Psychology of Exceptional Individuals is an open-access, double-blind, peer-reviewed journal published by Allameh Tabataba’i University, the leading university in Humanities and Social Sciences in Iran. Psychology of Exceptional Individuals has been established to provide an intellectual platform for national and international researchers working on issues related to exceptional individuals. The Journal was founded in as a response to quick advancements in research on exceptional individuals and was dedicated to the publication of highest-quality research studies that report findings on issues of great concern to the field.
To allow for easy and worldwide access to the most updated research findings, the journal is set to be an open-access journal.
The journal charges two million Rials to compensate a part of the arbitration fee, and if the article is accepted, additonally four million Rials will be charged from the authors for a part of the costs of processing the articles, the rest of the costs will be financially supported by Allameh Tabatabai University.
Non-Iranian authors are free of mentioned charges.
The journal is published in both a print version .and an online version
Marjan Haydari, Masoume Yazdanipour, Salar Faramarzi
Abstract Parental acceptance of a child’s disability can play a crucial role in facilitating timely intervention and the receipt of appropriate therapeutic and educational programs. Accordingly, the present study aimed to explore the lived experiences of special education teachers regarding factors influencing parents’ acceptance of their children’s disabilities. This study was conducted using a phenomenological approach and the study population included all teachers of students with disabilities who were teaching in the city of Isfahan during the 2023–2024 academic year. Purposeful sampling was employed, and interviews were conducted with 11 participants until data saturation was reached. To analyze the interviews, Colaizzi’s method was used. The findings, after thematic extraction, were categorized into 5 main themes and 28 subthemes. The main themes were: the nature of the child’s disability, child characteristics, parental demographic characteristics, parental psychological status, and environmental conditions. Based on the findings of this study, it can be concluded that parental acceptance of disability is a multifaceted process influenced by numerous factors. These underlying factors create challenges that can delay or restrict the implementation of effective rehabilitation interventions for students. Consequently, the planning and development of future rehabilitation strategies must comprehensively address these underlying factors to maximize the effectiveness of interventions.
Abstract Post traumatic growth is a positive psychological change that may help traumatized parents recover. Therefore, the aim of the current study was to develop a sublime suffering model in parents of children with autism spectrum disorder. This study was conducted in 2024 in the city of Isfahan using a qualitative method and a grounded theory approach. The sample group reached theoretical saturation by selecting 27 parents with post traumatic growth (with the participants acknowledging the experience of growth and obtaining a score two standard deviations higher than the average in the post-traumatic growth test by Tedeschi & Calhoun (1996) by the participants). Sampling method was purposeful and semi-structured interview method was used to collect data. Data analysis was done with the systematic method of Strauss and Corbin (2008) in three stages of open, central and selective coding, and the findings included 140 open codes, 30 central codes and 5 selective codes. Based on the results of the research, a data-based model was developed, including causal factors, underlying factors, intervening factors, strategies, and consequences. Based on the results, it can be said that this model can open the way for psychologists and counselors to increase the post-traumatic growth capacity of parents of children with autism spectrum disorder.
Shahrooz Nemati, Rahim Badri, srwa karami, Parisa Hassanzadeh Delghosha
Abstract The present study aimed to investigate the effectiveness of phonological awareness training program on reading components and academic help-seeking behaviors in students with specific learning disorder (SLD) characterized by reading impairment. This research employed a quasi-experimental design with a pre-test–post-test and a control group. The statistical population included all third- and fourth-grade students with SLD characterized by reading impairment who were referred by public schools to the Learning Disability Center in Baneh during the 2023–2024 academic year. A total of 30 students were selected through convenience sampling and randomly assigned to two groups of 15 participants each. The Shirazi and Nilipour Reading Diagnostic Test (2004) and the Ryan and Pintrich (1997) Academic Help-Seeking Questionnaire were used to assess the study variables. The intervention consisted of ten 60-minute sessions of phonological awareness training based on the tasks developed by Dastjerdi and Soleimani (2003) administered to the experimental group, while the control group received no training. Post-tests were conducted for both groups. Data were analyzed using analysis of covariance (ANCOVA). The results indicated that the phonological awareness training program had a statistically significant effect on reading components (accuracy, speed, and comprehension) as well as academic help-seeking behaviors. These findings highlight the importance and effectiveness of phonological awareness training in improving reading skills and help-seeking behaviors among students with specific learning disability and reading impairment. Based on the findings, phonological awareness instruction is essential for students with this type of learning disorder.
Abstract Hearing impairment is one of the most prevalent sensory disabilities in children and has widespread effects on their cognitive, emotional, social, and language development. Given the high prevalence and long-term impact of this condition on quality of life, identifying and implementing effective interventions in this field is of great importance. Accordingly, the present study aimed to examine the effectiveness of group play therapy on emotion recognition and communication skills in children with hearing impairment. This applied study employed a quasi-experimental pretest–posttest control group design. The study population consisted of students with hearing impairment in Ardabil City during the 2025–2026 academic year, from whom 30 children aged 10 to 14 years were selected through convenience sampling and randomly assigned to experimental and control groups (15 participants in each group). The research instruments included the Ekman and Friesen Facial Emotion Recognition Questionnaire (1976) and the Matson Social Skills Scale (1983). The experimental group participated in ten sessions of group play therapy, held once a week for 60 minutes, while the control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results indicated that group play therapy significantly improved emotion recognition and communication skills in children with hearing impairment (P < 0.01). Therefore, group play therapy can be considered an effective therapeutic approach for promoting mental health and enhancing emotional and communication skills in these children.
Abstract Students with learning disabilities are found in all educational environments. The current study was conducted with the aim of investigating the effectiveness of Hebert's psychological toolbox on sustained attention and self-control of 7-9-year-old children with attention deficit hyperactivity disorder.
The research method was a quasi-experimental design with pre-test-post-test and a 45-day follow-up period with a control group. The statistical population included all 7-9-year-old children with attention deficit hyperactivity disorder in Isfahan in 1403. Using a random sampling method, 40 children were selected and randomly assigned to two groups of 20: experimental and control. The experimental group received Hebert's psychological toolbox (2023) during 12 45-minute sessions, but the control group did not receive any intervention. The research tools included the Connors-Form Teacher Child Behavior Rating Scale (1990) and the Wilcoxon Self-Control Questionnaire (1979). The data were analyzed using repeated measures analysis of variance using SPSS version 26.
The findings showed that Hebert's psychological toolbox had a significant effect on improving sustained attention and behavioral control in children with attention deficit hyperactivity disorder (p < 0.001).
According to the findings, it can be concluded that Hebert's psychological toolbox is effective in improving the cognitive components of children with attention deficit hyperactivity disorder. Therefore, this effective treatment can be used along with other existing treatment approaches to reduce their psychological problems in psychological, educational centers and other related organizations.
saeed armun, shahram vahedi, rahim badri gargari, Leila Mahdizadeh Fanid
Abstract The aim of the present study was to describe, analyze, and draw overall conclusions regarding the effectiveness of executive function-based interventions on improving information processing speed. The method employed in this study was meta-analysis, conducted using both fixed-effect and random-effects models. The identification, screening, eligibility assessment, and selection of studies were carried out in accordance with the PRISMA 2020 guidelines. The statistical population of the study comprised all theses and articles published in the last 14 years, both within Iran and outside Iran, which were systematically searched in databases including IranDoc, SID (Scientific Information Database), MagIran, Noormags, Google Scholar, ScienceDirect, PubMed, ERIC, Scopus, Web of Science, and ISC (Islamic World Science Citation Center) Humanities Comprehensive Portal in 2025. Following the review and retrieval of various studies based on the predetermined inclusion and exclusion criteria, 21 articles entered the analysis process, corresponding to 43 meta-analytic units. Furthermore, data analysis was conducted using CMA-2 software. The results of the analysis revealed that the combined effect size was 1.284 in the fixed-effect model and 1.211 in the random-effects model, which were statistically significant (p < .05). Therefore, it can be concluded that executive function-based interventions had a large effect on improving information processing speed. Accordingly, relevant stakeholders are recommended to make maximum use of executive function-based interventions in order to enhance students' information processing speed.
Mina farajpour, Esmaeil Zaraii Zavaraki, Parviz Sharifi Daramadi
Abstract Specific learning disorder presents a significant challenge in preschool education, where early identification and targeted interventions can improve children’s cognitive skills and academic success. This descriptive cross-sectional study, using a comparative analysis approach, assessed the cognitive skills of preschool children at risk for specific learning disorder in Darab, Iran, during the 2024–2025 academic year, employing the Captain’s Log Test. The study population included all at-risk preschoolers in local centers, with 16 children (8 girls, 8 boys) selected through purposive sampling based on the Steele Preschool Learning Disabilities Symptoms Questionnaire (2004). The Captain’s Log Test was used as the data collection instrument. Data were analyzed using descriptive statistics. Results showed that girls outperformed boys in visual memory identification (71 vs. 60.50), auditory pattern recognition (58.75 vs. 43.75), selective comparative reasoning (55.38 vs. 51.88), working memory capacity (54.75 vs. 35), visual scanning (49.25 vs. 40.25), and sequential memory patterns (33.63 vs. 21.75). In contrast, boys performed better in numerical perceptual recall (40.63 vs. 34.63) and auditory sequential memory (22.50 vs. 19.43). High variability in working memory capacity indicated diverse cognitive performance among participants. Furthermore, individual scores revealed that children’s performance on all subtests fell below the software’s standard criterion. These findings indicate an overall weakness in the assessed cognitive skills among preschoolers at risk for specific learning disorder and underscore the importance of early identification and targeted interventions. Therefore, the use of the Captain’s Log Test is recommended for cognitive assessment and rehabilitation in educational settings.
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 the participants in this research were 20 university professors, counselors and education teachers as a panel group. Results: From the analysis of the qualitative data obtained from the responses of the participants to this question, 53 codes, 19 sub-indices, then 7 main indicators (educational needs, organizational needs, individual needs of students, need for psychological and counseling services, need to refresh the environment the school, characteristics of the management staff and teachers, considering the special conditions of the students' families) were extracted. In the second step, using the extracted codes, a questionnaire of 51 questions was designed for the decision making of the panel group, and the criterion for accepting each item was to obtain an agreement coefficient of 80%. As a result, a successful school is one that can prepare teenagers for the future life by addressing and planning in the seven dimensions of educational needs, organizational needs, individual needs of students, the need for psychological and counseling services, and the need for rejuvenation. The school environment, the characteristics of the management staff and teachers, considering the special conditions of the students' families in general in order to prepare teenagers for life and employment in the future.
zakiehe najarian, shahram ,vahedi, touraj hashemi, rahim badri
Abstract The purpose of the present study was to develop a Affective working memory-based education package and to investigate the effectiveness of this package in improving the cognitive-emotional dimensions of learning for students with the specific learning disability of mathematical disorder. The present study was a semi-experimental pre-test and post-test design on experimental and control groups. The statistical population of the research included all the male and female students with the specific learning disability with mathematical disorder who visited the elementary schools of learning disabilities in Isfahan in the academic year 2021-2022. Within this context, 30 students were selected purposefully and divided randomly into two experimental and control groups. The experimental group received 14 sessions for 60 minutes of Affective rehabilitation intervention based on working memory. Before and after the training, the subjects responded to the problem-solving researcher-made questionnaire, Numerical Stroop Test of John Ridley (1935), Mathematics Attitude Scale of Aiken (1971), and Mathematics Anxiety Scale of Chiu and Henry (1990). The results of covariance analysis demonstrated that training based on affective working memory was effective and significant in problem-solving skills and reducing cognitive inhibition ,the attitude towards mathematics and reducing mathematics anxiety (at the 0.01 level).Considering the effectiveness of affective working memory-based training on the cognitive-emotional variables of students with mathematical disorder, this intervention can aid in improving the cognitive and emotional skills of students with learning disabilities and lay the groundwork for better mathematics learning conditions.
Abstract Aim of the present study was to adapt play and activities based on the Totally Physical Response (TPR) method and compare its effectiveness with the Picture Exchange Communication System (PECS) method on the language skills (comprehensive and expressive) of students with autism. The present study method was a quasi-experimental type with a per-test-post-test design and a two-month follow-up with the control group. The statistical sample was 45 students aged 7 to 12 with autism in Qom in the academic year 2024-2025, who were selected based on the inclusion and exclusion criteria and were randomly assigned to three groups (two experimental groups and one control group) with 15 students in each group. The Test of Language Development (TOLD:P:3) by Hammill & Newcomer (1997) was used to measure language skills. The first experimental group underwent 12 sessions of the picture exchange communication system method and the second experimental group underwent 22 sessions of play and activities based on the totally physical response method, and the control group did not receive any intervention. The collected data were analyzed using repeated measures analysis of variance. The results showed that play and activities based on the totally physical response method and the picture exchange communication system method had positive effects on the language skills (comprehensive and expressive) of students with autism (P < 0.05). These methods improved the language skills of students with autism. Therefore, both methods are effective and can be considered by therapists, psychologists, teachers, and mothers of children with autism.
Abstract The significant prevalence of internalizing behavioral problems among students and their detrimental consequences on emotions and cognitive functions highlight the need for innovative interventions to improve emotional regulation and cognitive processes. The present study aimed to determine the effectiveness of intervention based on Aesthetics on anxiety and metamemory in students with internalizing behavioral problems. The intervention was designed based on a thematic analysis of authentic texts in aesthetics, and its content validity was confirmed using Lawshe's (1975) method and the Content Validity Index (CVI). A quasi-experimental design with a pretest-posttest and control group was employed. The statistical population included female fourth- and fifth-grade elementary students in Isfahan during the 2024-2025 academic year, from whom 30 students were selected through purposive sampling using the Rutter Children's Behavior Questionnaire—Teacher Form (Rutter, 1967) and randomly assigned to experimental and control groups (15 participants each). Research instruments included the Spence Children's Anxiety Scale (Spence, 1997) and the Multifactorial Memory Questionnaire (Troyer & Rich, 2002), completed before and after the intervention. The experimental group received an aesthetics-based intervention consisting of eight 60-minute sessions over two months. Data were analyzed using analysis of covariance with SPSS. The findings indicated that the intervention significantly reduced anxiety in the experimental group compared to the control group (P < 0.05), but had no significant effect on metamemory (P > 0.05). This finding confirms the emotion regulation function of aesthetics and highlights the necessity of integrating it with direct instruction in metacognitive strategies for improving higher-order cognitive functions.
Abstract The co-occurrence of obsessive-compulsive disorder (OCD) and the responsibility of caring for a child with multiple disabilities significantly impacts mothers' mental health. The present study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) in reducing OCD symptoms among mothers of children with multiple disabilities. This single-subject study was conducted in 2023 with four mothers diagnosed with OCD residing in Isfahan. Participants were selected purposefully and voluntarily. The research instrument was the Padua Inventory (PI), administered at baseline (pre-treatment), during treatment (sessions 2, 4, 6, and 8), and at a one-month follow-up. Participants underwent eight 45-minute sessions over two months. Data were analyzed using percentage of improvement, Reliable Change Index (RCI), and visual graph analysis. The results indicated that ACT significantly reduced obsessive-compulsive symptoms in the participants. Furthermore, the therapy, through fostering acceptance of thoughts and emotions, enhanced the mothers’ ability to manage stress and improved their quality of life. The findings confirm the effectiveness of ACT in alleviating OCD symptoms and improving both personal and family functioning, emphasizing its value in treating OCD.
Abstract This letter to the editor introduces a proposed intervention protocol. Developmental dyslexia is a prevalent learning disorder, and recent interventions in Iran have primarily focused on cognitive rehabilitation and phonics-based methods. As an abjad script, Persian presents unique visuo-orthographic challenges—such as high visual similarity among letters, positional allography, and the typical omission of short vowels—that are rarely targeted by conventional interventions. The purpose of this letter was to introduce the "Alphabetic Hand," a culturally adapted, embodied intervention designed to enhance visual-auditory discrimination in Persian-speaking children with dyslexia. The design of this method was guided by two principles, maximum differentiation and motor ease, and involved mapping each Persian phoneme onto a specific finger segment. Published evidence from rigorous randomized controlled trials indicated that congruent hand movements significantly improved conditional letter-sound knowledge, while neuroimaging evidence revealed that such motor-phoneme mapping could strengthen functional connectivity between sensorimotor and visual networks, a key deficit in dyslexia. The method is scalable, low-cost, and requires no technology. The main conclusion was that the Alphabetic Hand method should be regarded as a proposed protocol, and its effectiveness requires confirmation in future clinical trials.
MirJavad Mojarrad Azar, hojjat Zamani Sani, zahra fathirezaie, Jalal Dehghanizade
Abstract The purpose of the present study was to investigate the effect of gaze stabilization exercises on balance and quality of life in multiple sclerosis patients.The research method was quasi-experimental with pre-test and post-test design with a control group. The statistical population of the present study was patients aged 20-40 years with multiple sclerosis in Urmia city, of whom 36 were selected through purposeful random sampling and placed in two groups of 18: experimental (mean age: 21.77±2.90) and control (mean age: 21.44±3.12). The Sharpened Romberg test for measuring static balance, the timed up-and-go test for measuring dynamic balance, and the MS-29 quality of life questionnaire were performed similarly at pre-test and post-test. The experimental group performed gaze stability exercises 3 sessions per week for 8 weeks during 60-minute sessions. The data were analyzed using analyze of covariance (ANCOVA)in SPSS software version 26. The results showed that, controlling for the pre-test score, there was a significant difference between the static and dynamic balance test scores and quality of life scores of the experimental and control groups in the post-test (p=0.001). eight weeks of gaze stabilization training significantly improved balance and visual stability in multiple sclerosis patients. This improved balance and reduced visual limitations lead to improved quality of life and more active participation in daily activities. Therefore, it is recommended that multiple sclerosis patients participate in more gaze stabilization and vision training-based exercise programs.
Abstract Teachers of exceptional schools, due to the complex and stressful nature of their profession, are more exposed to decreased psychological well‑being and increased emotional exhaustion. The present study aimed to predict psychological well‑being and emotional exhaustion based on self‑perception and its dimensions among teachers of exceptional schools in Qom province. This applied study utilized a descriptive‑correlational design with structural equation modeling. The statistical population included all teachers of exceptional schools in Qom province during the academic year 2025‑2026 (N = 420), of whom 201 were selected using Cochran's formula and stratified random sampling proportionate to the strata size. Data were collected using the Shostrom Self‑Perception Inventory (1962), the short form of the Ryff Psychological Well‑Being Scale (1989), and the Maslach and Jackson Emotional Exhaustion Inventory (1981). The data were analyzed using structural equation modeling. The findings indicated that self‑perception had a significant positive relationship with psychological well‑being and a significant negative relationship with emotional exhaustion. Moreover, self‑acceptance and self‑regard showed positive relationships with psychological well‑being and negative relationships with emotional exhaustion. Both the integrated model of self‑perception and the differentiated model of its dimensions explained a significant portion of the variance in well‑being and emotional exhaustion. Based on the findings, self‑perception and its dimensions play a determining role in the psychological well‑being and emotional exhaustion of teachers in exceptional schools. These results are applicable for educational policymakers and administrators in designing preventive and promotive interventions for teachers' mental health.
Abstract This study aimed to investigate the effectiveness of multimodal multimedia-based training on self-efficacy and happiness among students with externalizing behavioral disorders. The research employed a semi-experimental design with a pretest–posttest and a control group. The statistical population included all students with externalizing behavioral disorders in Shahrood and their mothers during the 2021–2022 academic year. From this population, 20 participants were selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group received multimodal multimedia-based training in eight 70-minute sessions. Research instruments included the Achenbach Child Behavior Checklist- Teachers' Report Form (Achenbach & Rescorla, 2007), the Self-Efficacy Questionnaire for Children (SEQ-C) (Muris, 2001), and the Oxford Happiness Questionnaire (Argyle & Lu, 1990). Data were analyzed using univariate and multivariate covariance analyses (ANCOVA and MANCOVA). Findings indicated that multimodal multimedia-based training significantly improved self-efficacy and happiness in students with externalizing behavioral disorders (p < 0.05). These results suggest that integrating auditory, visual, and kinesthetic software in multimodal training can effectively enhance self-efficacy and happiness among these students.
Abstract With the growing integration of artificial intelligence in education, teachers' ability to use these tools in designing intelligent, interactive learning activities has become increasingly important. This is particularly significant in special needs education, where flexible instructional design plays a crucial role. Effective use of such technological capabilities largely depends on teachers' AI literacy. Accordingly, this study examined the relationship between the four components of AI literacy among special education teachers—cognitive, behavioral, affective, and ethical—and their use of AI capabilities in designing instructional activities. This study employed a descriptive–correlational survey design. The statistical population consisted of special education teachers in Alborz Province, Iran, from which 142 teachers were selected through convenience sampling. Data were collected using the AI Literacy Questionnaire by Ng et al. and a researcher-developed checklist measuring teachers' use of AI capabilities in instructional design. Data were analyzed using Pearson correlation and multiple regression. Findings revealed a positive, significant relationship between teachers' AI literacy and their use of AI capabilities in instructional design (r = 0.522, p < 0.01). Regression analysis further indicated that cognitive, behavioral, and ethical components significantly predicted teachers' use of AI capabilities, whereas the affective component was not a significant predictor. Results highlight the importance of professional development programs that go beyond technical skills and strengthen conceptual understanding, practical competencies, and ethical awareness in educational AI use.
Abstract The aim of this study was to determine the effectiveness of Compassion-Focused Therapy (CFT) on the experience of violence and assertiveness among adolescent orphan girls. The research employed a quasi-experimental design with pretest–posttest and a control group. The statistical population consisted of all adolescent orphan girls residing at the Malaek Institute in Tehran in 2024 )(37 girls). A total of 30 participants were selected through purposive sampling and randomly assigned to experimental and control groups (15 participants in each group). The experimental group received Compassion-Focused Therapy, while the control group was placed on a waiting list. The instruments used in this study included the Violence Experience Questionnaire (Zarei, 2013) and the Assertiveness Questionnaire (Gambrill & Richey, 1975). The results indicated that Compassion-Focused Therapy had a significant effect on reducing the experience of violence and increasing assertiveness in the posttest stage (p<.01). Also 86% of the changes in the variable of experience of violence and 64% of the changes in the variable of self-assertion were due to the effect of CFT. These findings suggest that enhancing self-compassion and developing a positive self-attitude can play an important role in improving psychological well-being and social skills among this vulnerable population. Therefore, Compassion-Focused Therapy can be considered an effective approach for empowerment and psychosocial support programs targeting adolescent orphan girls.
Abstract The purpose of this study was to investigate the effectiveness of stress reduction program training based onmindfulness on stress levels of mothers with intellectually disabled children. Research method was quasi-experimental design with pretest-posttest and control group. The statistical population of this study was all the mothers of intellectually disabled preschool children of ShohadaSchool in the city of Marlikin year 2012-2013.Among these mothers, 24 mothers whose stress scores were one standard deviation above the mean were selected using simple random sampling and they were assigned randomly into experimental (12) and control (12) groups. The experimental group received 8 sessions of stress reduction program training based on mindfulness. To collect data,the 52-item Frederick Stress Resources Questionnaire (QRS-F) was used. Data were analyzed by ANCOVA statistical method. The results showed that the research hypothesis has been approved and the mothers in the experimental group had significantly lower stress than the mothers in the control group in posttest. It can be concluded that stress reduction program training based on mindfulness has a significant impact on reducing stress in mothers with intellectually disabled children.
Abstract The present study was an attempt to investigate the effectiveness of educationalcomputer games on the academic motivation in third grade elementary school students with math learning disability. Method: For this purpose, by implementing a quasi-experimental research, 40 students among all third grade elementary boy schools of Khorramabad city were selected using available sampling and were randomly assigned into experimental and control groups. The research instrument was the 28-item Wolrend’s motivation questionnaire. The construct validity of this questionnaire has been confirmed by Bagheri (2000) using factor analysis and its reliability has been reported to be 0.78 through Cronbach’s Alpha. The researcher administered academic motivation pretest in both groups. In the experimental group, the teacher first presented the lesson (four main operations) and used computer games as a complement for the concept of education. But the teacher in the control group used the conventional method for teaching mathematical concepts. Then, the researcher conducted educational motivation post-test. Results: The results indicated that there was a significant difference in academic motivation of the experimental group in comparison with the control group (p≥ 0.001). Conclusion: Educationalcomputer games for teaching summation, subtraction, multiplication, and division lead to increased academic motivation in students with math learning disability, so it is suggested that modern educational technologies, especially computer games be used in teaching mathematical concepts.
Abstract The purpose of this study is to compare signs of anxiety and depression in draw a person test in mentally retarded and normal students. In this descriptive research, the statistical population consists of all 11 year-old educable mentally retarded and normal students of Shahriyar city in the academic year of 2011-2012. 33 educable mentally retarded students are selected through convenient sampling and 33 normal students were selected using cluster random sampling. Draw a person test (DAP) is used to collect information. The data re analyzed using Mann-Whitney test.The results show that there is significant difference in the rate of anxiety and depression between educable mentally retarded and normal students reflected in their drawings. This means that educable mentally retarded students had shown greater measures of anxiety and depression in their drawings
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 through a cluster random sampling method and are assigned randomly into two experiment and control groups (12 in each group). ADHD, parental stress, and parenting styles are respectively evaluated utilizing DSM-IV (2000) criteria, PSI/SF (Abidin, 1983, cited in Strachan, 2005), and Robinson’s et al., (2000) Parenting Styles Questionnaire. The data analysis using ANCOVA and MANOVA revealed that this program could improve stress level and parenting styles. No significant difference was observed for reduction of ADHD symptoms. Accordingly, it can be concluded that this program is useful for improving family function.
somaye zarenezhad, Mohammed Hussain Soltani Kouh Banani, Kobra Abazari
Abstract Introduction: The aim of this study was to determine the reliability, reliability of the Barkley Executive(BDEFS.CA) Teaching and Performance Inventory (2012) in Mashhad. Method: This study is methodological and psychometric study, and uses IQOLA Standard Contracts to test and test Persian language. . For this purpose, multistage cluster sampling method was used to select 1000 primary school students (6 to 17 years old) in Mashhad in the academic year of 96-97 and 979 students completed the questionnaire. , 63 of them were asked to participate in the test two weeks ago. The reliability of the test was determined using Cronbach's alpha, 0.90. The split coefficient, with the test, was used to calculate the correlation coefficient of this test with the Coolidge test (Zahedi and Alizadeh, 2004) in a sample of 200 people. Results: In the judgmental phase, we conducted several local field studies and non-standard pilot administrations. For the statistical phase, the provided materials. In validity analysis, strong correlations were found among the majority of the scores within the tests; correlations between various (BDEFS.CA) tests were in the range of weak to moderate; the adapted tests show acceptable psychometric properties in assessing the complex, multidimensional construct of executive functioning. For the whole scale of executive functions and sub-components of self-management, self-organizing / problem solving, self-control / inhibition, self-motivation and emotional self-regulation, alpha coefficients are equal to 0.91, 0.85, 0.82, 0.78 , 0.76 and 0.72. Conclusion: which have almost high coefficients and represent the sustainability of the scale of executive function
Abstract Objective: Some studies showed effects of therapies on behavioral disorder in children that focus on modification in children and neglect therapies base on education parent’s then, present study investigated the effect of Cognitive Behavior Therapy (CBT) base on Parental training on Children with Oppositional Defiant Disorder (ODD). Method: Research design was semi experimental pre- test post- test design. parents who had a children with ODD (age 8 - 10) that diagnosis with clinical interview, DSM-5 criteria and Achenbach System of Empirically Based Assessment (ASEBA) parents reports form participated in the study (10 experimental and 10 control group). Clinical protocol from first session to final session (nine weeks) administered by parents training at home. Analysis of Covariance was data analysis method. Results: Results showed that significant differences between experimental and control group on symptoms ODD. Conclusion: There was a significant decrease in the symptoms of ODD in experimental, and then CBT base on parent training was useful for ODD treatments.
