Research Paper
Nayereh zamani; Saeid Hassanzadeh; Mohsen Shokoohi-Yekta
Abstract
Abstract
Early intervention is important to minimize persistent difficulties in language and its related domains in preschool children with or at-risk of language impairment. The purpose of this study was to investigate the effectiveness of shared story reading program on the development of language ...
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Abstract
Early intervention is important to minimize persistent difficulties in language and its related domains in preschool children with or at-risk of language impairment. The purpose of this study was to investigate the effectiveness of shared story reading program on the development of language skills of preschool children of low socioeconomic status. This study adopted a quasi- experimental research design with pretest-posttest-follow-up and a control group. From two preschool centers in Ahmadabad Mostofi town during a multi-level screening process, 30 children whose language test scores were below the standard deviation (70-85) were selected, being diagnosed for language problems. They were randomly assigned to the experimental and control groups. Subjects in the experimental group (n=15) were further divided into four smaller groups, received 30 shared story reading program intervention sessions, each session lasting 45 minutes three days a week. Data were collected through Test of Language Development and Narrative. Data analysis was performed by using the Repeated Measures MANOVA. The results indicated a significant effect (P=0/001) of the program on increase of semantic knowledge, syntactic knowledge, and language development in general, and improvement of narrative writing in the experimental group. Post-test and follow-up differential scores also approved the effectiveness of the shared story reading program. Accordingly, the shared story reading program is recommended as a preventive program, potentially bridging the word gap for at-risk children.
Research Paper
Mansoureh Moghtadaie; Salar Faramarzi; Amir Ghamarani; Ahmad Abedi
Abstract
The aim of this study is to develop a parenting program based on the experiences of mothers of children with specific learning disorder (SLD) and assess its effect on parenting stress and children's academic emotions. In the first phase, the "parenting program based on the experiences of mothers with ...
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The aim of this study is to develop a parenting program based on the experiences of mothers of children with specific learning disorder (SLD) and assess its effect on parenting stress and children's academic emotions. In the first phase, the "parenting program based on the experiences of mothers with children with specific learning disorder (SLD)" was developed. The second part of the study was semi-experimental pre-test, post-test, follow-up with a control group. Thirty mothers of children with specific learning disorder (SLD) were selected through convenience sampling and divided randomly into the experimental (15 subjects) and control (n = 15) groups. The research instruments were the Parenting Stress Index (PSI) and the Academic Emotions Questionnaire. The parenting program was presented during eight sessions (once a week), and each session lasted for 60 minutes. Data were analyzed by the repeated measure ANOVA and analyzed by the SPSS-23 software. The results showed that there was a significant difference between the experimental and control groups in terms of parenting stress and children's academic emotions in post-test and follow up (P <0.05) scores. According to the results of this study, it can be concluded that the parenting program based on the experiences of mothers of children with specific learning disorder (SLD) has an effect on parenting stress and children's academic emotions of children.
Research Paper
Ali Sharifi; Hamid Alizadeh; Bagher Ghobari bonab; Noor Ali Farrokhi
Abstract
The aim of this study was to investigate the profile analysis of memory and attention functioning in children with Attention Deficit/Hyperactivity Disorder, Specific Learning Disorder and Comorbid Condition. The descriptive and causal-comparative method was used for this research. Thirty students with ...
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The aim of this study was to investigate the profile analysis of memory and attention functioning in children with Attention Deficit/Hyperactivity Disorder, Specific Learning Disorder and Comorbid Condition. The descriptive and causal-comparative method was used for this research. Thirty students with ADHD, 30 students with an SLD, 30 children with the comorbid condition (ADHD + SLD) were selected by the convenience sampling method after diagnosis and evaluation with regard to the working memory and attention functioning in them. The MANOVA and post hoc Cheffe test were used to analyze the collected data. Furthermore, the profile functioning of the four groups in the working memory and attention was presented in a graph. The results of the study showed significant differences between normal children and children with ADHD, children with SLD, and children with the comorbid condition in terms of working memory and attention (p<01). Also, the ADHD group showed the weakest functioning regarding attention, and the weakest function regarding working memory was reported for the SLD group. Additionally, Paired comparison was done for each of the four groups. According to these findings, it can be concluded that comorbidity of these two disorders has a negative effect on working memory. Though, the comorbid condition can play a moderating role in the functioning of attention.
Research Paper
Aioob Naemi; Alereza mohammadiarya
Abstract
The purpose of this study was to determine the relationship between (positive and negative) emotional expression, marital adjustment, and burnout, and its comparison between blind and sighted couples. This study was conducted through two methods of correlation and comparative-causality. The participants ...
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The purpose of this study was to determine the relationship between (positive and negative) emotional expression, marital adjustment, and burnout, and its comparison between blind and sighted couples. This study was conducted through two methods of correlation and comparative-causality. The participants of the study, including 180 couples; (90 blinded and 90 sighted couples), were selected by the snowball sampling method. The statistical population was all couples in Tehran. The data were collected using the marital burnout scale (by Pianes), marital adjustment test (by Lock and Wallace), and emotional expressiveness scale (by King and Emmons). The data were analyzed by the Multiple regression and Multivariate analysis of variance using the SPSS-20 software. Findings showed that there was a positive and significant relationship between positive emotional expressiveness and marital adjustment, and also between negative expressiveness with burnout (p<0/01). There was a significant difference between emotional expressiveness, marital adjustment, and marital burnout in blind and sighted couples; blind couples scored lower on positive emotional expressiveness and marital adjustment, higher on negative emotional expressiveness and marital burnout compared to sighted couples. As a result, it is necessary to pay attention to variables of emotion expressiveness and marital adjustment in order to prevent marital burnout in blinded couples.
Research Paper
Mohmmad Ashori; Sogand Ghasemzadeh; Farzaneh Safarpour
Abstract
The aim of this study was to investigate of the psychometric properties of the Behavioral Emotion Regulation Questionnaire for adolescents and adults for first time in Iran. The present research was descriptive and of survey type. Translation and back-translation processes were used to prepare the Persian ...
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The aim of this study was to investigate of the psychometric properties of the Behavioral Emotion Regulation Questionnaire for adolescents and adults for first time in Iran. The present research was descriptive and of survey type. Translation and back-translation processes were used to prepare the Persian version of the Behavioral Emotion Regulation Questionnaire developed by Kraaij & Garnefski (2019). The statistical population of the present research was adolescents and adults in 2019. The sample included 461 adolescents who were selected through the multistage cluster random sampling method in the provinces of Tehran (Districts 2, 4, 11, and 20) and Isfahan (Isfahan, Shahr-e Reza, and Najaf Abad cities). The viewpoints of nine experts were gathered to assess the questionnaire’s face and content validities. Lawashe method and Waltz and Bausell method were used to calculate the content validity index. Construct validity was analyzed using factor analysis. The reliability of the scale was calculated using Cronbach’s alpha and test-retest methods. The results of the exploratory and confirmatory factor analyses showed that the five-factor model had a good fitness and its construct validity was confirmed, respectively. The face validity and content validity (CVI=0/84) were confirmed satisfactorily. The content validity indices were .82, .87, .86, .78 and .83 for the subscales of seeking distraction, withdrawal, actively approaching, seeking social support, and ignoring, respectively. The reliability coefficients for the subscales of the Behavioral Emotion Regulation Questionnaire, using Cronbach’s alpha, were found to be .88, .90, .91, .89 and .87, respectively. Additionally, reliability was calculated by the test-retest method and found to be between the range of .59 to .66. The results of the convergent and divergent validities between the Behavioral Emotion Regulation Questionnaire through its simultaneous implementation with the Cognitive Emotion Regulation Questionnaire and the scale of depression, anxiety and stress were also examined and approved. Therefore, the Behavioral Emotion Regulation Questionnaire is a valid and reliable tool, and it can be used to assess the behavioral emotion regulation of individuals in psychological interventions in the Iranian society.
Research Paper
Leila Kashani Vahid; Samira Vakili; Hourieh Bakhashi Takanloo
Abstract
The purpose of this research was to study the effect of cognitive, family-based games on working memory and mathematics performances of students with dyscalculia. This study was conducted through a quasi-experimental research design with a pretest-posttest and a control group. Among the students with ...
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The purpose of this research was to study the effect of cognitive, family-based games on working memory and mathematics performances of students with dyscalculia. This study was conducted through a quasi-experimental research design with a pretest-posttest and a control group. Among the students with moderate intelligence and with at least 1.5 standard deviation below the mean in the test of K-math, 30 were selected by convenience sampling, and were randomly assigned to the experimental and control groups. The K-math test and the Wechsler digit span were used as data collection tools. The cognitive family-centered program was administered to the experimental group in 12 sessions (i.e., two one-hour sessions per week). The results of data analysis using Multiple Analysis of the Covariance (MANCOVA) showed that there was a significant difference between the experimental and control groups in working memory and mathematical performances. Thus, it can be concluded that the conducted interventions for rehabilitation can be used as a useful complementary intervention to reduce problems of students with dyscalculia.
Research Paper
neda khodakaramian; MOHSEN NIAZI; elham shafaei
Abstract
In recent decades, the social exclusion of people with disabilities has become an up-to-date topic for analyzing issues and problems at various levels and dimensions. In fact, the most obvious feature of the social status of people with disabilities is the issue of their social exclusion. Accordingly, ...
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In recent decades, the social exclusion of people with disabilities has become an up-to-date topic for analyzing issues and problems at various levels and dimensions. In fact, the most obvious feature of the social status of people with disabilities is the issue of their social exclusion. Accordingly, the main purpose of this study is to investigate the rate of social exclusion of the physically disabled people, and the extent of its difference based on the type of disability, severity and cause of disability of the individuals. This research was based on the social survey method. The sample size consisted of 528 people with physical disabilities who were selected and examined by the convenience sampling method due to access problems. The results of the study indicated that the rate of social exclusion in the majority of the subjects was moderate to high. Findings of the one-way analysis of the variance test indicated that there was no significant difference in the mean score of social exclusion of the disabled individuals based on the type and cause of their disability. However, the results of the Fisher test were significant in relation to the difference between the mean score of social exclusion among the disabled based on the severity of disability with a value of (sig = .05 and F = 2.942) at an error level of less than .05 and with 95% confidence. Accordingly, the severity of disability in people with disabilities reduced their participation in social life, their marginalization, and social exclusion. In this regard, it is necessary for the society to adopt approaches to facilitate the presence and participation of the disabled in the society so that they are not excluded from the social spheres due to their disability.
Research Paper
khosro rashid; leila alibolandi; Ahmad Bayat
Abstract
Education in exceptional schools has its own difficulties and characteristics. The purpose of this study was to survey and compare the compassion fatigue of five groups of exceptional school teachers (including Mentally Retarded, Learning Disorders, Blind, Deaf, and Autistic) based on age, gender and ...
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Education in exceptional schools has its own difficulties and characteristics. The purpose of this study was to survey and compare the compassion fatigue of five groups of exceptional school teachers (including Mentally Retarded, Learning Disorders, Blind, Deaf, and Autistic) based on age, gender and education factors in Hamadan, Iran. The method was correlational. One-hundred teachers of exceptional schools in Hamadan were selected by the convenience sampling method and completed the 40-items Compassion Fatigue questionnaire (Portnoy, 1996). Data were analyzed, using the SPSS-version 25 software, through running the independent samples t-test, correlation coefficient, and one-way analysis of variance. The results showed a significant and positive correlation between fatigue compassion and age (r = 0.7, P < 0.05). But there was no significant correlation between education and fatigue compassion (P < 0.05). There was a significant difference between fatigue compassion of male and female teachers of exceptional schools. Additionally, there was a significant difference between the teachers of deaf and learning disordered students with the teachers of mentally retarded, autistic, and blind students in terms of compassion fatigue (P < 0.05). Thus, fatigue compassion had a significant relationship with age, but it did not have a significant relationship with education. The levels of compassion fatigue among teachers of mentally retarded, autistic, and blind groups were significantly higher than those in teachers of deaf and learning disordered students. Thus, paying more attention to the age of the teachers as well as the type of exceptionality in students with whom the teacher works are significant for the compassion fatigue.
Research Paper
Zohre Valiei; Ahmad Amani
Abstract
The Acceptance and Commitment Therapy (ACT) is one of the third-generation behavioral therapies that tries to increase psychological flexibility instead of changing cognitions. The purpose of this study was to examine the effectiveness of the group ACT on parenting stress, hardiness, and parent-child ...
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The Acceptance and Commitment Therapy (ACT) is one of the third-generation behavioral therapies that tries to increase psychological flexibility instead of changing cognitions. The purpose of this study was to examine the effectiveness of the group ACT on parenting stress, hardiness, and parent-child relationship in mothers of children with ADHD. The research method was semi-experimental, with a pre-test, post-test, 2-month follow-up, and control group. The statistical population of the study included all mothers with ADHD children who were studying in Sanandj city. Among them, through the convenience sampling method, 30 subjects who met the criteria for entering the research were first listed and then randomly assigned to two groups of experimental (i.e., ACT) or control. The research tools were the parent-child relationship scale (Pianta, 1992), parenting stress index (Abidin, 1995), and hardiness questionnaire (Cobasa, 1979). The experimental group received eight sessions of ACT training (each session lasting for two hours), while the control group did not receive any intervention. Then, the post-test and, after two-months, the follow-up test were conducted. The obtained data were analyzed using the repeated measures analysis of variance. The findings showed that ACT led to reduced parenting stress, and increased parent-child relationship and hardiness, and the treatment gains were maintained at the follow-up stage. Hence, ACT was effective for parenting stress, hardiness, and parent-child relationship in mothers of ADHD children. The findings emphasized the importance of applying these interventions for the relationship between parent and child, and parenting stress and hardiness in mothers with ADHD child, and the provision pf new horizons for clinical interventions of these mothers and their offspring(s).