Research Paper
somaie robatmili; ahmad borjali; hamid alizadeh; mostafa nokni; nourali farokhi
Research Paper
malihesadat kazemi; shole amiri; mokhtar malekpoor; hosein molavi
Abstract
In this Research, the effect of private speech training on executive function of boys between 9 to 11 years old in Isfahan City was examined. This research is an experimental study of pre-test/post-test with control groups. It had a two-stage sampling. Final sample included 20 attention deficit boys ...
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In this Research, the effect of private speech training on executive function of boys between 9 to 11 years old in Isfahan City was examined. This research is an experimental study of pre-test/post-test with control groups. It had a two-stage sampling. Final sample included 20 attention deficit boys (10 for experiment group and 10 for first control group) and 9 normal boys for second control group. Instruments used in this research included British Picture Vocabulary scale, Short form of Wechsler's Intelligence Scale for Children- Revised, Tower subtest of NEPSY Neuropsychology test. To analyze private speech of children, their speech were videotaped while solving Tower subtest and Videos were content analyzed by three encoders. Results showed that children with attention deficit, had significantly more errors in compare to first and second control groups; while both experiment and second control group (which both had been trained) had significantly more amount of private speech in compare to first control group- which had not trained. According to the findings of the research, it can be concluded although private speech training can increase the amount of private speech produced by attention deficit children, this increase in speech, not only will not necessarily increase function of children, but it may backfire on difficult tasks.
Research Paper
amirabas bostani; abdollah shafiabadi; mohammadreza khabazieravandi
Abstract
Attention Deficit-Hyperactivity Disorder (ADHD) creates a lot of problems for many children. It has negative effects on cognitive, social, emotional, and family function and later in their adulthood it also effects their job and marriage function. The population consisted of all mothers of boy students ...
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Attention Deficit-Hyperactivity Disorder (ADHD) creates a lot of problems for many children. It has negative effects on cognitive, social, emotional, and family function and later in their adulthood it also effects their job and marriage function. The population consisted of all mothers of boy students with this disorder in primary schools in kashan. Sampling method was voluntary and sample members were randomly replaced. Among 80 mothers who referred to the centers 36 had children with ADHD (based on Diagnostic and Statistical Manual of Mental Disorders – forth edition and a Conner's Parent Scale) were randomly placed into 2 groups of experiment group (18 person) and control group (18person). In pre-test the Conner's Parent Scale was conducted on all mothers. The experiment group received eight sessions of Cognitive Behavioral Therapy. After sessions, Conner's Parent Scale was again conducted to both groups. Results of covariance analysis showed that symptoms of ADHD decreased in children whose mothers were in experiment group more than control group. So it can be concluded that parental oriented Cognitive Behavior Therapy is effective in reducing symptoms of children’s ADHD.
Research Paper
ali farhodian; mosaiieb iarmohammadi vasel; mandana sadeghi; mohammad esmaeel saveri; leila soleimani nia; hamidreza maghami
Abstract
Object: This study conducted to identify the target groups of research center for psychology and special needs in psychological, social, spiritual and physical aspects. Material and method: The study is a qualitative research with grounded theory method. After reviewing the relevant literature, 10 groups ...
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Object: This study conducted to identify the target groups of research center for psychology and special needs in psychological, social, spiritual and physical aspects. Material and method: The study is a qualitative research with grounded theory method. After reviewing the relevant literature, 10 groups were purposed as individuals with special needs and 100 people were selected through a purposeful sampling. These groups included: children, aged people, people with a sensory motor disability, psychiatric patients and mental retards, people with special medical needs. Substance abusers, prisoners, marginated people or minorities, people with low socioeconomic status, pregnant women. Data was collected in semi-structured interviews and then was analyzed with Strauss & Corbin coding manner or continued comparison. Findings: Most important domains of special needs in our groups were: family, education, amusement, movement and transportation, building and places (houses and public places), social participation and occupation, treatment and rehabilitation services, and people's attitude toward their problems. Result: "special need" term is related to disability, disability often is due to one's characteristics and obstacles caused from society. There are several barriers in obviating the needs and majority of them are occured by human such as non efficient systems and services, discriminatory policies, prejudice attitudes, etc. in order to enhancing social participation of disabled people and promoting their life styles as equal as other people, the public systems such as places and buildings, houses, transportation, educational and vocational opportunities and socio-cultural life (e.g. sport and amusement equipments) should be available for all people in a equal way and proper to their abilities and needs.
Research Paper
akram hodapoor; parviz sharifidaramadi; farangis kazemi
Abstract
The purpose of present study was to investigate the effectiveness attribution style’s change on depression rate decrease, of adolescent blind girls. This study was carried out on experimental basis in pre-test, post-test design with control group. For this purpose, using the available sampling ...
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The purpose of present study was to investigate the effectiveness attribution style’s change on depression rate decrease, of adolescent blind girls. This study was carried out on experimental basis in pre-test, post-test design with control group. For this purpose, using the available sampling method, 30 of the depressed blind girls were selected and randomly substituted into two test and control groups, they were studying in secondary and high school stages of Tehran ‘Narjes blind school’ in the academic year of 2011-2012 and were placed in negative state/situations of internal, stable and general attribution style. Subjects of the experimental group were placed under attribution style change program’s educational course in ten, 45 minutes sessions in group form; however the control group did not receive any kind of education in this regard. The research data collected by ‘adolescence and children depression test’ as well as by the questionnaire of ‘adolescent and children attribution style’ and analyzed using the Analysis of covariance (ANCOVA) test and the Multivariate analysis of covariance (MANCOVA) test. The obtained results indicated that, the attribution style change of internal, stable and general to external, unstable and specific have significant effect on reducing of depression rate (p < 0/0001). This can be concluded, thus, that the attribution style change was effective in depression rate decrease of blinds girl’s adolescents.
mohammadreza zoghipaidar; abolghasem iaghobi; safdar nabizadeh
Abstract
Theaim of present study was to predict academic performance of students with ADHD based on the stress and parental approach. Method of the present study is corelational. The study population were includedall third grade studentswith ADHD in school year (91-92) of Hamadan and 50 subjects among them were ...
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Theaim of present study was to predict academic performance of students with ADHD based on the stress and parental approach. Method of the present study is corelational. The study population were includedall third grade studentswith ADHD in school year (91-92) of Hamadan and 50 subjects among them were selected byusing available sampling as a participating in the study. For screeningand data collection, were used family-school questionnaire (Midget, 2000), parent Conner’s rating scale (Connors, 1998 ) Parental Stress Scale (Barry and Jones,1995), theRaven Intelligence Scale for children and self-made academic performance test. descriptive statistics such as mean and standard deviation andinferential statistical such as correlation and stepwise regression analysis was used to analyze of data. The results showed that there is a positive andsignificant relationship between academic performance of students with ADHD andparent’s instrument approach but parental stress and parent’s controlling approach aresignificant negative correlation with academic performance of their children.The results showed that parental stress and parent’s controlling approach could have significantly to predict the academic performance of students with ADHD. Parentalstress was also the best predictor of their academic performance. The findings indicate that although child with ADHD could have many challenges for parents however with educating parents and get help from counselors and psychologists can improverelations between children and parents and helped them to achieve better academic results.
Research Paper
zohre ahangarghorbani; abbasali hosein khanzade; mahnaz khosrojavid; abbas sadeghi
Abstract
The purpose of this study was examining the impact of executive functions training on social skills in students with dyslexia. This study is an experimental one with pre-test, post - test and control group design. The statistical population of this research includes all the students with dyslexia in ...
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The purpose of this study was examining the impact of executive functions training on social skills in students with dyslexia. This study is an experimental one with pre-test, post - test and control group design. The statistical population of this research includes all the students with dyslexia in second and third grade of elementary schools of Abbas Abad in Mazandaran province in school year of 2012-2013, which 20 of them were selected based on entering qualities and assigned in experimental and control groups randomly. Executive function training was taught to experimental group within ten sessions for a period of one month, while the control group did not receive this training. Both groups were assessed in pre- test and post- test using social skills questionnaire (Gresham, 1999). Analysis of data using multivariate covariance indicated that there was significant difference between two groups on social skills. So, we can conclude that in education and treatment students with dyslexia, strengthening executive functions should be considered on of the basic dimensions for experts and educators.
Research Paper
Abolfazl Firoozmanesh; omid shokri
Abstract
This study aimed to evaluating the measurement invariance of the Brief Fear of Negative Evaluation Scale (BFNES, Leary, 1983) in gifted and nongifted high school students. The sample of 680 high school students (gifted 355 and nongifted 325) were responded the BFNES. Multigroup confirmatory factor analysis ...
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This study aimed to evaluating the measurement invariance of the Brief Fear of Negative Evaluation Scale (BFNES, Leary, 1983) in gifted and nongifted high school students. The sample of 680 high school students (gifted 355 and nongifted 325) were responded the BFNES. Multigroup confirmatory factor analysis was used to examine the cross-group validity and invariance of factorial structure of BFNES. The results of single-group confirmatory factor analysis revealed that the two-factor model of BFNES consisted of positive and reverse scored items in across two groups good fit to the data. The results of multigroup confirmatory factor analysis indicated cross-group invariance of form, factor loadings, measurement residuals and factor variances and covariances of the BFNES across both samples. These findings emphasizing the group invariance of factorial structure of BFNES indicate that gifted and nongifted adolescents are qualitatively same in structural model of expression of social anxiety.
Research Paper
fatemeh keshavarzi; setareh shojaee
Abstract
This study was aimed to examine the effectiveness of self- instruction skills training on handwriting problems of boy students having specific learning disability with dysgraphia type. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of ...
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This study was aimed to examine the effectiveness of self- instruction skills training on handwriting problems of boy students having specific learning disability with dysgraphia type. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of the study included 32 subjects (16 for experimental group and 16 for control group), were selected by purposive sampling Method, among second to six grade elementary students in " schools for regular education" in Kherame. Subjects randomly assigned in experimental and control groups. A researcher made handwriting problems checklist were used as a tool of data collection in before and after Intervention. Experimental group sequentially received 15 sessions of self-instruction skills training. The data were analyzed by using of analysis of covariance (ANCOVA) and Multivariate analysis of covariance (MANCOVA). The results indicated that the self- instruction skills training had an significant effect on handwriting problems and its subscales (handwriting errors and body position errors when writing ) in boy students having specific learning disability with Dysgraphia type of experimental group (P<.01). Therefore, we can concluded that self-instruction skills training improving the handwriting problems of students having specific learning disability with Dysgraphia type.