Research Paper
haniyeh mohammadi; zahra naderi nobandegani; samaneh asadi; tahereh sadeghiyeh
Abstract
AbstractThe aim of this study is to investigate the mediating role of the dimensions of reflective functioning in the relationship between insecure attachment styles and parenting stress in parents of child with attention deficit/hyperactivity disorder. The method of the current research was correlation-structural ...
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AbstractThe aim of this study is to investigate the mediating role of the dimensions of reflective functioning in the relationship between insecure attachment styles and parenting stress in parents of child with attention deficit/hyperactivity disorder. The method of the current research was correlation-structural equation modeling and the research population included parents of children with attention deficit/hyperactivity disorder in Yazd city in 1401. Among them, the sample consisted of 295 fathers and mothers of these children selected using convenient method and fulfilled the questionnaires of experience of close relationships by Brennan et al. (1998), Parental reflective functioning by Luyten et al. (2017) and parents stress by Abidin (1995), in person or online. In the next step the data was analyzed using the statistical method of path analysis and multi-group analysis. The findings of the research showed that in both groups of mothers and fathers, pre-metallization can play a mediating role in the relationship between insecure anxious attachment style and parenting stress in fathers and mothers of children with attention deficit/hyperactivity disorder. Also, multi group analysis confirmed the role of parents' gender, and in the difference between these two groups, the path of avoidant attachment to parenting stress was significant in the mothers' group as opposed to the fathers' group. As a result, according to the findings, it can be said that in both groups of mothers and fathers, anxious attachment plays an important role in increasing pre-mentalization about children with disorders and thus increases the stress of parenting.Keywords: attention deficit/hyperactivity disorder, parenting stress, Parental reflective functioning, insecure attachment style. Extended Abstract IntroductionAttention deficit hyperactivity disorder (ADHD) is one of the most common developmental neurodevelopmental disorders in childhood. Children with ADHD show more and more vigorousness, hyperactivity, neglect and sudden behaviors than normal children, and parents of these children often report high hopelessness in trying to manage their behavior. The researchers found that parents with children with attention deficit hyperactivity disorder experienced significantly more parental stress than parents with a child with normal development. In addition to these factors, parental attachment style affects their ability to cope with stress, and consequently these styles may also affect the stress of parents.At the same time, one of the important variables that can play a role in the relationship between parental attachment style and parenting stress is reflective functioning. It combines the concept of psychoanalysis of mind-set and attachment theories and refers to the ability of parents or caregivers to imagine their child's mental states such as their feelings, wishes, and desires.In general, the research question is whether the dimensions of reflective functioning can play the mediating role in the relationship between insecure attachment styles and parental stress in parents of children with attention deficit hyperactivity disorder? Literature Research The dominant model of parental stress identifies two main components: the child's domain, which originates directly from the child's characteristics, and the parent domain, which is most influenced by the parents' own performance. Overall stress is a combination of parent and child stress. Studies on families of children with ADHD show that parental stress increases in both areas. Parents who experience extreme levels of parental stress may be less able to take steps to help their child.Attachment theory holds that people's attachment systems are activated in stressful situations, such as when a child is afraid, or in pain, seeks to be close to his or her parent and feels relaxed in this way. Adult attachment can be described by two dimensions, anxious attachment and avoidance attachment. According to research, low maternal score in avoidant and anxious attachment styles is associated with higher resiliency against children with attention deficit hyperactivity disorder.The concept of reflective functioning combines the concept of psychoanalytic mentalization and attachment theories and refers to the ability of parents or caregivers to imagine their child's mental states such as their feelings, wishes, and desires. The three key dimensions of parental reflective functioning include: methods of pre-mentalization, confidence in state of mind and interest and curiosity.The first dimension, the state of pre-mentalization, refers to a non-subjective position that is often characteristic of parents with severe impairments in parental reflective functioning. The second dimension, certainty of mental states , refers to parents' ability to recognize that mental states are inherently ambiguous. The third dimension refers to the parents' curiosity and interest in the child's state of mind, i.e., the parents' willingness to understand the child. Studies that have evaluated parents' reflective capacity indicate that parents' ability to mentalize can be an important factor for tolerance of neonatal distress, reinforcement of more positive discipline strategies and less parental stress perception. Regarding the difference between parents and mothers, in some studies, mothers were more likely than fathers to believe that their children with attention deficit hyperactivity disorder were stressful. MethodologyThe present study was conducted by correlation-structural equation modeling. The statistical population consisted of mothers and fathers of children with attention deficit hyperactivity disorder living in Yazd city in 1401 and the sample consisted of 295 parents who were selected using convenient method. After collecting the questionnaires, AMOS-24 and SPSS-24 software were used for data analysis. In addition, descriptive statistics (mean, standard deviation), correlation coefficients, multi-group analysis and index of fit were used to investigate the research question. The research instruments included the Experiences of Close Relationships, Parental Reflective Functioning Questionnaire and Parents Stress Questionnaire. ResultsThe results showed that in both groups of mothers and fathers, only the correlation coefficients of pre-mentalization scale with parenting stress (r=0.55 and fathers: r=0.50) were significant. Also, the correlation coefficient of insecure attachment anxiety with parenting stress was significant for both groups (r=0.56 and fathers: r=0.40) while insecure avoidance attachment correlation coefficient (mothers: r=0.22) was significant only for mothers. Therefore, for better fit, non-significant pathways were removed from the model and without these two subscales the models were fitted. Then, in the form of mediation model, pre-mentalization was shown in relation between the variables of the research.Mediation Model of Parental Pre-Mentalization in the Relationship between Insecure Attachment Styles (Anxiety/Avoidance) and Fathers' Parenting Stress According to the form of avoidance, attachment pathway to parental stress (β =-0.04) and pre-mentalization (β =-0.09) is non-significant. On the other hand, the attachment pathways of anxiety to pre-mentalization (β=0.47), anxiety attachment to parenting stress (β=0.26) and pre-mentalization to parenting stress (β=0.38) are significant.Mediation Model of Parental Pre-mentalization in the Relationship between Insecure Attachment Styles (Anxiety/Avoidance) and Parental Stress of Mothers According to mothers' model, avoidance attachment to pre-mentalization (β=0.05) is not significant. On the other hand, avoidant attachment pathways to parenting stress (β=0.17), anxiety attachment to pre-mentalization (β=0.53), anxiety attachment to parenting stress (β=0.37) and pre-mentalization to parenting stress (β=0.36) are significant. In order to improve the overall fitness of two models of parents and mothers, the model was modified by applying the covariance between avoidant attachment and anxious attachment and the results of fitting the model before and after the modification were brought. According to the results of fit, it seems that regression weights make a difference in at least some pathways between the fit of mothers and fathers. Therefore, the role of parents' gender in the research model was confirmed. DiscussionIn explaining this finding, it can be said that considering that reflective functioning is the operationalization of mental processes that reinforces the capacity of mentalization. When parents are able to understand the meaning and purpose of their child's signals, it gives a more appropriate response, thus forming a reflective functioning or ability to perceive oneself and others in mental states such as thoughts, feelings, and intentions. So parents who reflect are able to understand their child's behaviors according to mental states. Similarly, in dealing with children, they experience less stress caused by confusion in behavior and dealing with the child. Parents who are not able to build capacity in this area will have more stress. ConclusionInsecure attachment (especially anxious attachment) seems to cause serious disorders in parental pre-mentalization and because parents with this style cannot understand a child with attention deficit hyperactivity disorder, they experience high stress. AcknowledgementWe need to thank all the people who helped us in this study, especially parents of children with ADHD and also members of Dr. Tahereh Sadeghiye Psychiatric Clinic. * Corresponding Author: zahra.naderi@yazd.ac.irHow to Cite: Saeed, M., Saeed, M., Saeed, M. (2024). The Mediating Role of Parental Reflective Functioning Dimensions in the Relationship Between Parental Insecure Attachment Styles and Parenting Stress in Parents of Children With Attention Deficit-Hyperactivity Disorder, Journal of Psychology of Exceptional Individuals, 13(52), 1-29. DOI: 10.22054/jpe.2023.74893.2602
Research Paper
Marzyeh Eslamian; Seyed Rasoul Emadi
Abstract
AbstractLearning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning ...
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AbstractLearning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning disabilities. The method of the current research was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research included third-grade primary students with dyslexia and dysgraphia in West Islamabad city (Kermanshah Province). A targeted sample of 34 students was selected from among the third-grade students and randomly assigned to two experimental (17 students) and control (17 students) groups. The research tools included Kormi Nouri's reading test (2005) and the researcher-made writing test (2017). For the experimental group, 11 practice sessions were conducted in the form of task-oriented teaching, and the control group remained on the waiting list. The results of the research showed that task-oriented teaching had a significant effect on the reading and writing skills of students with learning disabilities. Based on the results, it can be said that task-oriented teaching improved the reading and writing skills of students with learning disabilities. Therefore, it is suggested that primary school teachers use the task-oriented teaching method for students who have reading and writing disorders.Keywords: task-oriented teaching, reading skill, writing skill, learning disability. Extended AbstractIntroductionReading disability is the most common learning disability that affects 7 to 17 percent of children worldwide and is characterized by normal intelligence, poor reading performance despite adequate education, and poor spelling (Peters et al, 2021). Dyslexic children have cognitive deficits in visual processing, selective and sustained attention, and executive functions. They have problems in phonological processing, recognizing sounds in words and recognizing rhymes (Abdollahzadeh Rafi and Rahimzadeh, 2020). Difficulty in writing is determined by the disorder and weakness in the skills that are important in the writing process, such as writing speed, legibility of letters, and fine motor coordination, and weakness in any of these skills can make learning difficult. The prevalence of both learning disabilities is higher in boys than in girls (Romanovska et al, 2021).One of the relatively new methods of teaching is task-oriented teaching, which is one of the active teaching approaches. In this approach, due to the continuous interaction of students with each other and their active participation in learning, social skills will increase and they will have high self-confidence. They can easily apply what they have learned in the real environment (Neto et al, 2021). From the point of view of Ellis (2009), Ellis (2009) the task-oriented method is a kind of communicative teaching method that emphasizes meaningful learning through doing tasks in the educational environment of learners. In simpler terms, it refers to a method in which assignments are used as the core of education (Roh and Kwag, 2018).In general, the conducted research shows that the education of children with learning disorders requires special education, and also considering the background and prevalence of about 10 to 20 percent of learning disorders in children and the need of these children for special education methods, and the lack of research on the task-oriented teaching method in the field of learning disorders in the country, the present research seeks to examine the question of whether task-oriented teaching has an effect on the reading and writing skills of students with reading and writing disorders.MethodThe current research design was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was male students in the third grade of elementary school with dyslexia and dysgraphia who were studying in the schools of West Islamabad city in 2018. Among the examined children, a sample of 34 subjects was selected according to the entry criteria and then assigned to two experimental and control groups (17 experimental, 17 control). In order to collect the data, the reading test of Karami Nouri and Moradi (2004) and the writing test developed by the researcher were used. In this research, the task-oriented method was used based on the book "Read and Write" in the third grade of elementary school. The content and educational materials were prepared completely based on the textbook in 11 sessions of 40 minutes. In this way, the experimental group was trained in the task-oriented method and the control group was trained in the usual way. At the end of the intervention, a post-test was taken from both groups. In this research, to analyze the collected data, the mean and standard deviation of the variables were checked using descriptive statistics, and multivariate covariance analysis was used to investigate the research question. All statistical analyses were performed using SPSS software version 27.ResultsTable 1 reporting the results of the analysis of covariance shows that after obtaining basic assumptions, there is a significant difference between the experimental and control groups on reading and writing (P<0. 01). Based on the results, after the intervention, the mean score of reading and writing have increased in the experimental group compared to the control group.
ConclusionIn explaining these findings, according to Baldi et al.'s (2015) point of view, it can be mentioned that educational experts believe that the use of process-oriented teaching methods, such as the task-oriented method, is a way to solve problems and eliminate the shortcomings of traditional reading teaching methods. Collaborative and two-way learning is superior to common one-way educational models, and it is emphasized to use two-way educational processes more than one-way transfer processes to improve reading. In fact, the general goal of task-oriented education is to create motivation for learning through activities based on meaning and form. In this method, all three dimensions of structure, performance and interaction are given importance (Operto et al., 2020). According to Ellis (2009), in this method, the use of things like asking, answering, explaining, searching, analyzing, creating and evaluating provides the possibility of interaction for the learner. In task-based education, attention, accuracy, evaluation, practice and coordination between different letters and words are emphasized in the process of checking and doing the task, and the students are fully involved in the exercises and with more motivation and self-efficacy while doing the exercises. In this way, their reading skills are strengthened.According to Joshi and Bouck (2017), it is possible that children in a task-oriented approach perform various exercises to improve concentration and strengthen visual and auditory memory according to their ability level, which promotes effective writing. It seems that choosing and arranging appropriate words and vocabulary and understanding short phrases requires the process of word recognition, and this recognition is one of the complex activities of the nervous system of the brain (Wicki and Lichtsteiner, 2018). The fact that the child can find the right word to complete the sentence in the empty space and can determine the role of each word in the sentence is not an easy process for children with learning disabilities and it requires a lot of practice and homework, so the task-oriented approach can play an effective role in improving children's writing ability by using multi-sensory intervention such as auditory, visual and tactile senses and providing different assignments. One of the limitations of the present study was the limited sample of male students; another limitation was the impossibility of a completely random selection of the participants, and a follow-up stage was not possible. Therefore, it is suggested to conduct this issue in future research by randomly selecting a sample consisting of male and female students and by conducting a follow-up test.Ethical ConsiderationsCompliance with ethical guidelinesThis article was extracted from the Master thesis of the first author in the field of educational sciences of Bu-Ali Sina University. The principle of confidentiality and ethical considerations were observed in the research.AcknowledgmentWe express our gratitude to the officials of the Department of Education and the school principals and students who cooperated in the implementation of this project.Conflict of interestThe authors declare no conflict of interest for this study.
Research Paper
mahdi barzegar; Asma Zare; zahra Naghsh; Mohammad Shafiee; yaser heidari
Abstract
Abstract
The purpose of this study was to investigate the relationship between help seeking and teacher-student relationship with the mediating role of achievement goals and achievement motivation. The statistical population of this study were students of Tehran province who studied in the seventh and ...
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Abstract
The purpose of this study was to investigate the relationship between help seeking and teacher-student relationship with the mediating role of achievement goals and achievement motivation. The statistical population of this study were students of Tehran province who studied in the seventh and ninth grades in the academic year of 1398-99. The sample of this study was 317 boys and girls students and was chosen by multi-stage cluster sampling and all of them completed the Ryan and Pintrich (1997) questionnaires, Murray and Zurich’s (2010) teacher-student relationship questionnaires, Herman’s (1997) achievement motivation questionnaires and Eliot and McGregor (2001) achievement goals. Data were analyzed by Pearson correlation and path analysis. The findings showed that the direct effect of the teacher-student relationship on achievement motivation and the direct effect of the mastery approach on achievement motivation were positive and significant. The direct effect of performance-avoidance on help-seeking was negative and significant. The indirect effect of the teacher-student relationship on the help seeking by mediating of mastery approach and performance avoiding was positive and significant, and also the indirect effect of the teacher-student relationship on the help seeking by mediating achievement motivation was positive and significant. The results of this study will be useful for education and higher education centers, especially for teachers, to increase the help seeking and teacher-student relationship and also motivation among students.
Keywords: help seeking, teacher-student relationship, achievement goals, and achievement motivation.
Extended Abstract
Introduction
One of the most prevalent and debilitating problems of adults and young adults is depression, and it is so widespread that it is referred to as a mental “cold” among mental disorders (Madmali et al., 2016). The prevalence of this disorder is reported to be 14% among boys and 28% among girls (Zebrig et al., 2017). Psychological well-being is among the factors affected by depression disorder (Smith et al., 2017). The feeling of mental well-being or having life satisfaction is a field of positive psychology that tries to evaluate the cognitive judgment of people's satisfaction/dissatisfaction and emotions (positive and negative values) from their lives in various situations, such as school, work, and daily life (Desi & Ryan, 2008). Another skill that may be affected by depressed students is social competence. Social competence is the ability to express emotions, understand others, take personal responsibility, and establish appropriate social relationships with others (Lindsey & Berks, 2019). Grisham (1981) showed that success in social interactions requires social competence and students with poor social skills face problems such as peer rejection, behavioral problems, and low academic success when they enter school. One of the methods of psychological empowerment is self-compassion training, which can affect the mental well-being and social adequacy of depressed students. Self-compassion is defined as acceptance of vulnerability, care, and kindness towards oneself, understanding and having a non-evaluative attitude towards one's failures and inadequacy, and recognition of the everyday experiences of a person (Neff, 2016). Various studies have shown the positive result of this treatment in reducing mood disorders and increasing mental health (Macbeth & Gamble, 2012; Zesin et al., 2015). Therefore, this study aimed to investigate the effectiveness of cognitive self-compassion training on the mental well-being and social competence of depressed students.
Research question
Does self-compassion affect the mental well-being and social competence of students with depression?
Review of literature
Evidence shows that people who have higher self-compassion experience less depression and anxiety in challenging social situations and are more satisfied with their lives (Marsh et al., 2018). Also, self-compassionate people have more courage in dealing with negative events. They use lower emotional and negative self-evaluation when asked to recall their failure experience (Ross, 2010). Strong relationships between self-compassion and many indicators of positive mental health, including lower levels of depressive symptoms and higher life satisfaction, have been observed in previous research (Zesin et al., 2015; Phillips, 2018). According to Allen and Lori (2010), self-compassion also includes appropriate coping strategies that help people deal with negative events in their lives in a positive way.
Methodology
The current research has a semi-experimental pretest-posttest follow-up design with a control group. The statistical population of this research was all the female students studying in the first and second years of high school referred to the educational counseling organization of Poldakhtar City in the academic year of 2018-2019. For this purpose, among 100 volunteer students, 39 students were diagnosed with depression based on the Beck Depression Inventory (BDI). Then, according to the inclusion and exclusion criteria of the study, 30 female students were selected and randomly assigned to two experimental and control groups. The collected data were analyzed using descriptive statistics tests (mean and standard deviation) and inferential multivariate covariance analysis using SPSS software version 22.
Results
According to the statistical results, it can be stated that the effectiveness of cognitive self-compassion training intervention is effective in the mental well-being and social competence of students suffering from depression (p < 0.05).
Table 1. Pairwise comparison of stages and experimental and control groups in mental well-being and social adequacy variable
P-value
Standard Deviation
Mean
Group J
Group I
Stage
Variable
622/0
61/2
30/1-
Control
Experimental
Pretest
Mental well-being
004/0
96/2
15/9
Control
Experimental
Posttest
004/0
97/2
62/9
Control
Experimental
Follow-up
555/0
87/5
47/3
Control
Experimental
Pretest
Social competence
001/0
97/9
27/51
Control
Experimental
Posttest
001/0
25/10
93/52
Control
Experimental
Follow-up
P-value
Standard Deviation
Mean
Stage J
Stage I
Group
0001/0
11/1
40/10-
Posttest
Pretest
Experimental
Mental well-being
001/0
20/1
93/10-
Follow-up
Pretest
032/0
196/0
533/0-
Follow-up
Posttest
658/0
08/1
063/0
Posttest
Pretest
Control
988/0
161/1
001/0
Follow-up
Pretest
989/0
190/0
063/0-
Follow-up
Posttest
001/0
24/6
66/51
Pretest
Pretest
Social competence
001/0
50/6
26/53
Posttest
Posttest
Experimental
004/0
455/0
60/1-
Follow-up
Follow-up
934/0
05/6
18/3-
Posttest
Pretest
944/0
03/6
75/3-
Follow-up
Pretest
Control
967/0
44/0
063/0-
Follow-up
Posttest
As can be seen, there is no difference in mental well-being and social competence between the two experimental and control groups in the pre-test (p < 0.05). Also, the results indicate a significant difference between the pre-test and post-test stages, between the pre-test and follow-up, and between the post-test and follow-up in the experimental group (p < 0.05). However, in the control group, there is no significant difference between the different measurement stages (p < 0.05). These results and comparing the experimental group's mental well-being and social competence means in the three stages of pre-test, post-test, and follow-up show that cognitive self-compassion training has increased mental well-being and social competence. Therefore, self-compassion training has increased students' mental well-being and social competence in the experimental group.
Figure 1. Mental well-being chart of two groups in pre-test, post-test, and follow-up stages
Figure 2. Social competence diagram of two groups in pre-test, post-test, and follow-up stages
Discussion
This research was conducted to investigate the effectiveness of cognitive self-compassion training on the mental well-being and social competence of students with depression. The results of repeated measures ANOVA showed that the difference between the average scores of mental well-being and social competence of the experimental group in the post-test and follow-up phase compared to the pre-test phase is significant compared to the pre-test scores of the control group.
Conclusion
According to the present study findings and similar studies, it was concluded that in stressful and challenging times, instead of rumination, students manage crises using self-compassion skills such as mindfulness, self-kindness, shared human experiences and responsibility, and creating constructive skills with others, strengthening mental health and causing inner satisfaction.
Acknowledgments
In the end, we would like to express our gratitude to all those who helped the authors in the implementation and compilation of the article.
Research Paper
fatemeh yavari; farideh sajadipoor
Abstract
Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted ...
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Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems.
Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems.
Extended Abstract
Introduction
Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems.
Research Question
Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems?
Literature Review
Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data.
Methodology
The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2.
Results
The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data.
Table 1. All fit indices of BRIEF-2 confirmatory factor analysis.
Fitness indices
Values
RMSEA
0.098
NFI
0.96
NNFI
0.95
CFI
0.97
GFI
0.94
AGFI
0.89
Fig. 1. Estimation of standardized coefficients
Discussion
The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019).
One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems.
Conclusion
The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems.
Acknowledgments
The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.
Research Paper
Asgar Alimohamadi; karim abdolmohamadi; Abolfazl Gadami
Abstract
Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted ...
Read More
Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems.
Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems.
Extended Abstract
Introduction
Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems.
Research Question
Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems?
Literature Review
Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data.
Methodology
The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2.
Results
The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data.
Table 1. All fit indices of BRIEF-2 confirmatory factor analysis.
Fitness indices
Values
RMSEA
0.098
NFI
0.96
NNFI
0.95
CFI
0.97
GFI
0.94
AGFI
0.89
Fig. 1. Estimation of standardized coefficients
Discussion
The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019).
One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems.
Conclusion
The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems.
Acknowledgments
The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.
Research Paper
Farokh lagha Akafi broujeny; Masoumeh Behboodi; Farideh dokaneifard
Abstract
The present study was conducted with the aim of comparing the effectiveness of acceptance and commitment therapy and cognitive behavioral therapy on the personality traits of mothers having children with autism spectrum disorder. This study was semi-experimental with a pre-test-post-test design and a ...
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The present study was conducted with the aim of comparing the effectiveness of acceptance and commitment therapy and cognitive behavioral therapy on the personality traits of mothers having children with autism spectrum disorder. This study was semi-experimental with a pre-test-post-test design and a control group. 45 mothers having children with autism spectrum disorder were selected by available sampling method and were equally and randomly placed in two experimental groups and one control group (15 people in each group). The experimental groups received separate training in acceptance and commitment therapy and cognitive behavioral therapy, while the members of the control group did not participate in these programs. Subjects were evaluated using the five major personality factors questionnaire (1987). The data was analyzed using univariate and multivariate analysis of covariance. The research findings indicated that acceptance and commitment therapy was effective on extroversion and cognitive-behavioral therapy was effective on the responsibility of this group of people (P<0.01). Also, examining the difference between the effectiveness of acceptance and commitment therapy and cognitive-behavioral therapy showed that there was a significant difference between the effectiveness of these two treatment methods on extroversion and responsibility (P<0.05). From this research, it can be concluded that acceptance and commitment therapy and cognitive behavioral therapy can play an important role in modulating the personality traits of mothers having children with autism spectrum disorder.
Research Paper
Mazhar Babaee; parastoo salehi
Abstract
Abstract
Teachers' ignorance of the challenges and different educational needs of students with hearing impairment is an obstacle to achieving the educational goals of this group of students. The aim of the present study was to analyze the lived educational experiences of the teachers of elementary ...
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Abstract
Teachers' ignorance of the challenges and different educational needs of students with hearing impairment is an obstacle to achieving the educational goals of this group of students. The aim of the present study was to analyze the lived educational experiences of the teachers of elementary and middle school students with hearing impairment, the challenges faced by the teachers of these students and the solutions. In this research, qualitative approach and descriptive phenomenological method were used. The field of research included the teachers of the school for children with special needs in Sanandaj city in 1401-1402 with the purposeful sampling method. The research tool was a semi-structured interview made by the researcher, which continued until the saturation level with 8 teachers at the primary level and 3 teachers at the secondary level. The findings of the research were presented in two sections: teachers' educational challenges and suggested solutions. The challenges section was presented in three parts: 1. Challenges related to books, facilities, methods and educational tools, 2. Challenges related to teachers' conditions, and 3. Challenges caused by the characteristics and conditions of hearing impaired children and their families. The solutions section was divided into two parts: 1. Solutions implemented by teachers and 2. Suggestions. The results showed that teachers are faced with diverse, complex, multidimensional and beyond educational challenges of normal students during education. Therefore, it is suggested to use methods and solutions that are different from normal students and appropriate to the special conditions of these students when teaching students with hearing impairment.
Keywords: Educational Challenges, Hearing Impaired Students, Teachers' Lived Experiences.
Extended Abstract
Introduction
The sense of hearing is one of the most important tools of human perception, and its damage can affect many human abilities. In hearing-impaired children, the development of language skills is different from that of normal children, therefore, incomplete reception of sound stimuli affects the ability of hearing-impaired children to understand language concepts and communication purposes, and makes the person face many limitations.
Students with hearing impairment have different characteristics and educational conditions than normal students. Considering the differences of these students from ordinary people, it is expected that the learning and teaching style of these people will be different from others; Therefore, the teachers of these students also face different challenges in the process of teaching them than the teachers of normal students. Identifying educational challenges and solutions used by teachers of students with hearing impairment, in addition to helping to increase the ability and experiences of teachers, will improve the quality of education and as a result, students with hearing impairment will have appropriate education. Therefore, the aim of the present study is to analyze the lived experiences of teachers of students with hearing impairment in primary and first secondary level of the injuries they face and to express the solutions to face these challenges.
Research Question(s)
Based on the lived experiences of teachers with students with hearing impairment in elementary and first secondary school in Kurdistan province, what challenges do teachers of these education levels face in educational affairs?
How can we analyze the ways out of these challenges based on the lived experiences of this group of teachers?
Literature Review
Vygotsky believes that between the ages of 2 and 7, language has both the role of guiding and directing thinking and the role of transmitting the results of thinking to others (Seif, 2013); Since language is an important factor in cognitive development and learning, a child with hearing loss will have learning problems in the future, especially academics (Kazem Targhee et al., 2011); Children with hearing loss have lower perceptual-cognitive skills compared to children without hearing loss (Garmabi et al., 2016), the negative effect of hearing loss in the academic areas of reading and writing is much more pronounced than math skills (Kakujoybari and Sharifi, 2012). Children with hearing impairment have delays in phoneme recognition, rhyme matching, grammar test and word expression (Ramazani et al., 2021); Therefore, hearing impaired students, only if they have appropriate cognitive training, will be able to achieve some acquired levels of executive functions and emotional intelligence and increase motivational learning strategies like their normal peers (Agha Ziarati et al, 2021).
Methodology
According to the purpose and questions of the research, the qualitative approach and descriptive phenomenological research method of Van Manen's four-stage type were used. The field of research included the teachers of the deaf school in the academic year 1402-1401. The selection of teachers was based on the purposeful sampling method. The criteria for choosing teachers was their willingness to participate in the interview and having experience working with this group of students. The data collection tool was a researcher-made semi-structured interview. The process of interviews continued based on the principle of stopping data saturation. In total, 8 primary school teachers and 3 first secondary school teachers were interviewed. Open and then axial coding was used for data analysis.
To increase the coherence and validity of the findings, the following things were also done: 1. The accuracy of the researchers' opinions and sensitivities in the implementation, implementation, classification and coding of the interviews, review and rethinking of the documents in the research by the researchers. The researchers spent a lot of time reviewing the documents and the text of the interviews and analyzing the content of the answers presented in this research, and tried to control the researchers' bias and prejudice as much as possible. 2. Implementation by the members: in explaining some parts of the work process, after implementing and categorizing the questioning factors and solutions, the final report of the analysis process and the obtained categories was sent to a number of participants, or they were informed about the contents in person. 3. Peer review: using the opinions of several expert colleagues in this field. For this purpose, the points of view of three professors of the Department of Educational Sciences in the field of exceptional children in Farhangian University of Kurdistan and Qom were taken into consideration.
Results
The research findings were presented in two parts. The challenges facing teachers in three areas: 1-challenges related to books, facilities, methods and educational tools (8 cases), 2-challenges related to the field of teachers (4 cases) and 3-specific challenges caused by the characteristics and conditions of children with Hearing impairment and their families (9 cases) were presented, which analyzed the lived experiences of teachers with students with hearing impairment, and the second part was presented in the two areas of used solutions (23 cases) and suggestions (13 cases).
Discussion and Conclusion
The results showed that the teachers considered textbooks to be the most important challenge in classroom teaching. However, the teachers did not see the challenges in only one dimension; Rather, they believed that the challenges of children with hearing loss are multidimensional and in several fields. Therefore, in addition to books and special educational materials and tools for this group of students, the conditions of teachers who teach students with hearing impairment in schools and the unique characteristics of students with hearing impairment, as well as the expectations of the families of these students were influential in creating challenges.
Also, the results showed that teachers use various strategies to reduce challenges; However, they believe that changes should be made at higher levels of the class, in the way of teaching this group of students. Most of the solutions used and suggested are related to students' eyesight and their practical abilities. In addition, teachers consider the increase of students' motivation to be important in achieving educational goals, and they pay attention to the special emotional needs of this group in relation to the teaching methods they use. A significant part of the solutions is also related to informing and empowering students' families, and this shows that awareness and cooperation of families is a factor for improving the quality and educational process.
Acknowledgments
The researchers from all the teachers, assistants and the honorable director of Tawakkol Special Education School in Sanandaj, for participating in the interview, as well as three respected professors of Farhangian University (Dr. Arkan Khoshkalam, Dr. Ali Asaadi and Dr. Masoumeh Tawakli) who studied and reviewed the findings of the article. , they expressed some suggestions, they express gratitude.
Research Paper
Khadijeh Kaboli; Mohammad Reza Bardideh; Siamak Samani; Leila Khabir
Abstract
Abstract
The purpose of this research was the effectiveness of mentalization-based drama therapy on the sustained attention of children with attention deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical ...
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Abstract
The purpose of this research was the effectiveness of mentalization-based drama therapy on the sustained attention of children with attention deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical population of the research included all students aged 9 to 11 years old with attention deficit/hyperactivity disorder in Zanjan city in 2023. The sample size includes 30 subjects (15 subject in the experimental group and 15 subject in the control group) from the statistical population were selected by purposeful sampling and were placed in two control and experimental groups. For the experimental group, the developed drama-therapy package based on mentalization was implemented, while the control group remained on the waiting list. The research tools included Connors Attention Deficit Hyperactivity Disorder Questionnaire (2007) and integrated visual and auditory continuous performance test (1995). The results showed that the drama therapy package based on mentalization had a significant effect on improving sustained attention in the post-test and follow-up stages. The findings of this research provide useful information regarding the drama therapy package based on mentalization, and counselors and psychologists can use this intervention to improve sustained attention in children with attention deficit/hyperactivity disorder.
Keywords: drama therapy, mentalization, emotion regulation, attention deficit/hyperactivity disorder.
Extended Abstract
Introduction
Attention-deficit/hyperactivity disorder is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity (American Psychiatric Association, 2022). Sustained attention deficit is one of the major cognitive deficits of attention deficit/hyperactivity disorder that continues into adulthood (Ge et al., 2013). Sustained attention is a key cognitive ability that enables people to maintain their focus, control stimuli, not be easily distracted, and it improves significantly during the development of a person (Gallen et al., 2023). Sustained attention functions are a necessary condition for other abilities; without sustained attention, critical information for a subsequent behavior cannot be represented in the mind and will not be processed, therefore, deficits in sustained attention hinder cognitive performance, such as learning and memory (Fortenbaugh et al., 2017).
Therefore, in order to solve attention deficits in this group of people, it is felt necessary to use multidimensional treatments, which are usually a combination of drug therapy, psychological counseling, school-oriented intervention, behavioral therapy, family therapy, and social sufficiency training. It is used according to the needs of the individual and the family (Biyati et al., 2012). In recent years, one of the new methods of therapy that has received attention in this regard is drama therapy (Frydman and Mayor, 2023). Drama-based intervention is a creative form of psychotherapy that promotes psychological growth and transformation through the systematic and deliberate use of drama and theater techniques (Jiang et al., 2023). Another therapeutic intervention that has been used in recent years to improve children's problems is the Mentalization based treatment (Darabi et al., 2022). The main focus of this approach is to help the client to bring his mental experiences to the level of consciousness and to perceive himself as an integrated whole, therefore the goal of the treatment is to grow and strengthen the capacity of mentalization through the therapeutic relationship and increase the capacity of the person to recognize thoughts and feelings. It is what experiences (Choi-Kain, 2022).
Considering the research findings and the negative impact of sustained attention deficit on the lives of children with attention deficit/hyperactivity disorder, the use of appropriate interventions can lead to the improvement of these people's problems and significant changes in the way rehabilitation of people with attention deficit/hyperactivity disorder and on the other hand, looking at what has been reviewed, it can be said that play therapy and Mentalization based treatment solely on cognitive, emotional and behavioral components They are effective, but since adopting integrated and combined approaches is more efficient than single-factor approaches; Therefore, it seems that drama-therapy intervention based on mentalization can be more effective on children with attention deficit/hyperactivity disorder. Therefore, the current research was conducted with the aim of the effectiveness of drama-therapy intervention based on mentalization on the sustained attention of children with attention deficit/hyperactivity disorder.
Methodology
The research method was semi-experimental with a pre-test-post-test design and follow-up with the control group. The statistical population of the research is students aged 9 to 11 years old with attention deficit/hyperactivity disorder who were studying in Zanjan schools in the school year of 2023. Education consultants have received a diagnosis of attention deficit/hyperactivity disorder. For more accurate diagnosis, attention deficit/hyperactivity disorder questionnaire was completed and a semi-structured clinical interview was conducted with children. Finally, among these children, a sample of 30 people was selected based on the entry criteria and then they were replaced in two experimental and control groups (15 experimental people, 15 control people). For the experimental group, the drama-therapy intervention based on mentalization was implemented, while the control group remained on the waiting list. The research tools included Connors Attention Deficit Hyperactivity Disorder Questionnaire and integrated visual and auditory continuous performance test.
Results
In Table 1, the descriptive statistics of the variable scores of the research are reported by groups.
Table 1. Descriptive statistics of research variables by groups
Variable
Group
Pre-test
Post-test
Follow-up
M
SD
M
SD
M
SD
visual attention
experimental
52.53
4.45
58.40
3.66
57.26
3.75
Control
53.40
3.83
52.27
3.88
53.47
3.37
auditory attention
experimental
48.13
4.62
53.86
3.75
52.73
3.93
Control
48.86
3.80
47.80
3.82
48.73
4.45
According to the average scores of the pre-test, post-test and follow-up, the average scores of the stable attention components of children in the experimental group have increased. But in the control group, the scores in all three courses are not significantly different. In order to analyze the data, the analysis of variance test with repeated measurements was used.
Table 2. Variance analysis with repeated measures to Tests of Within-Subjects and Between-Subjects effects
Variable
Source of changes
SS
df
MS
F
P
Eta
visual attention
Time
113.62
1.31
86.57
16.83
0.01
0.69
Time × group
190.55
1.31
145.19
105.67
0.01
0.79
Group
205.51
1
205.51
4.84
0.03
0.14
auditory attention
Time
104.42
1.60
65.26
42.60
0.01
0.60
Group
182.28
1.60
113.93
74.38
0.01
0.72
Time × group
217.77
1
217.77
4.98
0.03
0.15
The results of Table 2 show that the F level of the interaction effect of stages and group is significant (P<0.001). Also, examining the results of the Bonferroni test showed that, in the components of sustained attention, the average of the experimental group in the post-test and follow-up is significantly higher than the pre-test stage (P<0.01), while the difference between the post- The test and the follow-up phase are not significant (P>0.01); But in the control group, there is no difference between pre-test, post-test and follow-up (P>0.01). This finding means that the drama-therapy intervention based on mentalization not only led to the improvement of the components of sustained attention in the experimental group, but this effect was also stable in the follow-up phase.
Discussion
The results showed that the drama-therapy intervention based on mentalization on sustained attention of children with attention deficit/hyperactivity disorder is effective. In explaining this finding, it can be said that drama therapy uses the child's natural tendencies to perform activities, so it can easily examine the child's activities, behavior and feelings, a child who Having problems in expressing and correct tone of words, refuses to pay attention and answer, shows more enthusiasm and willingness to pay attention by using the show and in some cases volunteers for this work (Biyati et al., 2012). On the other hand, in most drama therapy activities, such as activities that put children in different situations and ask them to display their reactions, the child actually faces some kind of problem and investigates it. There are different ways to deal with it by using intellectual skills. Also, during the performance, children should recognize the plan of the play, re-express and adjust the dialogues and scenes of the play, evaluate and criticize their own and each other's scenes, analyze the components that comprise the whole work. think again about their scenes, practice them and perform them again according to the changes and rewrites. All these factors lead to the creation of decision-making skills, reasoning, thinking and, accordingly, attention capacity (Sabouri et al., 2015).
Conclusion
Considering the effectiveness of the drama-therapy intervention based on mentalization on the sustained attention of children with attention-deficit/hyperactivity disorder, specialists and therapists should use this therapy package to improve the cognitive problems of children with attention-deficit/hyperactivity disorder.
Research Paper
Razieh Jamaati Ardakani; Morteza Monadi; اخوان تفتی Akhavan Tafti
Abstract
Abstract
The background conditions in each country require that they have a unique history of special education, which has led to different educational systems and services for students with special needs. This study aimed to conduct a comparative analysis of the education laws for students with special ...
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Abstract
The background conditions in each country require that they have a unique history of special education, which has led to different educational systems and services for students with special needs. This study aimed to conduct a comparative analysis of the education laws for students with special needs in the United States and Iran, focusing on the field of learning disabilities and their implementation procedures, and examining their strengths and weaknesses. The research employed a document analysis method, gathering necessary information through extensive search in reputable scientific databases, reports, and published government documents. The special education laws in the United States (up to 2022) and Iran (up to 2023) were compared and analyzed in terms of the changes over time and the implementation processes concerning learning disabilities. Prominent features of the U.S. special education law include individualized education programs, enforcement guarantees, and parental and student decision-making rights in educational matters. However, there is greater emphasis on research project development and scientific investigations in Iranian law. Regarding the implementation procedures and attention to students with learning disabilities, in Iran, support is mainly provided during the early years of education, whereas in the United States, such support continues until the completion of higher education. Additionally, the evaluation of students with disabilities are carried out with greater precision in the United States. Achieving the goals of the law on the rights of individuals with special needs requires not only the completion and approval of legislation but also proper implementation of the laws and structural reforms.
Keywords: Comparative Study, Education Law for Children with Special Needs in Iran and the United States, Implementation Procedures, Learning Disabilities.
Extended Abstract
Introduction
The contextual conditions in each country require that they have a unique history of special education. The Individuals with Disabilities Education Act (IDEA) is a part of the education rule in the US that has approved the legal process to receive special services for children. In Iran, the law on the education of exceptional children was approved in 1991 by the parliament. Given that learning disabilities is a global issue, it seems necessary to consider it because these children have natural intelligence, but they have severe problems in learning language, reading, writing or solving math problems (Afrozeh et al., 2022) and if diagnosis and reforms are not performed on time, these students will have more problems in higher courses (Shayan, Akhavan Tafti and Ashayeri, 2010). The significance of the study indicates that a few researches have compared the law of education of children with special needs and its implementation procedure in Iran and the US. In this research, the United States has been selected due to its history and progress about children with special needs.
Research Question
Is the low progress of Iran in the fields related to students with special needs, is due to defects in the laws or is it related to the executive procedure in this country?
Literature Review
Historically, special education in the US began in the early 1800s with the efforts of Howe and Gallaudet and has developed considerably since then (Friend, 2013). It is estimated that about 15% of children in the US (Pew Research Center, 2023) have disabilities that are supported by the government under IDEA. Key requirements in IDEA are:
- Free and suitable public education
- Identification and evaluation
- Individual training program
- Minimum environmental restrictions
- Guarantees related to the proceedings
- Participation of parents and students and joint decision-making (Apling and Jones, 2008).
In 1921, the first activities in the field of education of children with special needs started in Iran. But officially in 1991 with the establishment of exceptional education, the institutions started their activities. The goals of the special education organization include:
1) Design the education and rehabilitation system as the mental and physical disabilities of exceptional children are compensated.
2) Continuous reform of exceptional education according to the new methods of education around the world.
3) Considering different groups of exceptional students at different levels.
4) Helping to prevent the occurrence of physical and mental disabilities (Education and Development Organization Charter, 1991).
Methodology
One of the research method types is document analysis and review. The use of documentary research methods includes exploring documents that are related to the subject under study (Creswell, 2012). Documents about a specific subject are one of the data collection methods in the qualitative method (Monadi, 2006). In this research, special education laws in America are related to 1954 until now and in Iran are related to 1920 until now. Descriptive-comparative method is another methodology that was used in this research to adapt and compare the process of changes in special education rules in Iran and America and based on its implementation procedure, it focused on its strengths and weaknesses. Most of the data has been obtained by reviewing the literature and using scientific databases, authentic domestic and foreign magazines and books, and published government reports and documents.
Results
The goal of the researcher regarding the mentioned comparative study is to identify the possible defects of the current laws of Iran and improve their efficiency. The comparative analysis of current laws and procedures in both educational systems is as follows:
Legal commonality:
- Continuous assessment of the work of teachers and trainers
- Implementation of identification and selection plans
- Helping to avoid the occurrence of physical and mental disabilities
- Attention to education in all courses
Strengths of IDEA:
- Considering the details and stages of the educational system, the individual education program, the existence of guarantees related to the legal process, the participation of parents and students in educational affairs and having the decision right, the existence of related services and attention to the issue of student transfer.
The strengths of the law on the education of exceptional children in Iran:
- Paying attention to the development of research projects and performing scientific research, emphasizing the preparation of textbooks and teaching aids.
Executive procedure in the field of learning disabilities:
All the following items exist in the US, but they have not been taken into consideration in Iran, and this indicates the difference in the implementation process of the two countries:
- Provide services in post-primary courses
- Existence of learning disability centers in universities
- The existence of universities for students with learning disabilities
- Considering the monitoring and identification of students with special needs in terms of quantity and quality
Discussion
Considering the large number of students with special needs, namely learning disabilities, it is expected that there is significant progress and research in this field. They need special support and intervention besides traditional classroom experiences to be successful in school. Paying attention to individual student needs, low student-to-teacher ratio, more opportunities for personal counseling, and the use of individual and diverse educational strategies are among the programs that the educational system in America has taken into consideration (Velog et al., 1989). Therefore, it is important to have effective prevention, monitoring and treatment systems with the participation of specialists from different fields (Grigorenko et al., 2020).
Conclusion
Achieving the goals of the law on the rights of individuals with special needs, not only requires the completion and approval of the law, but also depends on the correct implementation of the laws and the reform of the structures so that it works together with the environmental issues, adaptation of programs and educational management, because only approving the law without executive guarantee does not solve the problem of disabled people.
Acknowledgments
This paper is taken from a doctoral thesis and the authors express their gratitude to all those who collaborated in this research.