Psychology of Exceptional Individuals

Research Paper

The Relationship Between Sensory Processing and Behavioral Problems/Social Interactions in Children with Autism Spectrum Disorder: The Mediating Role of Anxiety

Dhulfiqar Abdul Mahdi Lafta; khodamorad momeni; jahangir karami; Haider Hatem Alijrish

Volume 14, Issue 56 , December 2024, Pages 1-38

https://doi.org/10.22054/jpe.2025.81187.2719

Abstract

This correlational study investigated the relationships between sensory processing, behavioral problems, and social interactions in children with autism spectrum disorder (ASD), examining anxiety as a mediating variable using structural equation modeling. Participants included 200 parents of children ... Read More

Research Paper

The Effectiveness of Emotional Schema Therapy on Cognitive Emotion Regulation, Intolerance of Uncertainty and Cognitive Flexibility in People with Generalized Anxiety Disorder

Kobra Ghanizadeh Balderloo; Naimeh Moheb; Marziye Alivandi Vafa; Masoumeh Azmoudeh

Volume 14, Issue 56 , December 2024, Pages 39-68

https://doi.org/10.22054/jpe.2025.73929.2577

Abstract

The aim of this study was to evaluate the effectiveness of emotional schema therapy on cognitive emotion regulation, intolerance of uncertainty and cognitive flexibility in people with generalized anxiety disorder. The research design was descriptive-survey, analytical and quasi-experimental. The statistical ... Read More

Research Paper

The Effect of Neuropsychological Intervention with and without Electrical Stimulation of the Brain on Executive Functions and Solving Mathematical Problems in Students with Mathematical Learning Disorders

shahram ,vahedi; Helen Serajian; gholamreza Chalabianloo

Volume 14, Issue 56 , December 2024, Pages 69-105

https://doi.org/10.22054/jpe.2023.70629.2505

Abstract

Mathematical disorder is one of the common learning disabilities among students, where, despite having normal intelligence and physical health, students do not perform well in mathematical calculations. The aim of the present study was to compare the effectiveness of neuropsychological intervention with ... Read More

Research Paper

The Effectiveness of Cognitive Behavioral Play Therapy and Transcranial Direct-Current Stimulation on Emotional Regulation, Executive Functions, and Communication Skills in Children with Autism Spectrum Disorder

Mohammad Hatami Nejad; Mohammadreza Noroozi Homayoon; Esmaeil Sadri Damirchi

Volume 14, Issue 56 , December 2024, Pages 107-144

https://doi.org/10.22054/jpe.2025.80221.2710

Abstract

Abstract The purpose of this study was to evaluate the effectiveness of cognitive behavioral play therapy and Transcranial direct-current stimulation on emotional regulation, executive functions, and communication skills in children with autism spectrum disorder. This study was a quasi-experimental ... Read More Abstract The purpose of this study was to evaluate the effectiveness of cognitive behavioral play therapy and Transcranial direct-current stimulation on emotional regulation, executive functions, and communication skills in children with autism spectrum disorder. This study was a quasi-experimental design with pre-test, post-test, and control group. The statistical population consisted of all children aged 6-12 years with autism spectrum disorder who referred to special education schools, centers, and clinics in Ardabil city during the years 2022-2023. A total of 45 children with autism spectrum disorder were selected non-randomly and purposefully and randomly assigned to three groups (15 children in each group). The intervention included cognitive-behavioral play therapy and transcranial direct current stimulation. The tools of this study included the N-back computerized test, Wisconsin Card Sorting Test (WCST), Gross and John Emotion Regulation Questionnaire, and the Communication Skills Questionnaire. The findings considering the results of Bonferroni's post hoc test showed that in pairwise comparison of cognitive behavioral play therapy, Transcranial direct-current stimulation and the control group in the scores of executive functions, emotion regulation and communication skills variables, there was a significant difference between the cognitive behavioral play therapy group, Transcranial direct-current stimulation group and the control group (p<0.05). In conclusion, cognitive behavioral play therapy and Transcranial direct-current stimulation have an effect on emotional regulation, executive functions and communication skills in children with autism spectrum disorder. Keywords: cognitive behavioral play therapy, transcranial direct-current stimulation, emotional regulation, executive functions, communication skills, autism spectrum disorder Extended Abstract Introduction Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by persistent deficits in social communication and interaction, along with restricted and repetitive behaviors, which significantly impair children's daily functioning and family dynamics. These challenges typically manifest as difficulties in emotional regulation, executive functions, and communication skills - critical domains for social integration and personal development. The current study aimed to examine the effectiveness of cognitive behavioral play therapy (CBPT) and transcranial direct current stimulation (tDCS) in enhancing emotional regulation, executive functions, and communication skills in children with ASD, responding to the need for integrated, non-pharmacological interventions that target these core deficits concurrently. Research Questions What is the effectiveness of cognitive behavioral play therapy (CBPT) and transcranial direct current stimulation (tDCS) on emotional regulation, executive functions, and communication skills in children with autism spectrum disorder (ASD)? Is there a significant difference between CBPT and tDCS in their effectiveness for improving emotional regulation, executive functions, and communication skills in children with ASD? Literature Review Children with ASD frequently demonstrate significant impairments in emotional regulation, with studies suggesting that approximately 85% of individuals with ASD struggle with emotion management, leading to behavioral and social difficulties (Lee et al., 2022). Executive function deficits - particularly in working memory, cognitive flexibility, and impulse control - are commonly observed and associated with prefrontal cortex dysfunction and related neural network abnormalities (Costescu et al., 2024). Communication challenges, including problems with social cue interpretation, conversation initiation, and eye contact maintenance, often worsen social isolation (Clyde et al., 2024). Cognitive behavioral play therapy (CBPT) has demonstrated effectiveness in enhancing social and communication skills by creating a secure, play-based setting for emotional expression and social interaction practice, with research showing improved neural activity and social functioning (Chan & Ouyang, 2024; Kaur et al., 2024). Similarly, transcranial direct current stimulation (tDCS) has shown potential as an intervention, modulating prefrontal cortex activity to enhance cognitive and social outcomes in ASD (Kang et al., 2024; Han et al., 2023). Play therapy has been shown to significantly improve social skills in children with autism by offering a structured yet adaptable environment for emotional expression and social learning (Elbeltagi et al., 2023, p. 5). However, limited research has directly compared CBPT and tDCS to assess their relative effectiveness in addressing the complex challenges of ASD, underscoring the importance of comparative studies to guide clinical decision-making. Methodology This study utilized a quasi-experimental design incorporating pre-test and post-test assessments with a control group. The target population comprised children aged 6-12 years with ASD diagnoses who were enrolled in special education schools, centers, and clinics in Ardabil, Iran during the 2022-2023 academic year. Using non-random purposive sampling, 45 participants were selected and subsequently randomly allocated to three experimental groups (n=15 each: CBPT, tDCS, and control). Inclusion criteria consisted of: (1) formal ASD diagnosis confirmed by both psychiatrist and psychologist, (2) parental consent, (3) normal IQ range, and (4) absence of comorbid conditions. Exclusion criteria involved missing more than two intervention sessions or voluntary withdrawal. The CBPT intervention implemented Drewes' (2009) protocol through eight weekly 60-minute sessions, while tDCS administration comprised ten 10-minute sessions delivered twice weekly over five weeks using a 2NEUROSTIM device (1-2 mA current applied to prefrontal cortex). Primary outcome measures included: the N-back Computerized Test (working memory), Wisconsin Card Sorting Test (Berg et al., 1948; cognitive flexibility), Emotion Regulation Questionnaire (Gross & John, 2003), and Communication Skills Questionnaire (Matson, 1983). MANCOVA was performed with pre-test scores as covariates to examine between-group differences, following confirmation of normality, homogeneity of variance, and regression slope assumptions (α=0.05). Results Both intervention groups (CBPT and tDCS) showed statistically significant improvements across all measured domains - emotional regulation, executive functions (working memory and cognitive flexibility), and communication skills - when compared to the control group. The CBPT group demonstrated particular strengths in emotional regulation and communication skills, which may be attributed to its structured play-based methodology that facilitates social learning and emotional expression. Conversely, the tDCS group showed more pronounced improvements in executive functions and social communication, likely resulting from enhanced neural activation in prefrontal cortical regions. Bonferroni-adjusted post-hoc analyses confirmed the superiority of both interventions over the control condition (p < 0.05), while revealing no statistically significant differences between CBPT and tDCS outcomes. Table 1 Mean and Standard Deviation of Pre-test and Post-test Scores for Executive Functions, Emotional Regulation, and Communication Skills Group Variable Pre-test Mean (SD) Post-test Mean (SD) CBPT Executive Functions 45.12 (5.61) 52.34 (4.89) Emotional Regulation 38.76 (6.12) 46.89 (5.43) Communication Skills 42.45 (7.19) 50.67 (6.32) tDCS Executive Functions 44.89 (6.23) 53.12 (5.01) Emotional Regulation 39.12 (5.98) 47.23 (5.67) Communication Skills 41.89 (6.87) 51.34 (6.45) Control Executive Functions 45.67 (5.84) 46.12 (5.76) Emotional Regulation 38.45 (6.34) 39.01 (6.28) Communication Skills 42.12 (7.01) 42.89 (6.95) Note. Data reflect significant improvements in intervention groups compared to the control group (p < 0.05) Discussion These findings align with existing evidence showing CBPT improves emotional regulation and communication skills through amygdala modulation and prefrontal cortex reinforcement, thereby enhancing emotion management and social interaction capabilities (Chan & Ouyang, 2024; Kaur et al., 2024). Similarly, tDCS's positive impact on executive functions and social communication corroborates research demonstrating its efficacy in optimizing prefrontal neural network functioning (Kang et al., 2024; Noroozi Homayoon et al., 2024). The absence of significant between-group differences indicates comparable effectiveness of CBPT and tDCS, despite their divergent mechanisms—CBPT employing experiential learning approaches while tDCS utilizes direct neural modulation. These outcomes highlight the value of non-pharmacological interventions for core ASD symptoms. Study limitations include uncontrolled environmental and cultural variables, along with insufficient long-term follow-up to evaluate treatment effect persistence, potentially affecting result generalizability. Conclusion Both CBPT and tDCS demonstrated effectiveness in enhancing emotional regulation, executive functions, and communication skills in children with ASD, providing clinically valuable non-pharmacological treatment options for therapeutic and educational applications. Future studies should incorporate larger, more diverse samples and longitudinal designs to assess treatment effect maintenance and improve the generalizability of results. AcknowledgmentsThe authors gratefully acknowledge the valuable contributions of the children with ASD and their families in Ardabil who participated in this study, making this research possible through their time and commitment.

Research Paper

Bibliometric Analysis and Systematic Review of Executive Functions in the Field of Attention Deficit/Hyperactivity Disorder

Shahrooz Nemati

Volume 14, Issue 56 , December 2024, Pages 145-181

https://doi.org/10.22054/jpe.2025.81290.2725

Abstract

Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition marked by significant challenges that has led to extensive research on related constructs like executive functions, with this study aiming to explore the bibliometric landscape of executive functions in ADHD through analysis ... Read More

Research Paper

The Effect of Teaching Farsi with Gagne's Instructional Design Model on phonological Awareness and Problem Solving Ability of Students with Intellectual Disabilities

Nafise Masomi Sheijani; Sajjad Rezaie; azra zebardast; seyyed Waliullah Mousavi

Volume 14, Issue 56 , December 2024, Pages 183-211

https://doi.org/10.22054/jpe.2025.75850.2619

Abstract

Abstract The aim of this study was to investigate the effect of Gagné’s instructional design model on the phonological awareness and problem-solving abilities of students with intellectual disabilities. The research employed a quasi-experimental method, using a pretest-posttest design with ... Read More Abstract The aim of this study was to investigate the effect of Gagné’s instructional design model on the phonological awareness and problem-solving abilities of students with intellectual disabilities. The research employed a quasi-experimental method, using a pretest-posttest design with a control group. The study population consisted of all first- and second-grade students with intellectual disabilities in Khomam City during the 2022–2023 academic year. A sample of 30 students was randomly selected and assigned to either the experimental or control group, with 15 participants in each. Data were collected during the pretest and posttest phases using the Solaimani and Dastjerdi Phonological Awareness Test (2003–2004) and the London Tower Test (1982). Gagné’s instructional design model was implemented in ten 45-minute sessions for the experimental group, while the control group received traditional instruction from their teachers. Data analysis was conducted using SPSS-24 software through univariate and multivariate analysis of covariance (ANCOVA). The results indicated that the experimental group showed significantly higher post-test scores in phonological awareness compared to the control group (p < 0.05). Additionally, the experimental group demonstrated better problem-solving ability than the control group, though this difference was not statistically significant (p > 0.05). Based on these findings, it can be concluded that Gagné’s instructional design model – with its systematic, step-by-step approach to lesson design – enhances problem-solving skills and phonological awareness in students with intellectual disabilities by effectively utilizing their cognitive abilities and memory recall processes. Keywords: Gagné’s Instructional Design Model, phonological awareness, problem-solving ability, intellectual disabilities, special education Extended Abstract Introduction A significant subset of students in every educational community experiences substantial difficulties in academic performance and learning compared to their peers. As defined by the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2022), intellectual disability represents a neurodevelopmental disorder of biological origin. This condition is characterized by: Clinically significant impairments in intellectual functioning (including deficits in reasoning, problem-solving, planning, abstract thinking, and judgment) Concurrent limitations in adaptive functioning across conceptual, social, and practical domainsThese developmental challenges must onset prior to 18 years of age to meet diagnostic criteria. Research Question This study aims to answer the following question: Does Gagné’s instructional design model significantly enhance phonological awareness and problem-solving abilities in students with mild intellectual disabilities? Literature Review Students with mild intellectual disabilities typically demonstrate significant challenges in reading and related literacy skills due to developmental delays (Hallahan & Kauffman, 1994). While typically developing children acquire reading skills with relative ease, this apparent simplicity can lead to the mistaken assumption that reading is not a cognitively demanding process. In reality, reading constitutes a sophisticated linguistic operation involving the decoding of written symbols that represent spoken language (Moats, 2020). This complexity explains why special education students and children with developmental impairments often exhibit reduced phonological awareness, a key factor underlying their reading difficulties. Research consistently demonstrates the efficacy of phonological awareness interventions for students with reading difficulties. Karimi et al. (2013) found that systematic phonological awareness instruction significantly enhances reading comprehension in students with reading disorders. Similarly, Mostaghimzadeh and Soleimani (2005) established that phonological awareness training effectively improves reading abilities among second-grade students with intellectual disabilities. The implementation of evidence-based instructional design models can substantially mitigate educational challenges for students with intellectual disabilities while providing crucial support for special education practitioners. Among these models, Gagné's instructional design framework offers particular promise due to its systematic approach to skill acquisition. Methodology Research consistently demonstrates the efficacy of phonological awareness interventions for students with reading difficulties. Karimi et al. (2013) found that systematic phonological awareness instruction significantly enhances reading comprehension in students with reading disorders. Similarly, Mostaghimzadeh and Soleimani (2005) established that phonological awareness training effectively improves reading abilities among second-grade students with intellectual disabilities. The implementation of evidence-based instructional design models can substantially mitigate educational challenges for students with intellectual disabilities while providing crucial support for special education practitioners. Among these models, Gagné's instructional design framework offers particular promise due to its systematic approach to skill acquisition. The study employed two standardized assessment tools: The Tower of London Test(Shallice, 1982) to evaluate problem-solving skills and executive functioning The Phonological Awareness Test(Soleimani & Dastjerdi Kazemi, 2010) to measure phonological awareness capabilities All assessments were administered individually in a controlled, quiet environment separate from instructional settings during both pretest and posttest phases. The researcher served as the primary interventionist for this study. Prior to implementation, the researcher completed a specialized online training program in instructional design based on Gagné's model to ensure treatment fidelity. The intervention content was developed following Gagné's (1985) instructional design principles, primarily derived from his seminal work The Conditions of Learning and Theory of Instruction. All instructional materials underwent rigorous review and received approval from the research supervisor and advisory committee before being implemented in the study. The assessment instruments were administered to both experimental and control groups during pretest and posttest phases. Following data collection, analyses were conducted using SPSS version 24, employing both univariate and multivariate analysis of covariance (ANCOVA and MANCOVA). Prior to conducting these analyses, all necessary statistical assumptions were verified. The Shapiro-Wilk test was used to evaluate the normality of data distribution. Pretest scores for phonological awareness were adjusted using corrected mean and standard deviation values (Myers, 2013) to account for baseline differences. The results confirmed that the data met the assumption of normality, thereby justifying the use of parametric statistical tests without modification. Results Table 1 presents the results of the univariate analysis of covariance (ANCOVA) comparing phonological awareness test scores between the experimental and control groups. Table 1: Results of Univariate Analysis of Covariance (ANCOVA) for the Phonological Awareness Test Between Experimental and Control Groups Sources SS df MS F P-value ή2 power Between Group 388.456 1 388.456 35.879 0.0001 0.580 1 Error 281.523 26 10.828 Total 17422.31 29 The ANCOVA results presented in Table 1 reveal a statistically significant difference in phonological awareness between the experimental and control groups (F (1, 28) = 35.87, p <.001, partial η² =.58). This finding demonstrates that Gagné's instructional design model significantly enhanced phonological awareness among students with mild intellectual disabilities. The large effect size (partial η² =.58) indicates that 58% of the variance in posttest scores, after controlling for baseline differences, was attributable to the experimental intervention. Multivariate analysis using Pillai's Trace further confirmed the intervention's significant effect on phonological awareness (V =.325, F (1, 28) = 6.026, p =.007). The substantial eta squared value (η² =.841) suggests that approximately 84% of the variance between groups can be explained by the treatment effect. Table 2: Results of Multivariate Analysis of Covariance (MANCOVA) for Problem-Solving Performance in Immediate and Delayed Conditions Sources Dependent Variable SS df MS F P-value ή2 power Group Posttest Delayed Time Posttest Immediate Execution 40207.705 99239.828 1 1 40207.705 99239.828 12.533 3.934 0.002 0.058 0.325 0.131 0.926 0.480 Error Posttest Delayed Time Posttest Immediate Execution 83411.835 655813.201 26 26 3208.147 25223.585 Total Posttest Delayed Time Posttest Immediate Execution 640515.00 6711750.00 30 30 Table 2 displays the MANCOVA results for problem-solving performance. Analysis revealed a statistically significant between-group difference in the delayed condition (F(1, 28) = 12.53, p =.002, partial η² =.32), indicating that 32% of the variance in posttest scores (after controlling for pretest performance) was accounted for by the experimental intervention. For immediate performance on the Tower of London test, results approached but did not reach statistical significance (F(1, 28) = 3.934, p =.058). This pattern of findings suggests that while Gagné's instructional model significantly improved response latency in delayed problem-solving, it did not yield statistically significant improvements in immediate task execution speed. Discussion The findings demonstrate that implementing Gagné's systematic instructional design model in Farsi language instruction significantly enhances phonological awareness among students with mild intellectual disabilities. This model's effectiveness stems from its comprehensive approach to both external and internal learning conditions, offering a logically sequenced framework for instructional delivery. A particular strength of Gagné's model lies in its initial focus on attention acquisition - a critical phase where educators apply pedagogical expertise to actively engage students and successfully initiate the learning process. The structured nature of this approach appears particularly beneficial for the target population, as it provides clear, scaffolded learning experiences that address their specific educational needs. Gagné's instructional model promotes deeper learning by systematically activating students' memory systems through explicit connections between new content and prior knowledge. This approach facilitates enhanced retention and recall of Farsi linguistic concepts. The model's effectiveness is further amplified by its provision of individualized feedback and reinforcement, carefully tailored to each student's learning profile, which appears instrumental in improving both Farsi proficiency and phonological awareness. A particularly impactful component involves the structured incorporation of generalization and transfer strategies. By deliberately practicing phonemic awareness across multiple contexts using varied lexical items, students developed the capacity to apply phonological knowledge flexibly. This targeted emphasis on skill transfer likely constituted a key mechanism underlying the observed improvements in phonological processing abilities. The study's findings further revealed that Gagné's instructional model significantly enhanced problem-solving abilities in students with mild intellectual disabilities. Comparative analysis demonstrated markedly higher posttest performance in the experimental group relative to controls. Notably, the experimental group exhibited reduced response latency and execution times on the Tower of London test during posttesting. These results carry particular theoretical significance given that problem-solving represents a complex cognitive process requiring individuals to generate solutions to novel challenges. While the inherent metacognitive limitations associated with intellectual disabilities might predict difficulties in acquiring such higher-order skills, our findings counter this assumption by demonstrating measurable improvement. The effectiveness of Gagné's approach appears rooted in its systematic engagement of learners through progressively challenging problem scenarios. By repeatedly situating students in contexts requiring strategic application of problem-solving techniques - both within instructional settings and simulated real-world situations - the model facilitates the development of these critical cognitive capacities. Conclusion Gagné's instructional design model demonstrated significant positive effects on both phonological awareness and problem-solving performance among students with mild intellectual disabilities. The model's efficacy stems from its systematic integration of research-based instructional sequences that actively engage learners' cognitive abilities, memory systems, and attentional processes. By incorporating these well-structured pedagogical approaches, Gagné's framework effectively supports the development of critical academic and cognitive skills in this student population. Acknowledgments This study received ethical approval from the Bio-Medical Research Ethics Committee of the University of Guilan (Approval Code: IR.GUILAN.REC.1401.095). The authors gratefully acknowledge the valuable contributions of the educators and administrative personnel at Isar School in Khomam. We extend our sincere appreciation to all participating students and their families for their cooperation throughout this research endeavor.

Research Paper

Quality of Life of Mothers of Deaf Children: Lived Experience with a Phenomenological Approach

maryam arfa; Mohammad Ashori

Volume 14, Issue 56 , December 2024, Pages 213-250

https://doi.org/10.22054/jpe.2025.79265.2692

Abstract

Abstract Having a disabled child may have a negative impact on the mental health of parents, especially mothers. The aim of the present study was to investigate the quality of life of mothers of adolescents with hearing impairment based on a phenomenological approach. The present research design was ... Read More Abstract Having a disabled child may have a negative impact on the mental health of parents, especially mothers. The aim of the present study was to investigate the quality of life of mothers of adolescents with hearing impairment based on a phenomenological approach. The present research design was based on a descriptive phenomenological approach. The research population included mothers of adolescents with hearing impairment in Rasht in 2023-2024. The research sample included 10 mothers of this group of adolescents who were selected through purposive sampling. The main criteria for selecting participants were: having a child with severe hearing impairment, age 35 to 50 years, the parents’ level of education from middle school to bachelor’s degree, and voluntary participation in the study. Semi-structured interviews were used to collect data, and the data were analyzed using the Collaizi method. After thematic extraction and classification, the interview results were classified into eight main categories: emotional cycle, parental factors, nature of the hearing impairment, acute issues outside the family, concerns about important decisions during youth, experiencing small successes, education and awareness, and having a purpose in life. Also, 25 subcategories were extracted. Based on the findings of this study, mothers of adolescents with hearing impairment experience numerous concerns. It may harm their quality of life. Therefore, it is necessary to pay attention to the emotional, sentimental, and psychological aspects of these mothers in rehabilitation programs. Keywords: hearing impairment, lived experience, phenomenology, quality of life Extended Abstract Introduction Hearing impairment, encompassing deafness and hard-of-hearing conditions, represents the most prevalent sensory disability (Hallahan et al., 2023). This impairment can significantly disrupt typical emotional development (Danadel & Ashori, 2025). Typically, the birth of a child with hearing impairment and subsequent concerns about their future may become sufficiently intense to compromise family stability and cohesion (Wu et al., 2024). Mothers in particular require substantial social support to access crucial information about their children's unique needs and health status (Marie et al., 2023). Research consistently demonstrates that parents of children with disabilities experience poorer quality of life compared to parents of typically developing children (Roberts & Fishbach, 2020; Kobosko et al., 2025). Parenting a child with hearing impairment involves numerous complex challenges. These challenges hold significance both from clinical perspectives (e.g., psychological stressors) and positive dimensions (e.g., personal growth, enhanced spirituality, and parenting fulfillment) (Eghbalnia & Ashori, 2024). As mothers typically shoulder the primary caregiving responsibilities for adolescents with hearing impairment, research has disproportionately overlooked their quality of life as a central focus. A deeper understanding of mothers' lived experiences could substantially improve support services and social provisions for these families. Research Question What are the lived experiences of mothers of adolescents with hearing impairment regarding their quality of life? Literature Review Kobosko et al. (2025) found significant relationships between quality of life and multiple factors - including general health, personality traits, speech understanding, and social factors - in individuals with hearing impairment, particularly cochlear implant users. Complementing these findings, Rosenzweig et al. (2024) demonstrated that maternal acceptance of adolescents with hearing impairment enhances psychological well-being and improves overall quality of life. Further supporting this framework, Aghaziarti and Ashori (2023) identified parental stress as a key predictor of various developmental outcomes in children. Methodology This qualitative study employed a phenomenological approach with descriptive strategy to explore the lived experiences of mothers of adolescents with hearing impairment regarding quality of life. Using purposive sampling, we recruited 10 participants (mothers of adolescents with hearing impairment) from Rasht Deaf Center's 2023-2024 service recipients, continuing interviews until theoretical saturation was achieved. Data collection involved 50-80 minute semi-structured in-depth interviews, analyzed manually via Colaizzi's phenomenological method. Results The analysis of interview data using Colaizzi's phenomenological method yielded eight core thematic categories with 25 associated subcategories, as detailed in Table 1. These emergent themes systematically capture the lived experiences of mothers regarding their quality of life. Table 1. Core Themes and Subcategories Emerging from Participants' Lived Experiences Main categories Subcategories The emotional cycle Feelings of shame and guilt The concept of God Psychological problems Parental factors Inability to communicate with the child Challenges in sex education Lack of cooperation between parents Weak marital relationships Excessive care Collapse of family roles The nature of the hearing impairment Medical and rehabilitation costs Self-care Abuse by others Acute issues outside the family Support from social institutions Social reaction Inability to communicate with others Non-acceptance Concerns about important decisions youth period Job opportunities Family formation Educating the next generation Experience small successes Enjoying the high Emphasizing the positive moments of the day Education and awareness Emotional and communication development Development of problem-solving skills Having a purpose in life Strengthening the spirit in life Strengthening independence Thematic analysis of interview data revealed eight primary categories characterizing maternal experiences: (1) emotional cycle, (2) parental factors, (3) nature of the hearing impairment, (4) acute extrafamilial challenges, (5) concerns about critical youth decisions, (6) small-success experiences, (7) education and awareness, and (8) purposeful living. Additionally, 25 supporting subcategories were identified through this phenomenological examination. Discussion This phenomenological study explored quality of life among mothers of adolescents with hearing impairment through their lived experiences. The analysis revealed eight primary themes, with the emotional cycle emerging as the first major category - a finding consistent with Aghaziarti et al.'s (2020) research. Within this category, mothers frequently reported experiencing shame and guilt related to their child's hearing impairment (Rosa & Angulo, 2021). The second key theme, parental factors, highlighted communication challenges within families. Findings indicated that many adolescents with hearing impairment develop in environments where conveying emotions, needs, and perspectives to hearing parents remains particularly difficult, creating unique familial dynamics. This finding is consistent with the results of Rosenzweig et al. (2024) that parental acceptance of adolescents with hearing impairment increases their psychological well-being and quality of life. One of the categories perceived by mothers of adolescents with hearing impairment is related to the nature of the hearing impairment. This finding is consistent with the results of Rosa and Angola (2021). The experiences of mothers of adolescents with hearing impairment showed that they were concerned about the heavy burden of rehabilitation and treatment costs for their child (Ashori & Erabi, 2019). The fourth major theme, acute extrafamilial challenges, aligned with Eghbalnia and Ashori's (2024) findings, reflecting mothers' prevalent worries about social rejection of their children with hearing impairment. The final thematic category, critical youth decisions, echoed Aghbalnia et al.'s (2020) results, encompassing three specific maternal concerns: (1) long-term future uncertainties, (2) marriage prospects, and (3) employment possibilities. Notably, mothers frequently emphasized the importance of secure government employment for their children, valuing both its stable working conditions and associated social support benefits. Conclusion The phenomenological analysis revealed that hearing parents of adolescents with hearing impairment experience multifaceted impacts from their child's condition. These findings highlight critical opportunities to develop targeted educational and psychological interventions addressing the identified challenges - particularly those affecting maternal mental health and quality of life. While this study provides valuable insights, its limitations include a participant pool restricted to mothers accessing deaf center services. Future research should incorporate more diverse samples. Practically, we recommend that mental health professionals integrate these evidence-based categories into therapeutic strategies to enhance family support systems and parental wellbeing. Acknowledgments We extend our deepest gratitude to the mothers who generously shared their experiences and made this research possible.

Research Paper

A Systematic Review on the Effect of the Picture Exchange Communication System (PECS) on the Development of Social and Communication Skills of Children with Autism Spectrum Disorder

saeid Hasan zadeh; sina shavaisy

Volume 14, Issue 56 , December 2024, Pages 251-302

https://doi.org/10.22054/jpe.2025.79046.2689

Abstract

Abstract This systematic review evaluates the efficacy of the Picture Exchange Communication System (PECS) in promoting communication and social skill development among children with autism spectrum disorder (ASD). Employing qualitative research methods, the study analyzed 51 peer-reviewed international ... Read More Abstract This systematic review evaluates the efficacy of the Picture Exchange Communication System (PECS) in promoting communication and social skill development among children with autism spectrum disorder (ASD). Employing qualitative research methods, the study analyzed 51 peer-reviewed international studies (2012-2024) selected from an initial pool of 77 articles across Google Scholar, PubMed, and Science Direct databases. The investigation specifically addressed whether PECS contributes to measurable improvements in communicative and social functioning for children with ASD. Results demonstrated consistent positive outcomes, including enhanced communication abilities, improved social interaction skills, and increased quality of life indicators. The findings provide robust empirical support for implementing PECS as an evidence-based intervention in special education curricula, underscoring its value for fostering critical developmental skills in ASD populations. Keywords: Autism Spectrum Disorder (ASD), Picture Exchange Communication System (PECS, social skills, communication skills, Augmentative and Alternative Communication (AAC), systematic review Extended Abstract Introduction Autism spectrum disorder (ASD) represents a complex neurodevelopmental condition characterized by: (1) persistent deficits in social communication and interaction across multiple contexts, and (2) restricted, repetitive patterns of behavior, interests, or activities (RRBs). The disorder exhibits remarkable phenotypic heterogeneity, manifesting in wide variations across individuals regarding symptom onset trajectories, severity gradients, clinical profiles, and comorbid psychiatric or medical conditions. While social communication impairments constitute a universal core feature, their specific behavioral manifestations and associated functional impacts demonstrate substantial interindividual variability, ranging from subtle pragmatic language difficulties to complete absence of verbal communication. The Picture Exchange Communication System (PECS) is an empirically supported augmentative and alternative communication (AAC) intervention that has become one of the most extensively implemented support methodologies for individuals with ASD. Grounded in applied behavior analysis (ABA) principles, this structured protocol employs a graduated six-phase instructional approach to systematically develop functional communication competencies. As a visually based system, PECS specifically addresses core communication challenges in ASD by: (1) circumventing verbal language demands through picture-based exchanges, (2) reinforcing spontaneous communication initiations, and (3) progressively building complex communication repertoires. The Picture Exchange Communication System (PECS) facilitates the development of both expressive and receptive communication skills. Rooted in behavioral theory, PECS incorporates Skinner's verbal operants (1957) within a pyramidal training framework to systematically teach functional communication. This approach mirrors natural language acquisition patterns, progressing from basic picture exchanges to constructing multi-phrase sentences using sentence strips. Empirical evidence confirms PECS's effectiveness in supporting communication development. Maj's (2018) study demonstrated that PECS implementation not only reduces speech acquisition difficulties but also enhances overall communication growth. Functioning as a dual-purpose intervention, PECS serves as both: A supplementary aid for developing verbal skills An alternative communication system for individuals with complex communication needs Notably, PECS facilitates functional communication—intentional, socially-directed exchanges that enable users to express needs and desires (Maj, 2018). This capacity for purposeful interaction constitutes a critical developmental milestone for nonverbal individuals or those with limited verbal abilities. Children with autism spectrum disorder (ASD) exhibit significant impairments in both communication and social skills. While these domains are distinct—with social skills involving appropriate behavioral responses in social contexts, and communication skills encompassing verbal and nonverbal expression of needs and intentions—they remain fundamentally interconnected. Improvements in one domain often lead to gains in the other (Gobro et al., 2021). Recent empirical studies (Pratama & Paramita, 2023; Tamanaha et al., 2023) have demonstrated the effectiveness of the Picture Exchange Communication System (PECS) in addressing these core deficits among children with ASD. Nevertheless, despite accumulating evidence supporting PECS efficacy, the literature has lacked a comprehensive systematic review synthesizing this research. This gap motivated our current systematic examination of PECS interventions targeting communication and social skill development in ASD populations. Research Question(s) In this article, we examine the role of the Picture Exchange Communication System (PECS) in developing communication and social skills among children with autism spectrum disorder (ASD), drawing upon both theoretical foundations and empirical evidence. Subsequently, through a systematic review of studies published between 2012 and 2024, we investigate the following research question: Does the Picture Exchange Communication System (PECS) effectively enhance social and communication skills in children with ASD? Literature Review Historically, therapeutic interventions for language and communication development in children with autism spectrum disorder (ASD) focused predominantly on speech production through response training. In contrast to nonverbal training approaches, this method demonstrated limited efficacy in developing functional communication abilities. Modern rehabilitation paradigms for nonverbal children with ASD now prioritize cultivating functional spontaneous communication (Lerna et al., 2012). Autism interventions commonly target both speech and social skills development, with treatment outcomes typically assessed through multiple behavioral indicators including: Eye contact frequency and duration Verbal output measures (e.g., number of spoken words) Appropriateness of motor movements Frequency and quality of social interactions Context-appropriate facial expressions Relevance and pragmatics of speech content Matheson and colleagues categorized these interventions into five primary approaches: (a) Modeling and reinforcement techniques (b) Mediated intervention strategies (c) Structured reinforcement programs and activities (d) Social scripts and narrative-based interventions (e) Miscellaneous intervention programs (including response-centered training and Picture Exchange Communication System implementation) (Mayharvid et al., 2021). Applied Behavior Analysis (ABA) is an evidence-based intervention designed to support communication skill development in children with autism spectrum disorder (ASD). This structured approach utilizes reinforcement-based learning principles to help children acquire essential language and communication abilities, including language comprehension, verbal fluency, interpretation of facial expressions and body language, and effective social communication. By systematically breaking down complex skills into manageable components and employing positive reinforcement, ABA facilitates meaningful progress in both verbal and nonverbal communication domains, ultimately promoting more successful social interactions for children with ASD. Empirical research has consistently demonstrated the efficacy of Applied Behavior Analysis (ABA) in promoting language and communication skill acquisition among children with autism spectrum disorder (ASD). ABA-based interventions systematically employ three core components: (1) structured instructional techniques, (2) positive reinforcement strategies, and (3) continuous progress monitoring. This comprehensive approach not only enhances fundamental communication capabilities but also enables children with ASD to develop the necessary skills for establishing meaningful social connections (Prattama & Pradhanaparamita, 2022). Within his theoretical framework, Skinner proposed that verbal behavior, like other behavioral domains, is acquired through fundamental principles of behavior modification. He argued that such verbal behavior can be methodically shaped and strengthened through structured intervention, wherein appropriate reinforcement contingencies serve to increase the probability of desired verbal responses. Skinner conceptualized verbal behavior as a broad behavioral category encompassing all forms of communication, including - but not limited to - spoken language, sign systems, pictorial representations, written expression, and alternative verbal response modalities. He introduced this comprehensive framework alongside his foundational theory of verbal operants in his seminal 1957 work Verbal Behavior, which established a systematic approach for analyzing language as learned behavior. The Pyramid Approach to Education is a comprehensive instructional framework that specifies the essential components for establishing effective learning environments. This three-dimensional model consists of two primary structural elements: (1) a foundational base addressing core pedagogical considerations ("what to teach" and "why students learn"), and (2) supporting pillars implementing instructional delivery. The base incorporates four critical elements: functional skills development, reinforcement systems, functional relationships, and challenging behavior prevention/management. The model's pillars comprise: (a) generalization - involving systematic, incremental modifications to produce measurable behavioral gains, and (b) effective lesson design - requiring deliberate planning of instructional variables for optimal skill acquisition (Maj, 2018). The Picture Exchange Communication System (PECS) is one of the most widely used augmentative and alternative communication (AAC) interventions for individuals with autism spectrum disorder. As an evidence-based AAC approach, PECS is specifically designed to enhance communication skills and facilitate participation across multiple domains, including academic settings, social relationships, and community interactions. This structured protocol follows a six-phase training sequence grounded in behavioral and developmental principles to teach functional communication skills. The intervention progresses systematically from teaching basic requesting behaviors (Phases I–V) using preferred items and activities. As learners master each phase, the program introduces increasingly sophisticated communication demands, such as: (1) initiating interactions with partners across varying distances, and (2) constructing simple sentence structures (Jassim Omar & Shiromaru, 2022). The Picture Exchange Communication System (PECS) is an augmentative and alternative communication (AAC) system that utilizes visual symbols to facilitate functional communication of wants and needs (Kasanen, 2020). Designed to promote rapid, independent, and functional communication skills in children with autism spectrum disorder (ASD), PECS begins with basic symbol exchange and systematically progresses to more complex sentence construction (Al-Dawaidah & Al-Amirah, 2013). While comprehensive meta-analyses have not yet conclusively established PECS efficacy across all ASD populations, multiple empirical studies demonstrate consistent positive outcomes in communication and social skill development. Key findings include: Pratama & Paramita (2023): Significant improvements in communication skills Kruger (2022): Enhanced social skills and functional independence Santos et al. (2021): Progress in social and functional skills among nonverbal children Mehravar et al. (2020): Particularly strong effects from Phases I–III of the six-phase protocol Mark (2019): Benefits for both communication and social skills in nonverbal individuals Mirnovati (2018): Effective communication skill acquisition This converging evidence from multiple research teams, using varied methodologies across different populations, substantiates PECS as an effective intervention for enhancing communication and social skills in children with ASD. Methodology This study was conducted with an applied purpose, adopting a qualitative approach and employing a systematic review as the research method. Data collection involved systematically reviewing articles available on Google Scholar, PubMed, and ScienceDirect using the following keywords: image exchange communication system, autism spectrum disorder, social skills, and communication skills. The inclusion criteria stipulated that article titles must contain at least one of the two key phrases: autism spectrum disorder and/or image exchange communication system. Additionally, the full text of the articles had to include references to image exchange communication system, autism spectrum disorder, social skills, and communication skills. An initial screening compiled a list of article titles and abstracts published between 2012 and 2024. Out of the 77 initially selected articles, 26 were excluded due to irrelevance to the research question or duplication across databases, leaving 51 articles for final analysis. The study's inclusion criteria were as follows: Exclusion of purely qualitative research, Requirement for full keywords (image exchange communication system, communication, and social skills) in the article title, Inclusion of qualitative studies, single-case studies, and case reports For analysis, key details including author names, publication year, and study results were examined. Results Research on the Picture Exchange Communication System (PECS) and autism spectrum disorder (ASD) demonstrates that this image-based intervention can significantly benefit children with ASD by increasing vocabulary, reducing maladaptive behaviors, and enhancing observational learning and skill generalization. PECS effectively promotes communication initiation—including requesting and expressing needs—while expanding expressive language through improved speech production. Educationally, it strengthens attention span, reduces distractions, and increases task completion, while also improving compliance with rules in both school and home settings. The system further encourages help-seeking behavior, reduces restricted or repetitive behaviors, and enhances language comprehension (including words, sentences, and contextual meaning). Additional observed benefits include decreased self-injury and tantrums, better instruction-following, and reduced screaming episodes. Collectively, these findings underscore PECS as a comprehensive intervention for addressing core ASD challenges. The reviewed studies collectively highlight the importance of the Picture Exchange Communication System (PECS) for children with autism spectrum disorder (ASD). All examined research consistently reported PECS's effectiveness in improving communication and social skills in this population. From an initial screening of 77 articles using predetermined inclusion/exclusion criteria, 51 studies were selected for final analysis of PECS's impact on ASD children's communication and social skills. These studies' key details - including authors, publication years, and main findings - are systematically organized in the table below. Discussion This study investigated both theoretical foundations and empirical evidence to answer a key research question: How effective is the Picture Exchange Communication System (PECS) in fostering communication and social skill development in children with autism spectrum disorder (ASD)? ASD is a lifelong neurodevelopmental condition marked by core symptoms including restricted/repetitive behaviors and profound challenges in communication and social interaction. These deficits significantly impair quality of life and independent functioning. Maladaptive behaviors like aggression and emotional outbursts often result in social exclusion, further restricting peer interactions and environmental engagement. Among various interventions designed to enhance communication skills in children with ASD, PECS has demonstrated particular effectiveness as a systematic approach. This review study demonstrates that the Picture Exchange Communication System (PECS) offers multifaceted benefits for children with autism spectrum disorder (ASD), including: (1) enhanced communication skills through vocabulary expansion, improved communication initiation, advanced expressive language (including speech production), and increased ability to request and express needs; (2) improved social functioning manifested through greater attention-seeking, help-seeking behaviors, and adherence to rules in both school and home environments; (3) reduction in maladaptive behaviors including diminished self-injury, tantrums, screaming episodes, and restricted/repetitive behaviors; and (4) cognitive and educational improvements such as enhanced observational learning, skill generalization, sustained attention, task completion, visual processing, and comprehension of verbal and written language. These robust findings collectively highlight PECS's substantial impact on improving core communication and social skills in children with ASD, as consistently evidenced across all examined studies. Conclusion The findings confirm that the Picture Exchange Communication System (PECS) serves as an effective intervention for developing social and communication skills in children with autism spectrum disorder (ASD). Implementation can be adapted to specific needs, ranging from individual stages to the complete six-stage protocol. While studies indicate that even partial implementation enhances communication abilities and social functioning, the most significant outcomes emerge from full protocol adherence. These evidence-based results advocate for wider adoption of PECS in special education contexts, specifically through: (1) broader implementation across specialized educational institutions and therapy centers, and (2) comprehensive training initiatives for both professionals and parents to ensure treatment fidelity. To advance research in this field, future studies should: (1) employ larger sample sizes with more comprehensive datasets to strengthen generalizability, and (2) examine broader applications across diverse demographic and clinical populations. Institutional support through education and welfare systems—particularly via professional development programs for practitioners—could substantially improve both the accessibility and implementation fidelity of PECS. While this systematic review offers meaningful insights, its scope was inherently constrained by existing literature, underscoring the necessity for more extensive empirical investigations in future research. Acknowledgments We express our profound gratitude to the professors and subject matter experts whose invaluable guidance and thoughtful recommendations greatly contributed to both the implementation and refinement of this study. Their specialized knowledge and insightful feedback were pivotal in shaping the research methodology and strengthening our findings.

Research Paper

The Mediating Role of Self-Efficacy in the Relationship Between Emotional Intelligence and Emotional-Behavioral Problems in Students with Learning Disabilities

bahare Rezaie; Sanaz eyni; Mehdi zemestani

Volume 14, Issue 56 , December 2024, Pages 303-332

https://doi.org/10.22054/jpe.2025.84141.2787

Abstract

Abstract Learning disabilities involve difficulties in reading, writing, listening, solving mathematical problems, and understanding or using spoken language, leading to challenges in academic performance and cognitive functioning. The present study aimed to examine the relationship between ... Read More Abstract Learning disabilities involve difficulties in reading, writing, listening, solving mathematical problems, and understanding or using spoken language, leading to challenges in academic performance and cognitive functioning. The present study aimed to examine the relationship between emotional intelligence and behavioral-emotional problems in students with learning disabilities, with self-efficacy serving as a mediating factor. This study was applied in terms of purpose and descriptive-correlational in terms of data collection method. The statistical population consisted of all students with learning disabilities attending learning disorder centers in Kermanshah during the 2023-2024 academic year, with a total of 282 participants selected through purposive sampling. Data were collected using the Rutter Emotional-Behavioral Problems Questionnaire (1975), the Bar-On Emotional Intelligence Questionnaire (2005), and the Sherer and Maddux Self-Efficacy Scale (1982). All analyses were conducted using SPSS 27 and LISREL 8.8 software. The findings revealed that emotional intelligence and self-efficacy have a significant negative effect on the behavioral-emotional problems of students with learning disabilities, with self-efficacy mediating the relationship between the variables. This indicates that emotional intelligence not only has a direct effect but also an indirect effect on behavioral-emotional problems through self-efficacy (p < 0.01). Based on these findings, it is recommended that counseling centers and psychological clinics provide training for parents and teachers on emotion regulation, emotional control, and self-efficacy strategies related to emotional intelligence to foster constructive interactions with children who have learning disabilities. Keywords: emotional behavioral problems, emotional intelligence, self-efficacy, learning disabilities Extended Abstract Introduction Learning disabilities encompass difficulties in areas such as reading, writing, listening, solving mathematical problems, and understanding or using spoken language (Donalto et al., 2022). Children with learning disabilities commonly face emotional and behavioral problems, which are defined as emotional and behavioral responses that deviate from cultural, age-related, and ethnic norms (Laganière et al., 2022). A significant contributing factor to behavioral problems in students with learning disabilities is deficits in emotional intelligence (Kousha et al., 2021). Emotional intelligence encompasses the ability to understand, process, and utilize emotions to effectively navigate life situations. This includes the capacity to employ both one's own emotions and those of others to achieve optimal outcomes with maximal satisfaction (Zhi et al., 2023). Students with well-developed emotional intelligence demonstrate greater responsibility, enhanced interpersonal skills, and stronger self-confidence, which are associated with fewer behavioral problems and improved academic performance (Kousha et al., 2021). Students with learning disabilities frequently demonstrate diminished self-efficacy, stemming from lowered self-esteem and reduced confidence in their capabilities (Nourizadeh, 2022). This impaired self-efficacy negatively impacts their capacity to manage challenges, consequently intensifying their difficulties. Self-efficacy represents an individual's conviction in their ability to organize and implement necessary actions to accomplish specific tasks successfully. As a fundamental psychological construct, it significantly influences cognitive processes, emotional responses, motivational levels, and behavioral patterns (Rahardjo et al., 2023). Research Question While previous studies have explored various aspects of learning disabilities, no comprehensive investigation has systematically examined the underlying factors contributing to emotional and behavioral problems in this student population. This represents a significant gap in the current literature. Consequently, the present study seeks to address this gap by investigating the mediating role of self-efficacy in the relationship between emotional intelligence and emotional-behavioral problems among students with learning disabilities. Literature Review Empirical research demonstrates that diminished emotional intelligence in students with learning disabilities correlates with increased behavioral problems (Aghdasi & Shekrollahpour, 2023). A growing body of evidence substantiates the predictive relationship between emotional intelligence and behavioral difficulties in this population, as demonstrated by multiple studies (Bashari Ghomi et al., 2024; Al-Olaywi, 2021; Dalash & Zubeidat, 2023). Due to recurrent academic setbacks, these students frequently experience both behavioral and motivational challenges. Notably, one of the most profound consequences of persistent academic struggles is the erosion of self-efficacy beliefs (Cumming et al., 2021). The research findings consistently underscore the pivotal role of self-efficacy in influencing emotional and behavioral outcomes among students with learning disorders (Nourizadeh, 2022; Cumming et al., 2021). Supporting this evidence, Ab-Halim et al. (2019) demonstrated that enhanced self-efficacy in students with special needs is associated with the adoption of more adaptive coping strategies and measurable improvements in overall performance. Methodology This applied research study adopted a descriptive-correlational design. The target population comprised all students with diagnosed learning disabilities attending specialized learning disorder centers in Kermanshah during the 2023-2024 academic year. Using a purposive sampling technique, we selected 282 participants who met the study criteria. Data collection employed three validated instruments: (1) the Rutter Emotional Behavioral Problems Questionnaire (1975), (2) the Bar-On Emotional Intelligence Questionnaire (2005), and (3) the Sherer and Maddux Self-Efficacy Scale (1982). We conducted statistical analyses using SPSS 24 and LISREL 8.8, applying Pearson correlation coefficients, Sobel test for mediation effects, and the Variance Accounted For (VAF) index. All analyses maintained a significance threshold of p < 0.05. Results The study included 282 students with diagnosed learning disabilities (mean age = 9.65 ± 2.78 years; range: 7-12 years). The sample comprised 60.6% males (n = 171) and 39.4% females (n = 111). Table 1 presents the correlation matrix of all study variables. Table 1. Correlation matrix of research variables Variables Emotional Behavioral Problems Emotional Intelligence Self-efficacy Emotional Behavioral Problems 1 Emotional Intelligence -0.40** 1 Self-efficacy -0.45** 0.51** 1 P**<0.01 p*<0.05 According to the results presented in Table 2, there is a significant negative correlation between emotional-behavioral problems and both emotional intelligence and self-efficacy (r = -0.45, p < 0.01) at the 99% confidence level. Table 2. Direct effects and indirect effects Variables Path Coefficients T-Value Standard Error Significance Emotional Intelligence Emotional Behavioral Problems -0.24 -3.88 0.078 P<0.01 Emotional Intelligence self-efficacy 0.50 9.87 0.022 P<0.01 self-efficacy Emotional Behavioral Problems -0.33 -4.37 0.039 P<0.01 Indirect Effects T-Sobel Standard Path Coeficient VAF Statistics Significance Emotional Intelligence self-efficacy Emotional Behavioral Problems 9.733 0.165 0.407 P<0.01 Table 4 demonstrates statistically significant path coefficients (p < 0.01) for all direct effects between study variables. The significant t-value for the indirect path confirms that emotional intelligence affects emotional-behavioral problems through both direct and indirect (mediated by self-efficacy) pathways. The Variance Accounted For (VAF) analysis revealed that self-efficacy mediates 40.7% of the total effect of emotional intelligence on emotional-behavioral problems, indicating substantial partial mediation. Discussion This study investigated the relationship between emotional-behavioral problems and emotional intelligence, with particular emphasis on self-efficacy's mediating role. Our results demonstrate that emotional intelligence exerts both direct and indirect effects (through self-efficacy) on emotional-behavioral problems among students with learning disabilities. These findings partially align with previous research by Cumming et al. (2021) and Ab-Halim et al. (2019). The observed mediation effect can be understood through the lens of emotional competence. Individuals with higher emotional intelligence demonstrate superior capacity for emotion understanding and regulation, facilitating environmental adaptation and social comprehension. Specifically, effective emotion regulation encompasses: (1) strategic engagement with or disengagement from emotional states, (2) continuous emotional monitoring and reflection, and (3) cognitive reappraisal of situational contexts. These regulatory processes share conceptual overlap with core self-efficacy attributes, particularly the capacity to manage unforeseen challenges and cultivate adaptive responses (Morton et al., 2014). Students with learning disabilities frequently experience significant challenges in establishing and maintaining positive peer relationships, often demonstrating maladaptive behaviors in social contexts (Ab-Halim et al., 2019). This pattern commonly results in peer rejection, which subsequently undermines emotional intelligence competencies—particularly self-awareness, self-regulation, and social awareness. When combined with low self-efficacy, these students tend to: (1) perceive minor challenges as insurmountable obstacles, (2) interpret routine difficulties as threatening situations, (3) catastrophize problems, and (4) engage in excessive worry about improbable negative outcomes. Such cognitive distortions typically lead to heightened anxiety and impaired academic and social functioning (Bishara & Kaplan, 2022). Conclusion Based on the findings, it is recommended that caregivers, parents, and educators adopt targeted motivational strategies to strengthen self-efficacy in students with learning disabilities. Integrating such interventions into family education programs, teacher training workshops, and student skill-building sessions can enhance awareness of how parent-child and teacher-child interactions contribute to behavioral challenges. This holistic approach will empower stakeholders to implement more effective, coordinated efforts to reduce behavioral difficulties and promote adaptive functioning in this vulnerable population.

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

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

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

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

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

Abstract

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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

Formulation and effectiveness of neuro exuberant proliferation therapy on developmental indicators and symptoms of children with autism spectrum disorder.

Sara Rouhani; Mohammad Narimani; Nader Hajloo; REZA Farzizadeh

Articles in Press, Accepted Manuscript, Available Online from 23 December 2024

https://doi.org/10.22054/jpe.2024.77376.2661

Abstract

formulation of a therapeutic model based on nerve-centered development, seems necessary for maximum treatment in neurodevelopmental disorders. This research was conducted with the aim of developing and evaluating the effectiveness of innovative method of neuro exuberant proliferation therapy on the developmental ... Read More

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Research Paper

The Effect of Teaching Cognitive Strategies to Correct Written Expression Problems Blind Students

nafiseh rafiei; Marzieh Beygi Habib Abadi

Articles in Press, Accepted Manuscript, Available Online from 08 July 2025

https://doi.org/10.22054/jpe.2025.81081.2718

Abstract

The present study was conducted with the aim of investigating the effect of teaching cognitive strategies on correcting the problems of written expression of blind elementary school students. This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical ... Read More

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Research Paper

The effectiveness of perceptual enrichment on working memory and mathematical performance of students with specific learning disability in mathematics

nasrin Zaresharif; Salar Faramarzi; Ali Sharifi

Articles in Press, Accepted Manuscript, Available Online from 08 July 2025

https://doi.org/10.22054/jpe.2025.84260.2792

Abstract

The purpose of this study was to investigate the effectiveness of perceptual enrichment on working memory and mathematical performance of students with special learning disabilities in mathematics. The method of this study was a semi-experimental pre-test/post-test with control and experimental groups. ... Read More

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Research Paper

Effectiveness of attention-based cognitive rehabilitation program on auditory discrimination and information processing speed of children with dyslexic learning disorder

seyede fateme pakzadian; saeed rezayi; fateme nikkhoo

Articles in Press, Accepted Manuscript, Available Online from 08 July 2025

https://doi.org/10.22054/jpe.2025.85025.2804

Abstract

Abstract The present study aimed to determine the Effectiveness of attention-based cognitive rehabilitation program on auditory discrimination and information processing speed of children with dyslexic learning disorder (dyslexia) in Semnan, Iran. This research employed a quasi-experimental design with ... Read More

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Research Paper

The Effectiveness of Simultaneous Training of Various Executive Functions (Hot and Cool; Focused on Simultaneous Parent-Child Training) on Improving the Empathy of Children with Attention Deficit Hyperactivity Disorder (ADHD)

Seyyedeh Zahra Seyyed Noori; abbasali hossein khanzadeh; Abbas Abolghasemi; Iraj Shakerinia

Articles in Press, Accepted Manuscript, Available Online from 20 July 2025

https://doi.org/10.22054/jpe.2022.64115.2382

Abstract

The present study aimed to effectiveness of simultaneous training of various executive functions (hot and cool; focused on simultaneous parent-child training) on improving the empathy of children with attention deficit hyperactivity disorder. This research was a quasi-experimental study with pretest-posttest ... Read More

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Research Paper

The Effect of Cerebellar Training Method on Emotion Regulation and Attention Maintenance in Children with Attention Deficit-Hyperactivity Disorder

Abolghasem Yaghoobi; Mohammad Reza Roshanaei; Zeinab Ghorbany; Yarmohamadi Vasel Shahryar

Articles in Press, Accepted Manuscript, Available Online from 27 July 2025

https://doi.org/10.22054/jpe.2025.84221.2790

Abstract

The aim of this study was to investigate the effect of cerebellar training method on emotion regulation and attention maintenance in children with attention deficit-hyperactivity disorder. The present study was a pre-test-post-test semi-experimental with a control group. The statistical population included ... Read More

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Research Paper

The Psychometric Properties of the Autism Family Experience Questionnaire in Families with the Autism Spectrum Children

farangis demehri; alireza afshani; saedeh khojasteh

Articles in Press, Accepted Manuscript, Available Online from 30 August 2025

https://doi.org/10.22054/jpe.2025.85305.2809

Abstract

This research aimed to investigate the psychometric properties of the Autism Family Experience Questionnaire among families with a autism spectrum children in Yazd province. The study employed a descriptive correlational-normative method. The statistical population included all families with a child ... Read More

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Research Paper

Effectiveness of communication skills training on the social adjustment and quality of life for mothers of children with autism spectrum disorder

Nastaran Seyedesmaili Ghomi; Ali Salmani

Articles in Press, Accepted Manuscript, Available Online from 30 August 2025

https://doi.org/10.22054/jpe.2025.83606.2778

Abstract

Autism disorder, affected individuals, involves family members, especially mothers, in the problems caused by this disorder. The present study was conducted with the aim of investigating the effectiveness of communication skills training on social adjustment and quality of life of mothers with autistic ... Read More

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