficit/Hyperactivity Disorder (ADHD) (Compton et al., 2020). It is observed that children afflicted with learning disorders, while appearing outwardly normal and possessing standard intelligence, account for a significant portion of the population, with prevalence rates estimated at 2 to 10 percent, as stipulated in the Revised Diagnostic and Statistical Manual. Notably, boys exhibit a disproportionate representation, with the gender ratio being approximately 3:1. The identification of such children typically does not occur in preschool years, and it is only when they enter school, particularly during their first and second years, that their challenges in reading, writing, and comprehending mathematics become evident (American Psychiatric Association, 2022). Dyslexia represents the most common and significant learning impairment among children, as defined by the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders. The definition of reading disorder, according to this source, is as follows: a condition characterized by reading development that is markedly deficient in comparison to age, education, and estimated cognitive ability (Yahyazadeh and Hossein Khanzadeh, 2014). Dyslexia is a specific learning disability that impairs a child's reading ability and fundamental language processing skills (Grigorenko & Wagner, 2000). These children require substantial support from both their parents and teachers during the learning process (Rosemari et al., 2020). Literature Review A burgeoning body of research evidence indicates a correlation between individuals with learning disabilities and underperforming in numerous aspects of executive functions (Narimani et al., 2016; Deng et al., 2021). The conceptualization of executive functions, deeply rooted in cognitive psychology and cognitive neuroscience, pertains to a set of top-down cognitive control processes that regulate conduct, thoughts, and emotions (Stromback et al., 2020). A notable issue associated with executive functions weakness concerns a person's lackluster performance in reading abilities. In essence, poor competence in reading skills manifests (Dehghan et al., 2016). Reading is both a receptive and decoding skillset wherein the reader accurately articulates the author's message. According to the perspective of the National Reading Board, reading extends beyond just correct word pronunciation, encompassing five core areas: awareness of phonetics, auditory discrimination and syllabic composition of words, comprehending written content, acquiring vocabulary, and grasping the context (August et al., 2009; Gough & Tunmer, 2016). This study aims to comparatively evaluate the efficacy of two instructional approaches, namely teaching grounded in the reading motivation model and phono-graphix method instruction, on executive functions and reading performance among students experiencing reading difficulties. Methodology The chosen research design entailed a semi-experimental setup, incorporating a pre-test and follow-up assessment using a control group. The statistical population comprised every student (boys and girls) in grades four and five of elementary school who encountered reading challenges in the city of Aligudarz during the academic year 2018-2019. Among the participants in this study, a total of 45 individuals were randomly selected, equally divided among three groups: the experimental group receiving instruction based on the reading motivation model, the experimental group taught utilizing the phono-graphix method, and the control group. Instruments Used This study employed the "Checklist of Dyslexia Symptoms," a screening tool developed by Bazrafshan (2016), to identify students exhibiting signs of dyslexia. The "Executive Functions Questionnaire" developed by Coolidge, Thede, Stewart, and Segal (2002) was utilized to measure executive functions among this study's participants, specifically children and adolescents aged between 5 and 17 years old. The Reading and Dyslexia Test, developed by Karaminuri and Moradi (2014), was administered to assess participants' reading abilities and aid in the diagnosis of dyslexia within this study. The selected participants were divided into two distinct groups; one group underwent 9 sessions (2 sessions per week, each lasting 45 minutes) for a duration of a month and a half, training with instructional methods grounded in the reading motivation model. The other group endured 12 sessions (2 sessions per week, each lasting 45 minutes), for a month and a half, learning through the phono-graphix instructional technique. Following the conclusion of the instructional program, a follow-up examination was conducted for both the experimental and control groups and the resulting data was scrutinized using univariate and multivariate ANCOVA analysis employing the SPSS24 statistical software. Results Table 3. The results of MANKOVA on the average scores of executive functions and reading performance Statistical power Effect size significant level DF F-ratio value index 1 0.33 0.001 2 6.37 0.33 Pillai Trace 1 0.33 0.001 2 6.37 0.67 Wilks' Lambda 1 0.33 0.001 2 6.37 0.50 Hoteling’s Trace 1 0.33 0.001 2 6.37 0.50 Roy’s Largest To ascertain whether the independent variable exerted an impact on the dependent variables, the Wilkes lambda results were consulted, revealing that the F value (F = 6.37, p < 0.001) confirms the presence of significant differences in the average scores of at least one of the executive functions and reading performance variables among the examined instructional approaches. The subsequent evaluation was executed using Univariate Analysis of Variance (ANOVA) to establish the disparities between the contrasted instructional packages in the follow-up stage. The resulting data are exhibited in Table 4. Table 4. The results of ANCOVA analysis test on the average post-test scores of executive functions and reading performance. Eta Significance level F MSE DF Sst Variation source Variable 0.064 - 0.45 0.57 30.817 1 30.817 Between-group Analysis Executive Functions - - 53.858 58 3123.767 In-group 0.06 - 0.63 0.24 40.01 1 40.01 Between-group Analysis Reading Performance - - 167.94 58 9740.83 In-group Upon analyzing the results of the Univariate Analysis of Variance (ANOVA), no substantial difference was identified between the instructional packages employed within this study concerning the measured variables. As such, the utilization of follow-up tests is not considered feasible or appropriate. Discussion The primary aim of this study was to assess and compare the impact of teaching based on the reading motivation model and the phono-graphix method on executive functions and reading performance in students exhibiting reading challenges. The outcomes of the Univariate Variance Analysis indicated that there was no significant variation in the effectiveness of both instructional interventions on the executive functions. Given that the executive function is a significant cognitive and metacognitive capacity (Alizadeh, 2015), teaching students the combined intervention of the cognitive and metacognitive skills model, and implementing these strategies, can successfully enhance the executive functions of students grappling with reading difficulties. Another aspect to consider is the inherent match between the phono-graphix method and the innate learning abilities of children. By incorporating engaging educational activities, children become more involved in the learning process. Through a self-discovery process of sound placement within words and the subsequent formation of words, children find the experience enjoyable, resulting in increased ease and success in learning. This ultimately leads to improved executive function abilities in children. Furthermore, the research findings revealed no substantial difference between the two educational interventions in terms of reading performance. This may be explained by the fact that students with learning disabilities are less proficient in utilizing learning strategies, in comparison to their non-disabled peers. Various other studies have corroborated the notion that teaching self-regulation strategies enhances students' reading abilities. Conclusion It is noteworthy that this study holds the distinction of being the first in the country to comparatively examine the efficacy of two teaching methodologies grounded in the reading motivation model and the phono-graphix method on the executive functions and reading performance in students confronted with reading difficulties. A significant limitation of the current study pertained to the limited time and location parameters, which affected the follow-up assessment. It is proposed that future supplementation of this research should incorporate a follow-up test. Additionally, a recommendation is made to undertake a comparative analysis of the efficacy of these two methodologies in future research, on students with reading issues in diverse settings. The majority of investigations have focused on dyslexia and it appears there's been inadequate attention paid to children who experience learning challenges in reading yet haven't been diagnosed as dyslexic. Therefore, it is imperative to prioritize reading difficulties among primary school students. It is suggested to arrange workshops for teachers, targeting recognition of students with reading problems, and teach them techniques to apply these interventions effectively to enhance students' reading difficulties.

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Research Paper

Investigating the Prevalence of Addictive Disorders in Individuals with Hearing Impairments: A Systematic Review

Ali BeheshtiMotlagh; mohammad narimani

Volume 14, Issue 54 , November 2024, Pages 145-186

https://doi.org/10.22054/jpe.2024.76214.2623

Abstract

In the deaf and hard-of-hearing community, due to the communication limitations, the possibility of suffering from mental health disorders is higher, this communication limitation increases the possibility of isolation and addiction disorders, as well as the research sources of addiction disorders in ... Read More In the deaf and hard-of-hearing community, due to the communication limitations, the possibility of suffering from mental health disorders is higher, this communication limitation increases the possibility of isolation and addiction disorders, as well as the research sources of addiction disorders in the deaf and The hearing impaired are very limited and its lack is felt; Therefore, the main goal of this research was to systematically review the types of addictive disorders in the deaf and hard of hearing community. Statistical population, types of addictive disorders in deaf and hard of hearing, which was conducted in the last 11 years (1390-1401) in Persian sources and the last 18 years (2023-2005) in English sources, in the form of articles published in scientific-research journals. To find Persian articles, search the Internet using the following keywords: addiction and the deaf, alcohol and the deaf, drug use and the deaf, smoking and the deaf, social networks and the deaf in internal databases: Mag-Iran Publications Information Bank, Silvica, scientific database. Academic Jihad and Research Institute of Scientific Information and Documents of Iran took place. Foreign databases, Science Direct, IEEE PubMed, Springer, PsychInfo, and Web of Science were reviewed for English articles. After reviewing the articles, 100 English and Farsi articles were selected. The results of the survey showed that the highest frequency of addiction disorders in the deaf and hard of hearing is related to drug use (41.66%), smoking (25%), and alcohol consumption (20.83%). Meanwhile, addiction to virtual networks (12.5%) has the lowest frequency. According to the results of this research, prevention and comprehensive training in communication skills is necessary for the deaf and hard-of-hearing community.Keywords: Addictive Disorders; Deafness; Hearing Impaired; Mental Health; Communication. Extended Abstract1.IntroductionDeafness spans a spectrum of conditions characterized by impaired communication, disrupted social-emotional growth, and cognitive development. Notably, approximately 7 out of every 10,000 individuals experience severe to profound hearing impairment from birth, preceding the acquisition of language (Eisinger, Dahl, Vogler et al., 2022). Research indicates a high prevalence rate of deafness, which is coupled with a variety of mental health issues, including anxiety and mood disorders, psychotic disorders, and personality disorders, as well as addiction and developmental disorders (Rosey, Taijisingh, Rudd et al., 2020). Furthermore, cognitive or learning disabilities, or language and communication disorders may also be present. Literature ReviewPrevious research has noted that individuals with general disabilities, such as deafness or blindness, are more vulnerable to drug consumption. Nonetheless, the results of this study highlight the absence of a significant difference in substance use between deaf and hearing-impaired individuals and those with normal hearing. It is worth noting that deaf individuals who consume considerable amounts of alcohol are more prone to using hashish, and deaf teenagers exhibit higher tendencies to utilize industrial substances.According to the research conducted by Akobirshu, McKay, Reif, et al. (2022), it was revealed that deaf and hard-of-hearing individuals consume more opioids than those with normal hearing, and this consumption exceeds the scope of treatment. Meanwhile, in alternative research, it was determined that deaf students consumed greater amounts of alcohol in order to cope effectively with issues and concentrate on finding solutions (Baschenajl & Bell, 2023). MethodologyThis research constitutes a systematic review in nature, employing a systematic methodology (Reviews and Publishing Center, 2009; Abbasi & Sirajzadeh, 2015) to analyze scientific research articles published within the specified period of 2010 to 2014 and between 2005 to 2023, with the focus on discussing addiction disorders among deaf and hearing-impaired individuals. In an effort to locate relevant Persian articles, an extensive internet search was conducted using the keywords "addiction in deaf individuals," "addiction and deaf individuals," and "addictive disorders among deaf individuals." Upon retrieving articles from domestic databases and English sources from foreign databases, the abstracts were thoroughly examined to identify those directly relevant to the topic. Subsequently, suitable articles were selected and chosen for data extraction. After comprehensively assessing the data derived from the sources, the information was condensed and categorized based on the research objectives, examined variables, study populations, research methodologies, findings, and study outcomes. It is crucial to note that the final selection of articles was made based on their titles, abstracts, and outcomes. Ultimately, a total of 24 articles were identified and incorporated within this research. ResultsTable1. Frequency of addictive disorders in the deaf and hard of hearing Title of the categoryFrequencyAbundance percentage1Smoking in hearing-impaired people6%252Alcohol consumption in hearing-impaired people5%20/833Drug use in hearing-impaired people10%41/664Addiction to Virtual Networks in hearing-impaired people 3%12/5 Total24%100 DiscussionThe senses of sight and hearing play a pivotal role in learning, education, communication, and emotional activities. Additionally, the factors that contribute to the tendency towards addiction encompass various elements, including mood, family factors, individual beliefs, peer influences, and inhibition control. These elements could potentially constitute a portion of the causes of addiction among deaf and hard-of-hearing individuals. Deaf individuals frequently encounter a range of mental health challenges due to inadequate communication with society at large. Prior researches indicate that emotional intelligence and emotional regulation play a substantial role in enhancing the mental well-being and reducing the proclivity towards drug use among deaf and hard-of-hearing individuals (Dehghan, Kabudi, Alizadeh, et al., 2020).Furthermore, due to societal rejection, the family serves a pivotal role in these situations, becoming a special refuge where familial social support and a child's self-concept hold considerable significance for their emotional well-being. Research conducted by Narimani, Rashidi, and Zardi revealed that family social support and a child's self-concept have a substantial impact on their vitality (Narimani, Rashidi, & Zardi, 2019). ConclusionGenerally speaking, the lack of adequate communication between deaf and hard-of-hearing individuals and others within society contributes significantly to the prevalence of substance abuse tendencies. Moreover, research has demonstrated that deaf and hard-of-hearing individuals exhibit higher rates of drug usage and tobacco smoking compared to their hearing counterparts.

Research Paper

Effectiveness of Play Therapy based on Executive Functions on Attention Deficit and Impulsivity of Students with Attention Deficit Hyperactivity Disorder

Fateme Nourkojouri; narges pourtaleb; Elnaz MusaNejad

Volume 14, Issue 54 , November 2024, Pages 169-203

https://doi.org/10.22054/jpe.2024.73705.2573

Abstract

The primary objective of this study was to establish the efficacy of play therapy grounded in executive functions in addressing the attention deficit and impulsivity observed in students diagnosed with attention deficit hyperactivity disorder. This experiment was conducted in a quasi-experimental manner, ... Read More The primary objective of this study was to establish the efficacy of play therapy grounded in executive functions in addressing the attention deficit and impulsivity observed in students diagnosed with attention deficit hyperactivity disorder. This experiment was conducted in a quasi-experimental manner, involving a pretest-posttest with a control group. The statistical population in this study encompassed all male students with Attention Deficit/Hyperactivity Disorder (ADHD), aged between 8 to 10 years old within Tabriz City, during the academic year 2022-2023. The statistical sample consisted of 30 students diagnosed with Attention Deficit/Hyperactivity Disorder, identified by consultation with the school counselor and assessment using the CSI-4 scale. A convenience sampling method was employed to select the participants, and they were subsequently divided randomly into two groups: experimental and control. Both groups were evaluated using the software versions of the Stroop and Go-No go tests, in phases of pre-test and post-test. The experimental group engaged in group play therapy grounded in executive functions for a total of 10 sessions, each session lasting 60 minutes, held once a week. The data obtained from the study was subjected to multivariate analysis of covariance for further analysis. The significance level was set at 0.05 in all tests. The results indicated that a significant difference was observed between the experimental and control groups in the attention deficit variable, while no significant difference was found in the impulsivity variable. Based on the outcomes generated through this research, play therapy grounded in executive functions, coupled with targeted interventions focusing on bolstering executive functions, can enhance children with Attention Deficit/Hyperactivity Disorder's attention deficit issues significantly. Keywords: Play Therapy based on Executive Functions, Impulsivity, Executive Functions, Attention Deficit, Attention Deficit Hyperactivity Disorder. Extended Abstract Introduction Attention Deficit Hyperactivity Disorder (ADHD) is classified as a neurodevelopmental disorder under the section for Neurodevelopmental Disorders in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Neurodevelopmental disorders are disorders that manifest during the developmental stages—the period of time that begins at conception at birth and extends till the child reaches adulthood—and are primarily rooted in neurological factors. These disorders are identified before a child begins attending school and are marked by developmental impairments that disrupt personal, social, academic, or occupational functioning (Tobin & House, 2020). Children diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) encounter difficulties in concentrating on tasks and following instructions. They often find it challenging to maintain focus on tasks, especially those they deem less engaging (Schroeder & Gordon, 2021). Additionally, they may experience problems with tasks that require executive functions, including planning, organization, time management, and self-regulation, as well as tasks involving working memory, sustained attention, or switching between various tasks. Attention is the critical and foundational function of the brain, involving the capacity to pick and process important information, while sustaining and manipulating it throughout the entire processing phase. Attention deficit refers to the inability to maintain focus and consistently complete tasks, particularly those deemed boring, monotonous, or extensive (Schroeder & Gordon, 2021). Barkley asserts that the lack of attention exhibited by these children can be attributed to issues with the interaction between inhibition and executive functions. Inhibition, also known as impulse control, is a key element of executive functions that regulates behavior through internally perceived information, including mental imaging, internal speech, and self-motivation (Yavari et al., 2020). If children with Attention Deficit/Hyperactivity Disorder (ADHD) are not diagnosed and treated promptly, the consequences can be severe, resulting in teenagers and adults experiencing job failures, displays of aggression, challenges in interpersonal relationships, and other psychological disorders such as substance abuse, alcohol abuse, depression, and anxiety (Biderman & Spenser, 2005; Yahyavi Zanjani et al., 2021). One of the suggested therapeutic approaches for children with Attention Deficit/Hyperactivity Disorder (ADHD) is play therapy (Samadi, 2019). Play therapy provides a valuable opportunity to create an environment that allows children to acquire appropriate experiences with the assistance of a therapist, thereby reinforcing pre-social, behavioral, and emotional skills. Within the context of the play environment and under the guidance of experts, children, who may struggle to learn these skills in other settings, have an opportunity to easily grasp them through play (Shahi et al., 2020). Literature Review Research findings suggest that games focused on attention concentration can help improve attention span and reduce impulsivity in students diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) (Yahyavi Zanjani et al., 2020). Additionally, a separate study explored the effects of play therapy grounded in executive functions on enhancing the executive functions of children with ADHD. Research has indicated that interventions designed to enhance the executive functions of children with ADHD can lead to improved selective attention, inhibition, and cognitive flexibility (Shahi et al., 2020). Moreover, studies on the training of executive functions in preschool children diagnosed with ADHD have shown reductions in symptoms of inattention and impulsivity (Shuai et al., 2021). In addition, research has discovered that sports interventions have a positive impact on the executive functions of both children and adolescents with ADHD (Liang et al., 2021). Methodology This study utilized a semi-experimental design with a pre-test-post-test framework and a control group. The statistical population in this research included all male students aged 8 to 10 years old who had Attention Deficit/Hyperactivity Disorder (ADHD) within Tabriz during Academic Year 1402-1401. The study's sample consisted of 30 students diagnosed with Attention Deficit/Hyperactivity Disorder selected through convenience sampling, with permission from the Tabriz City Education Authorities and in consultation with the primary schools of boys. The inclusion criteria for sample selection were as follows: a diagnosis of ADHD, male gender, age between 8 and 10 years, average IQ, a lack of current medication use, and no participation in other treatments connected to ADHD. The exclusion criteria for participating in this study encompassed the absence from more than two sessions and the presence of any comorbid disorders, including anxiety, depression, or other mental health conditions. The Raven's Intelligence Quotient (IQ) test was administered to each participant to determine their level of intelligence. Both groups underwent two rounds of assessment: a pre-test and a post-test. The software versions of the word-color Stroop test and the forward digit span test were utilized for evaluation. Following the pre-test, the experimental group embarked on 10 sessions of play therapy aimed at enhancing executive functions, spaced over a period of two and half months (one session a week, with each session lasting 60 minutes). The control group did not receive any intervention. Result The statistical evaluation of the data was executed in two steps: using descriptive statistics (mean and standard deviation) and inferential statistics. Table 1 presents the descriptive data regarding the variables of attention deficit and impulsivity, segregated by group and test. Table 1. Descriptive data of attention deficit and impulsivity variables according to experimental & Control groups Variable Components Group Pre-test Post-test M S M S Attention Deficit Consonant reaction time Experimental Control 43/43 42/55 1/23 1/27 1/18 1/31 22/62 26/28 Anomalous reaction time Experimental Control 37/34 43/22 1/26 1/29 1/23 1/38 31/15 42/62 Consonant error Experimental Control 1/06 1/46 0/13 0/48 1/33 1/06 0/30 0/28 Inconsistent error Experimental Control 3/93 4/40 1/19 2/04 1/33 11/06 0/25 2/98 Correct consonant Experimental Control 43/40 43/36 1/14 0/68 45/53 43/73 0/32 0/62 Incongruent correct Experimental Control 39/06 30/06 2/40 2/63 44/06 28/53 0/67 3/71 Interference score Experimental Control 4/33 4/60 1/58 2/61 1/46 15/20 0/54 3/72 Interference time Experimental Control 20/73 17/00 12/92 17/91 42/40 71/26 14/14 33/02 Percentage rendering error Experimental Control 34/60 35/53 4/41 3/60 26/33 35/80 13/21 14/05 Impulsiveness Experimental Control 23/53 17/20 5/88 3/80 15/00 19/86 4/47 3/96 Experimental Control 48/66 52/33 4/93 4/27 63/13 50/26 4/81 4/66 Experimental Control 26/59 31/68 3/48 4/09 26/59 37/86 3/48 4/02 To evaluate the efficacy of play therapy on executive functions linked to attention deficit and impulsivity, multivariate analysis of covariance (ANCOVA) was implemented, complemented by one-way ANOVA to contrast the difference between the groups. Furthermore, the Kolmogorov-Smirnov test was conducted to confirm the distribution of the studied variables across the groups, which validated the normality assumption for ANCOVA analysis. The Z values calculated at the significance level (P < 0.05) were not significant. To assess the equality of error variance of the post-test variables between the experimental and control groups, Levene's test was utilized. The F value calculated for the variables was not significant, thus confirming this assumption as well. Consequently, the Pillai's trace statistic was reported as a multivariate index, with the results presented in Table 2. Table 2. Descriptive data of attention deficit and impulsivity variables according to test groups Variable Sources Pillai's Trace f df Sig Effect size Attention Deficit Group 0/619 3/78 6 0/019 0/619 Time*group 0/986 2/43 12 0/024 0/493 Impulsiveness group 0/172 0/98 4 0/438 0/172 Time*group 0/389 1/20 8 0/319 0/195 The findings from the multivariate analysis of covariance (ANCOVA) revealed a significant difference in the attention deficit variable between the experimental and control groups (effect size = 0.493, P < 0.001), indicating that play therapy grounded in executive functions was efficient in enhancing the attention deficits of the experimental group. Conversely, the impulsivity variable showed no significant difference between the two groups, with an effect size of 0.195 (P < 0.001). Discussion The main aim of this study was to explore the effectiveness of play therapy, anchored in executive functions, on attention deficits and impulsivity in individuals diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). The results unequivocally established that play therapy centered on executive functions significantly enhances attention deficits in this particular group of students. Additionally, this study's findings are in line with the outcomes of prior research. When discussing the effectiveness of play therapy on executive functions and its influence on improving attention deficits in children with Attention Deficit/Hyperactivity Disorder (ADHD), the hyperarousal hypothesis takes on significant relevance. According to this hypothesis, the indicators of Attention Deficit/Hyperactivity Disorder (ADHD) stem from inadequate stimulation of the brain by environmental stimuli, resulting in a state of reduced arousal in affected individuals. As a result, the ability to pay selective attention is also compromised, causing affected individuals to give equal attention to both significant and irrelevant stimuli. This implies that individuals with ADHD find it challenging to distinguish essential stimuli from insignificant environmental cues, such as the sound of a closing door, and react to both with equal attention (Yadollahi & Mehrparvar, 2019). It is worth noting that this treatment did not yield significant improvements in the impulsivity of students diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). The outcomes related to the impulsivity variable diverged from those of previous research studies. Given that impulsivity, impulse control, and response inhibition are significant issues in children diagnosed with ADHD, addressing these concerns necessitates more than mere targeted exercises. Effective management of impulsivity in children with Attention Deficit/Hyperactivity Disorder (ADHD) necessitates a comprehensive approach that involves behavioral training for both parents and teachers. It becomes apparent that undertaking these tasks independently is inadequate in reducing symptoms of impulsivity in these children, and collaboration between families and schools is crucial in the treatment process. Equipping parents with behavioral management strategies and empowering them to control environmental stimuli can facilitate the development of inhibition and self-control behaviors in these children. Conclusion Based on the research outcomes, it can be posited that play therapy, grounded in executive functions and utilizing targeted techniques and methodologies, may efficaciously assuage the symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). This approach may potentially ameliorate impulsivity and augment impulse control in students diagnosed with ADHD, consequently ameliorating their interpersonal and academic relationships. Given the considerable impact that children and students hold within their families and society, it becomes imperative to address this disorder for optimal future personal, academic, and social development. Consequently, it is suggested that this therapeutic approach be introduced in both private and public psychology clinics. The findings of this study have the capability to significantly benefit not only parents, but also child psychotherapists and teachers. It can be construed as a significant stride towards augmenting the cognitive and behavioral skills of children diagnosed with ADHD, facilitating healthier psychological well-being both for the children and their families, and ultimately working towards forestalling potential future obstacles for these individuals. Acknowledgements The authors would like to extend their profound appreciation to the participants in this research, encompassing the managers, teachers, and parents of students in the city of Tabriz, for their invaluable collaboration in the implementation of this study.

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Research Paper

Comparison of Parenting Stress and Psychological Capital of the Parents of Children with Attention Deficit/hyperactivity, Oppositional Defiant Disorder and Typically Development Children

Setare Haddad kashani; abbasali hossein khanzadeh; Abbas Abolghasemi

Volume 14, Issue 54 , November 2024, Pages 205-230

https://doi.org/10.22054/jpe.2022.62418.2353

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are two prevalent behavioral disorders among children, with the inclusion of these children within a family typically having a significant impact on the functioning of other family members. When the psychological ... Read More Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are two prevalent behavioral disorders among children, with the inclusion of these children within a family typically having a significant impact on the functioning of other family members. When the psychological well-being of parents of children with developmental disorders is compromised, it can lead to adverse outcomes such as feelings of deprivation and increased levels of anxiety, stress, and depression among parents of typically developing children (Sheikhul Islami et al., 2015; Chen et al., 2017). The distinct characteristics and needs of children grappling with psychological difficulties often lead to parents experiencing a sense of stress and feeling ill-equipped in terms of parenting skills. Research indicates that mothers of children with Attention Deficit/Hyperactivity Disorder (ADHD) tend to endure higher levels of parenting stress compared to mothers of typically developing children (Yousfi et al., 2018; Kazemi, 2015; Ershad Sarabi et al., Kurdistan, 1394). Research findings indicate that when parents' mental health is compromised, their levels of hope, optimism, tolerance, and resilience diminish, affecting their capacity to effectively handle challenges. This, in turn, reduces their self-efficacy in parenting and can have negative effects on the individual's psychological well-being. Studies have demonstrated that families with children with special needs often display lower levels of psychological capital and its components, as asserted by Birami et al. Previous research has focused on the impacts of Attention Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder or training interventions aimed at enhancing parental skills. However, studies to date have not concurrently examined the effects of these disorders on two components relevant to parents that can simultaneously exhibit positive and negative consequences derived from the disorder when compared to parents of typically developing children. The objective of this research is to investigate the following question: Is there a significant difference in parenting stress and psychological capital between parents of children with Attention Deficit/Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and typically developing children? Keywords: Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, Parental Stress, Psychological Capital. Extended Abstract Method The research methodology adopted in this study is of a comparative scientific nature. The study's statistical population consists of the parents of elementary school boys (grades 1 to 3) during the academic year 1997-1998 in Kashan City. This study utilized a comparative scientific approach, drawing a sample of 57 parents of children with Attention Deficit/Hyperactivity Disorder, 50 parents of children with Oppositional Defiant Disorder, and 42 parents of typically developing children from the aforementioned statistical population. Individuals from the identified statistical population who met the eligibility criteria for the study were thoughtfully selected. Subsequently, the parents were provided with Parenting Stress and Psychological Capital questionnaires to complete. The collected data was subsequently analyzed using the SPSS software, employing both the multivariate analysis of variance and the Kruskal-Wallis statistical methods. Findings The Shapiro-Wilk test results indicated that the data distribution for the stress variable was normal, while the distribution for the psychological capital variable was non-normal. Consequently, parametric tests were applied for analyzing the stress variable data, while non-parametric tests were employed for assessing the psychological capital variable data. Based on the significance of the F statistic from the Multivariate Analysis of Variance (MANOVA) test for the parenting stress component (Box's: 369.36, p < 0.00), it can be inferred that the covariance matrix for the stress variable is not equivalent across the groups. Furthermore, due to the significance of Bartlett's chi-square statistic for the parenting stress component (1104.698, p < 0.00, x^2 = 2), it can be deduced that a significant relationship exists among the components. Due to these findings, it is appropriate to employ a multivariate analysis of variance (MANOVA) test in this situation. The Multivariate Analysis of Variance (MANOVA) Test was utilized to investigate parenting stress among parents of children with Attention Deficit/Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and typically developing children. The outcomes of the test exhibit a substantial effect of group on the linear combination of the dependent variable. This suggests that there is a remarkable divergence between the typical parenting challenges, Attention Deficit Hyperactivity Disorder, and Oppositional Defiant Disorder in terms of the stress experienced by parents. Additionally, the non-parametric Kruskal-Wallis test was deployed to investigate the psychological capital component among the three groups of parents, uncovering a significant divergence in psychological capital levels across the groups. Discussion The findings demonstrated that parenting stress varied significantly across three groups. Additionally, the results indicated that parents of typically developing children display higher levels of psychological capital compared to parents of children with Attention Deficit/Hyperactivity Disorder and those with Oppositional Defiant Disorder. It is important to note the complicated relationship between these individuals, wherein a shift in one individual can swiftly impact the other. When a child within the family struggles with behavioral disorders, it can pose significant challenges for all individuals who interact with them. One of these challenges involves enduring high levels of stress (Talebi et al., 2017). Consequently, it can be deduced that the distinctive characteristics of children with emotional behavioral disorders have considerable unfavorable impacts on both the children themselves and their close relationships, particularly their parents. Parents who lack the necessary communication skills to effectively engage with these children face substantial challenges, and in addition to the intrinsic stresses of parenting, these parents also suffer from additional strain. The parenting stress endured by these parents exacerbates the children's behavior, further intensifying parental stress, ensuing in a cascading series of emotional behavior. This cyclical pattern generates a vicious cycle that exacerbates the inherent issues for both parents and children. Additionally, the research indicated that parents of children diagnosed with Oppositional Defiant Disorder (ODD) showcased lower levels of psychological capital compared to parents of typically developing children and those with Attention Deficit/Hyperactivity Disorder (ADHD). The components of psychological capital, such as hope, optimism, self-efficacy, and resilience, play a crucial role in the parent-child relationship, as demonstrated by the findings. 1. Raising a child with an emotional behavioral disorder significantly impacts the perceptions, emotions, perspectives, and values of their parents, resulting in experiences that diminish the psychological well-being of parents with children who have Oppositional Defiant Disorder compared to parents of typically developing children. Consequently, they experience diminished capacity to use appropriate techniques while dealing with these children, resulting in an inability to effectively diffuse conflicts. A decrease in parents' psychological capital can result in increased negative behaviors in children, which exacerbates the issue and leads to elevated self-displeasure and disillusionment due to mishandling the situation. Therefore, this problem persists indefinitely because of its cyclic nature. Ethical Considerations This study strictly adhered to ethical guidelines, in accordance with the Master's thesis by Setara Haddad Kashani from the Department of Psychology at Gilan University, dated 04/2018. Ethical considerations, including maintaining confidentiality, obtaining informed consent from participants' parents, and protecting the identity information, were thoroughly upheld throughout the entire research process. Acknowledgement I sincerely thank all the friends, professors, and parents who have cooperated with us in undertaking this research.

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Research Paper

Comparison of Emotional Competence, Social Problem Solving and Empathy of Students with Externalizing Behavioral Problems and Normal Students

Mohammad Reza Rasouli-Nejad; NEDA MALEKI FARAB; Mahboobe Taher; Masoume Saeedi

Volume 14, Issue 54 , November 2024, Pages 249-278

https://doi.org/10.22054/jpe.2024.82334.2754

Abstract

This research was conducted with the aim of comparing the emotional competence, social problem solving and empathy of students with externalizing behavior problems and normal students. The research method was causal-comparative. The statistical population of the present study included all boy students ... Read More This research was conducted with the aim of comparing the emotional competence, social problem solving and empathy of students with externalizing behavior problems and normal students. The research method was causal-comparative. The statistical population of the present study included all boy students of the sixth grade of Damghan city in the academic year of 2021-2022. 100 students (50 students with externalizing behavioral problems, 50 normal students) were selected as a sample using available sampling method. The tools used in this research include Achenbach's (2003) behavioral problem questionnaires, competence questionnaire. Emotion was Zhou and Ee (2012), Social Problem Solving Questionnaire by Dzurilla et al (2002) and Baron-Cohen's Empathy Benefit Scale (2003). The analysis of the information obtained from the implementation of the questionnaire was done using SPSS 16 software in two descriptive and inferential sections (multivariate analysis of variance test). The results showed that students with externalizing behavioral problems have a lower level of emotional competence, social problem solving and empathy compared to normal students. Extended Abstract Introduction Recognizing the pivotal role that students play in shaping the future of society and their profound impact on its development and progression, the focus on their problems has become a top priority for psychologists and researchers alike. Research indicates that approximately 6 to 10 percent of school-age children and adolescents exhibit behavioral disorders, with boys being affected at a rate of 5 to 1 compared to girls (HosseinKhanzadeh et al, 2024). Studies have classified behavioral issues into two broad categories: (1) internalizing and (2) externalizing. Internalizing behavioral problems primarily focus on the individual and tend to have a minimal impact on others. These issues often manifest as anxiety, depression, and worry (Ghorabi et al., 2022). Externalizing behavioral issues encompass a spectrum of problems that revolve around interpersonal conflicts and translate into negative behaviors exhibited in the external environment. This category embraces a variety of challenges such as aggression, disobedience, bullying, and more (HosseinKhanzadeh et al, 2024; Tork-ladani & Aghababaei, 2022; Ghorabi et al, 2022). Externalizing behavioral issues often disregard social norms and infringe upon the rights and interests of others, making them unacceptable behaviors. Research findings have shed light on a concerning issue regarding empathy among students with these behavioral problems (Abdolrahimpour et al., 2021; HosseinKhanzadeh et al, 2022; Idem et al., 2024). Empathy can be understood as an individual's capacity to comprehend the intentions, emotions, and objectives of others (Mousavian et al, 2023; Xiao et al. 2021; Taheri et al. 2023). It serves as a crucial component for effective interpersonal interactions. Empathic behavior plays a significant role in fostering positive social adjustment in people. Empathetic relationships provide an avenue for individuals to exercise control over their emotions and feelings and adapt their behavior in alignment with societal expectations. It is observed that empathetic children exhibit more kind and self-care behaviors, as well as increased verbal and physical interactions with others (Pira & Taher, 2022). Studies have demonstrated that students with behavioral issues like bullying also exhibit deficiencies in social problem-solving abilities. Moreover, having inadequate social problem-solving skills during childhood and adolescence is linked to a range of issues, such as depression and aggressive behavior (Ershad-Sarabi et al. 2018; Saffarinia et al. 2023). Social problem-solving is a cognitive-behavioral process through which individuals with this skill are able to devise effective solutions to address their life problems (Yilmaz & Tras, 2019; Ghorabi et al., 2022). Additionally, research findings indicate that individuals with weak social problem-solving skills often demonstrate lower levels of emotional competence (Ahmadpour-Torki et al., 2018). Emotional competence encompasses the acquisition and utilization of knowledge and skills necessary for managing emotions. The capacity to control one's motivations, understand the behavior of others, and regulate emotions in response to the emotions and behaviors of others significantly contributes to emotional competence (Jabbari & Fakhr-ranjbari, 2023; Pahlavani & Ashori, 2022). A multitude of research has been carried out with the aim of teaching a range of skills to students grappling with externalizing and internalizing behavioral issues. It has been observed that the pool of different skills and characteristics of students battling externalizing behavioral problems tends to be less extensive in comparison to those of normal students. It is essential to emphasize that neglecting to address students' behavioral problems can lead to significant negative consequences in various aspects of their lives, including depression, anxiety, suicidal tendencies, as well as subsequent issues like delinquency and drug abuse (Ghorabi et al, 2022). Furthermore, this issue forms a critical aspect of the development of disorders among youth and adults, imposing significant costs on both families and society (HosseinKhanzadeh et al, 2024). To prevent the emergence of these problems and to effectively leverage the results in centers that work with students in any capacity, it is crucial to pay attention and conduct research on this group of students, as well as the influential factors that perpetuate and exacerbate their challenges. Research Question The central research question being investigated by this paper is whether there exist any measurable differences in the emotional competence, social problem-solving abilities, and empathy levels between students grappling with externalizing behavior problems and their normal counterparts. Literature Review Drawing upon the findings of previous research in this domain, we can highlight the work of Azimi et al. (2023), who examined the efficacy of cognitive therapy based on emotion regulation in enhancing problem-solving abilities and social competence among students grappling with behavioral disorders. Their research revealed positive outcomes, showcasing the effectiveness of the therapy in both realms. The findings of Saffarinia et al.'s (2023) research demonstrated the effectiveness of therapy based on commitment and acceptance, with the model (observer, explorer, and consultant-values) on enhancing the social-emotional competence and social problem-solving skills of adolescents exhibiting high-risk behavior. This research clearly substantiated that such a treatment approach was efficacious in improving these aspects among individuals with elevated risk behaviors. Hakimi-Farahani et al. (2022) conducted research on the efficacy of educational games grounded in social-emotional learning in boosting empathy and social competence in preschool children. Their findings indicated that such games indeed had a positive impact on enhancing both these aspects in the targeted age group. In the research conducted by Khanjani et al. (2014), the development of empathy in children aged 5 to 11 years with internalizing disorders was examined. The results indicated that the level of empathy in these children at their respective ages showed considerable variation. Methodology The current research employed a causal-comparative descriptive design. The statistical population consisted of all male students in the sixth grade of Damghan city during the academic year 2021-2022. From this pool, a sample of 100 students was randomly selected for inclusion: 50 students with Externalizing Behavioral Problems and 50 normal students. The findings were then analyzed using the "SPSS 16 software" and the "multivariate analysis of variance (MANOVA) test method". Results Table 1. Significance test of multivariate analysis of variance Variable test Value F Sig. Group Pillais Trace 0.247 10.507 0.001** Wilks Lambda 0.753 10.507 0.001** Hotelling's Trace 0.328 10.507 0.001** Roy's Largest Root 0.328 10.507 0.001** P < 0.05* p < 0.01** As can be seen in Table 1, there is a significant difference between the two groups in terms of research variables. Table 2. Comparison of emotional competence, social problem solving and empathy of students with Externalizing Behavioral Problems and normal students Variable sum of squares Df mean square F p value group error total Emotional competence 942.49 7324.90 461331 1 942.490 12.610 0.001** Social problem solving 510.76 3536.40 293276 1 262.440 6.861 0.010* empathy 262.44 3748.72 366656 1 510.760 14.154 0.001** P < 0.05* p < 0.01** Based on Table 2, the influence of the independent variable (students with Externalizing Behavioral Problems) on the variables of emotional competence, social problem solving, and empathy has been found to be significant. Consequently, the conclusion can be drawn that students with Externalizing Behavioral Problems exhibit weaker abilities in terms of emotional competence, problem-solving skills, and empathy, in comparison to their normal counterparts. Discussion The current study aimed to examine and contrast the levels of emotional competence, social problem-solving abilities, and empathy displayed by students with externalizing behavioral issues versus their normal counterparts. The results revealed that students confronted with externalizing behavioral problems exhibit significantly weaker emotional competence, likely due to the formative influence of factors such as parenting styles during their childhood. These students, who often struggle with interpersonal interactions due to their behavioral issues, may be adversely affected by inappropriate parenting approaches. Consequently, they demonstrate diminished emotional competence compared to normal students. Furthermore, the results indicated that students facing externalizing behavioral problems possess a lower capacity for addressing social problems in comparison to their normal peers. This difference may be attributed to the fact that these children struggle to consider various potential solutions and their associated consequences when coping with problems or issues at hand. As a result, they frequently resort to employing less constructive, and ultimately ineffective, methods. Lastly, the results revealed that students battling Externalizing Behavioral Problems exhibit a substantially lower level of empathy compared to their normal classmates. This discrepancy may be attributed to the challenges faced by these children in terms of the neural processing required to discern the feelings and intentions of others, which is an essential prerequisite for an apt empathetic response. Conclusion The results of this research clearly demonstrate that students grappling with externalizing behavioral issues exhibit lower levels of emotional competence, social problem-solving skills, and empathy, when juxtaposed against their normal peers. Acknowledgments We express our gratitude for the participation and cooperation of the students who contributed to the completion of this research. Additionally, we acknowledge that the current research is part of the first author's master's thesis

The Effectiveness of Stress Reduction Program Training Based on Mindfulness on the Stress Levels of Mothers with Intellectually Disabled Children

nastaran seiedesmseeli ghomi; farangis kazemi; shahla pezeshk

Volume 5, Issue 17 , March 2015, , Pages 133-148

https://doi.org/10.22054/jpe.2015.1465

Abstract

Thepurpose of this study was to investigate the effectiveness of stress reductionprogram training based onmindfulness on stress levels of mothers withintellectually disabled children. Research method was quasi-experimental designwith pretest-posttest and control group. The statistical population of thisstudy ... Read More

A Comparison of Signs of Anxiety and Depression in Draw a Person Test in Educable Mentally Retarded and Normal Students

Nastaran Seyed Esmaili Qomi; Ali Sheykholeslami

Volume 3, Issue 10 , March 2013, , Pages 113-128

Abstract

The purpose of this study is to comparesigns of anxiety and depression in draw a person test in mentally retarded andnormal students. In this descriptive research, the statistical population consistsof all 11 year-old educable mentally retarded and normal students of Shahriyarcity in the academic ... Read More

The Effectiveness of Educational Computer Games on the Academic Motivation in Third Grade Elementary School Students with Math Learning Disability

rahim moradi; hasan maleki

Volume 5, Issue 18 , July 2015, , Pages 27-44

https://doi.org/10.22054/jpe.2015.1543

Abstract

The present study was an attempt to investigate the effectiveness ofeducationalcomputer games on the academic motivation in third grade elementaryschool students with math learning disability. Method: For this purpose,by implementing a quasi-experimental research, 40 students among all thirdgrade elementary ... Read More

A Parent Training Program for Families with ADHD Children and Its Impact on Reducing Symptoms and Family Function

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 ... Read More

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elham shafieefar; farangis kazemi; shiva dolatabadi

Volume 4, Issue 15 , January 2014, , Pages 187-204

Abstract

aa Read More

Research Paper

positive psychology constructs in specific learning disability: A systematic review study

shahrooz nemati; rahim badri; shahram ,vahedi; Niloufar Broumandzadeh

Articles in Press, Accepted Manuscript, Available Online from 25 November 2023

https://doi.org/10.22054/jpe.2023.74052.2584

Abstract

Specific learning disability is a neurodevelopmental disorder that was considered from a positive psychology approach in recent years. The aim of the current research was to draw a concept map of positive psychology constructs in specific learning disability. The research design was a systematic review ... Read More

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Research Paper

Developing Affective working memory-based education package and investigating its effectiveness in improving the problem-solving, cognitive inhibition, mathematics attitude and mathematics anxiety of students with the math learning disabilites

zakiehe najarian; shahram ,vahedi; touraj hashemi; rahim badri

Articles in Press, Accepted Manuscript, Available Online from 31 December 2023

https://doi.org/10.22054/jpe.2023.75950.2620

Abstract

The purpose of the present study was to develop a Affective working memory-based education package and to investigate the effectiveness of this package in improving the cognitive-emotional dimensions of learning for students with the specific learning disability of mathematical disorder. The present ... Read More

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Research Paper

Identifying and Prioritization the indicators of a successful exceptional school in the elementary school

fateme nikbin; Reza Soltani shal; abbasali hossein khanzadeh

Articles in Press, Accepted Manuscript, Available Online from 06 May 2024

https://doi.org/10.22054/jpe.2024.77200.2652

Abstract

The current research was conducted with the aim of identifying and prioritizing the indicators of an exceptionally successful school in the elementary school of Rasht city. The current research community consisted of all specialists in the field of education of exceptional students in Rasht city, and ... Read More

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Research Paper

Development of a cognitive rehabilitation program fast for word and its effectiveness on the auditory processing of children with neurodevelopmental disorders: a case study of children with dyslexia and attention deficit/hyperactivity disorder

Hoda Faramarzi

Articles in Press, Accepted Manuscript, Available Online from 14 May 2024

https://doi.org/10.22054/jpe.2024.77905.2671

Abstract

One of the most obvious characteristics of children with dyslexia and attention deficit/hyperactivity disorder is difficulty in auditory processing, and failure to provide timely intervention for these children has irreparable consequences. The purpose of this research was to develop a cognitive rehabilitation ... Read More

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Research Paper

Investigating the mediating role of progress motivation in the relationship between optimism and resilience with self-efficacy in people with physical disabilities

Mohammad Hadi Safi; Hassan Maldar Hassanabadi; Yasser Rezapour Mirsaleh; hamid khakbaz

Articles in Press, Accepted Manuscript, Available Online from 13 October 2024

https://doi.org/10.22054/jpe.2024.78383.2679

Abstract

Disability is a global phenomenon that has existed and continues to exist in all eras and societies. The aim of this research was to examine the mediating role of achievement motivation in the relationship between optimism, resilience, and self-efficacy among individuals with physical-mobility disabilities ... Read More

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Research Paper

The effectiveness of the educational package of the multimedia learning environment model on academic engagement and academic incivility in students with specific learning disorders

Hamza Mirzai; Salar Faramarzi; Mojtaba Jahanifar; Amir Masnavi

Articles in Press, Accepted Manuscript, Available Online from 26 October 2024

https://doi.org/10.22054/jpe.2024.81352.2727

Abstract

The aim of the present study was to determine the effectiveness of the educational package of the multimedia learning environment model on academic engagement and Academic incivility in students with specific learning disorders. The statistical population included all children with special learning disabilities ... Read More

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Research Paper

The effectiveness of emotional recognition intervention on the emotional self-regulation and empathy of children with oppositional defiant disorder

Kimia Rigi; Mansooreh Shahriari Ahmadi,; Parisa Tajali; Parvaneh Ghodsi,

Articles in Press, Accepted Manuscript, Available Online from 09 November 2024

https://doi.org/10.22054/jpe.2024.74267.2588

Abstract

The present study was conducted with the aim of the effectiveness of emotional recognition intervention on emotional self-regulation and empathy of children with oppositional defiant disorder. It was a semi-experimental research project of pre-test-post-test and follow-up type with a control group and ... Read More

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Research Paper

The effectiveness of logotherapy in parents of children with special needs: A meta-analysis

omid isanejad; Avin Mohammadi

Articles in Press, Accepted Manuscript, Available Online from 09 November 2024

https://doi.org/10.22054/jpe.2024.78041.2674

Abstract

Raising and taking care of children with special needs is a significant as well as challenging matter. Many approaches have been utilized to increase the quality of education for them and reduce the adverse impacts of variables such as stress and depression. One of these approaches, which has received ... Read More

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Research Paper

A Review of Bibliometric Studies: Dyslexia and Game-based Learning

fatemeh jafarkhani; Hoda Mohsenifard; azin yazdi; Mozhgan Ghanat

Articles in Press, Accepted Manuscript, Available Online from 09 November 2024

https://doi.org/10.22054/jpe.2024.79352.2694

Abstract

The present study aimed to provide an overview of the literature on dyslexia, especially educational games. Therefore, a review of relevant studies on dyslexia, particularly educational games, was conducted. In this study, 31 review articles were analyzed and examined. The study followed the suggestions ... Read More

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Research Paper

The effectiveness of mother-child interaction training based on the Precede model on mothers' meta-emotional philosophy and children's emotional and behavioral problems

zahra mohamadi; amir ghamarani

Articles in Press, Accepted Manuscript, Available Online from 20 November 2024

https://doi.org/10.22054/jpe.2024.78639.2684

Abstract

The aim of the present study was to investigate the effectiveness of mother-child interaction training based on the Precede model, on mothers' meta-emotional philosophy and emotional-behavioral problems in children. This research was a semi-experimental research of pre-test and post-test type with ... Read More

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Rejected Submissions	1,182
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Accepted Submissions	302
Acceptance Rate	17
Time to Accept (Days)	282
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Volume 5 (2015)

Volume 4 (2014)

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Volume 2 (2012)

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