Research Paper
tayebe taziki; Khoda Morad Momeni; jahangir karami; .Gholam Ali Afrooz
Abstract
The aim of this study was to investigate the intervention with mindfulness on the quality of life and psychological well-being of mothers of students with intellectual disabilities. The research population included all mothers of students with mental disabilities in Golestan province, 30 of them were ...
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The aim of this study was to investigate the intervention with mindfulness on the quality of life and psychological well-being of mothers of students with intellectual disabilities. The research population included all mothers of students with mental disabilities in Golestan province, 30 of them were selected by a simple random sampling method and participated in a quasi-experimental design with a control group and a non-identical two-group design with pre-test, post-test, and follow-up. Among the above sample, 15 people in the experimental group and 15 people in the control group were randomly assigned. Then, a mindfulness-based intervention program was performed for 8 group sessions. To evaluate the research variables, Quality Of Life (World Health Organization, 1994), and Psychological Wellbeing Scale (Ryff, 1980) were used in three stages: pre-test, post-test, and follow-up. Data obtained from the control and experimental groups were analyzed using multivariate analysis of covariance and repeated measures analysis of variance. The above findings showed significant quality of life and psychological well-being (at the level of p <0.05). The above results were maintained after two months of follow-up. Overall, it can be concluded that mindfulness-based intervention can increase the quality of life and psychological well-being of mothers of students with intellectual disabilities.
Research Paper
Zoleykha Abedini; rahim badri; eskader fathiazar; shahrooz nemati; shahram vahedi
Abstract
Specific learning disability is one of the most common childhood disorders that in some cases, continues into adulthood and affects various aspects of their future lives. The higher prevalence of learning disability with reading impairment in the country's schools and the problems caused by it requires ...
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Specific learning disability is one of the most common childhood disorders that in some cases, continues into adulthood and affects various aspects of their future lives. The higher prevalence of learning disability with reading impairment in the country's schools and the problems caused by it requires special attention. Children with this disorder, in addition to having difficulty reading, also have problems in other areas. The educational system is usually based on teaching materials and issues related to other areas such as special education and empowerment of the parents of these children have been neglected. While empowering parents can not only help improve the psychological issues that these children are struggling with because of the disorder, it can also be useful in improving the executive functions of these children. In this research, with a synthetic research approach and considering the seven-stage model of Sandlowski and Barso, we examined articles published in Iranian magazines and foreign research articles. Out of 104 articles appropriate to the purpose of the research, 29 articles with the desired conditions were selected and examined in depth. The concepts extracted from this study were summarized in the form of 168 codes and 91 sub-categories, and finally, 24 main categories were obtained. Then, according to the obtained results, the training package of 8 parenting sessions was designed in accordance with the special conditions and characteristics of children with a specific learning disability with reading impairment for the parents of these children.
Research Paper
roya Ebrahimi Asadabadi; Kazem Barzegar Bafroee
Abstract
The aim of this study was to determine the mediating role of psychological resilience in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd in the academic year 2020-2021. The present study is a correlational study in which the relationships between ...
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The aim of this study was to determine the mediating role of psychological resilience in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd in the academic year 2020-2021. The present study is a correlational study in which the relationships between research variables were analyzed in the form of examining the paths of a causal model. The study population was all teachers of exceptional schools in Yazd. The available sampling method was used to select 200 teachers from the population. The research instruments are Connor and Davidson Resilience Questionnaire (CD-RISC), Langer Mindfulness Questionnaire for teachers, and Creative Self-Efficacy Questionnaire (CSEQ). The results showed that the psychological resilience hypothesis has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd city. Mindfulness also, directly and indirectly, predicts creative self-efficacy in exceptional school teachers through its mediating role. Mindfulness also directly predicts resilience in exceptional school teachers, and resilience directly predicts creative self-efficacy in exceptional school teachers. It can be concluded that psychological resilience has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd.
Research Paper
Sadaf Darvishi; Khadijeh Abolmaali Alhosseini; Amin Rafiepoor; Fariborz Dortaj
Abstract
The present study was a cross-sectional and applied research comparing the effectiveness of cognitive rehabilitation and social emotional skills on the development of theory of mind in autistic children. The quasi-experimental method was pre-test and post-test with control group. From 45 students introduced ...
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The present study was a cross-sectional and applied research comparing the effectiveness of cognitive rehabilitation and social emotional skills on the development of theory of mind in autistic children. The quasi-experimental method was pre-test and post-test with control group. From 45 students introduced to a school and MITA in (2019-2020) by completing a questionnaire of ASSQ in a community of 30 people in the sample group of 30 people was replaced by stratified random sampling in two training groups and one control group. The first group was trained with intelligent facial cognitive rehabilitation program and the second group was trained with emotional and social skills. The third group did not receive training. Statistical results of MANCOVA and Scheffe post hoc test showed that the level of mind theory in children with autism increased after applying only cognitive rehabilitation and both groups had higher mean levels of total mind theory than the control group. Experimental groups 1 had higher mean than level 1 and 2 and total mind theory than the control group and the difference between the means was significant at the level of 0.05. The second experimental group had a higher mean at level 3 than the control group and the difference in means was significant at the level of 0.05. It can be concluded that cognitive rehabilitation is a suitable intervention method for educators and therapists of autistic children to promote the theory of mind.
Research Paper
Yousof Shahi; َAliakbar Arjmandnia; GholamAli Afrooz; Farah Ghavami
Abstract
The aim of the present study was to investigate the effectiveness of a music-based developmental relation therapy program in the promotion of the mothers-child relationship of children with an autistic spectrum disorder. The statistical population of this study consisted of all primary school children ...
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The aim of the present study was to investigate the effectiveness of a music-based developmental relation therapy program in the promotion of the mothers-child relationship of children with an autistic spectrum disorder. The statistical population of this study consisted of all primary school children with level 1 autistic spectrum disorder (Requiring support) that referred to the Autism Charity Center of Tehran. Sixteen boys with autistic spectrum disorder and their mothers were conveniently selected and randomly divided into experimental and control groups (N=8). ATEC, GARS-2, and MCRE questionnaires were used to diagnose autism disorder and the effectiveness of the intervention program. The results of one-way ANOVA (between groups) showed that there was a significant difference between the study’s groups in Overprotective (F28,1=13/26, p=0/001, =0/32 ) and Acceptance, F28,1=9/38, p= 0/01, =0/25 ). Indeed, the average of the interventive group in the Overprotection and Acceptance subscales were lower and greater than control groups respectively. Conclusion: The results showed that the music-based developmental relation therapy program significantly increased the mothers-child relationship of children with an autistic spectrum disorder.
Research Paper
nasim javidipour; mareih dehghan
Abstract
Attention Deficit Hyperactivity Disorder leads to mental, behavioral, and emotional damage to the infected children. Therefore, the present study was conducted with the aim of investigating the efficacy of parents’ behavioral training model (Barkley) on the emotional regulation of children with ...
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Attention Deficit Hyperactivity Disorder leads to mental, behavioral, and emotional damage to the infected children. Therefore, the present study was conducted with the aim of investigating the efficacy of parents’ behavioral training model (Barkley) on the emotional regulation of children with attention deficit hyperactivity disorder. The present study was experimental with pretest, posttest, and control group design. The statistical population of the study included male children with attention deficit hyperactivity disorder in the city of Yazd in the autumn and winter of 2018-19. In this study, the sample size was 30 people (15 people in the experimental group and 15 people in the control group) but after the intervention of 2 parents in the experimental group and 2 parents in the control group, they refused to continue the intervention. The parents of the children in the experimental group received eight seventy-five-minute intervention sessions of the parents’ behavioral training model (Barkley) for one month. The applied questionnaires in this study included the attention deficit hyperactivity disorder questionnaire (Brock, Clinton, 2007) and the emotional regulation questionnaire (Shields & Cicchetti, 1997). The data of 26 parents were analyzed by the ANCOVA method using SPSS-23 software. The results showed that the parents’ behavioral training model (Barkley) has a significant effect on the emotional regulation of the children with attention deficit hyperactivity disorder (p<0.001). According to the findings of the present study, it can be concluded that the parents’ behavioral training model (Barkley) can be sued as an efficient method to increase emotional regulation in the children with attention deficit hyperactivity disorder by employing training appropriate methods to decrease the children’s abnormal behavior, the skill of showing positive attention to the children, methods of making positive interaction and managing inappropriate behaviors and the skills of positive attention.
Research Paper
Elham Afruzeh; kourosh Amraei; Saeed Hasanzadeh; Mohammadparsa Azizi
Abstract
Due to the fact that dyslexic children have more difficulty in reading and comprehension than children who are average or above-average readers, so the purpose of this study is the Effectiveness of Visual and Auditory Perception Program on Fluency and Reading Perception in Students with Dyslexia disorder. ...
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Due to the fact that dyslexic children have more difficulty in reading and comprehension than children who are average or above-average readers, so the purpose of this study is the Effectiveness of Visual and Auditory Perception Program on Fluency and Reading Perception in Students with Dyslexia disorder. In this applied research, a single-subject research design and a multi-baseline design with different subjects were used. The statistical population studied in this study included all students with reading disorders in the second grade of elementary school who went to Tonekabon Health Learning Disorders Center in the academic year 2009-2010. The sample includes three students with reading disabilities who are selected by available means who were studying in different schools. First, the WISC-IV children’s Wechsler test, reading and dyslexia test (façade), and Researcher-made comprehension test were completed. The sessions were conducted by the researcher, after the end of the fifteenth session, and 1 month later (in order to evaluate the sustainability of the effectiveness of the educational program) The questionnaires were completed again by the children of both groups. The results showed that the training of visual-auditory perception has improved reading skills and comprehension in all subjects. So it seems that an audio-visual perception training program is a good intervention method to improve reading and comprehension. Promoting the health of students who are diagnosed with dyslexia, this intervention is an effective tool by which the reiterated goal can be achieved.
Research Paper
shiva akhavan; ahmad abedi; sheida jabal ameli
Abstract
The present study was conducted to investigate the effectiveness of play therapy based on the parent-child relationship on emotional self-regulation of primary school children with sluggish cognitive tempo. The present study was quasi-experimental with a pretest, posttest, control group, and two-month ...
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The present study was conducted to investigate the effectiveness of play therapy based on the parent-child relationship on emotional self-regulation of primary school children with sluggish cognitive tempo. The present study was quasi-experimental with a pretest, posttest, control group, and two-month follow-up period design. The statistical population of the present study included primary school children with sluggish cognitive tempo in the city of Isfahan in the spring of 2021. 35 children with Sluggish Cognitive Tempo were selected through a multi-stage clustered sampling method and they were randomly accommodated into experimental and control groups (17 children in the experimental group and 18 children in the control group). The experimental group received eight seventy-five-minute play-therapy sessions based on parent-child relationship interventions for one month. The applied questionnaires in this study included a sluggish cognitive tempo questionnaire (McBurnet et al, 2014) and an emotional self-regulation questionnaire (Shields & Cicchetti, 1998). The data from the study were analyzed through Mixed ANOVA via SPSS23 software. The results showed that play therapy based on the parent-child relationship has a significant effect on the emotional self-regulation of primary school children with sluggish cognitive tempo (p<0.001). According to the findings of the present study, it can be concluded that play therapy based on the parent-child relationship can be applied as an efficient method to increase the emotional self-regulation of primary school children with sluggish cognitive tempo through employing Empathetic and intimate reflection of the child's feelings, encouragement and strengthening of parents and making communication problems with children natural.
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