Research Paper
saedeh khojasteh; farangis demehri; alireza afshani
Abstract
AbstractThe present study aimed to investigate the psychometric properties of the Autism Family Experience Questionnaire in families with autistic children in Yazd province. The study used a descriptive, correlational-normative method. The statistical population consisted of all families with autistic ...
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AbstractThe present study aimed to investigate the psychometric properties of the Autism Family Experience Questionnaire in families with autistic children in Yazd province. The study used a descriptive, correlational-normative method. The statistical population consisted of all families with autistic children in 1403, from which a sample of 385 individuals was selected by convenience sampling. The measures used in this study were the Autism Family Experience Questionnaire, an Autism Symptom Severity scale, and a Social Support scale. The validity of the Autism Family Experience Questionnaire was confirmed through content validity (using CVI and CVR) and confirmatory factor analysis using AMOS software. An analysis of internal consistency revealed a positive and significant relationship between scores on the Autism Family Experience Questionnaire, Autism Symptom Severity, and Social Support. To examine the internal consistency reliability of the questionnaire, Cronbach's alpha was calculated. The findings showed a Cronbach's alpha of 0.929 for the autism parent experience subscale, 0.916 for the family life subscale, 0.94 for the child development, understanding, and social relations subscale, 0.897 for the child symptoms, feelings, and behavior subscale, and 0.952 for the total autism family experience scale. The results indicate that the Autism Family Experience Questionnaire has appropriate reliability and validity. Therefore, this scale can be used to assess the family experience of autism.Keywords: Psychometric Properties, Autism Family Experience Questionnaire, Autism Spectrum Disorder, Family Extended AbstractIntroductionFrom a systemic perspective, the functioning of each family member affects the overall system, and the challenges faced by one member can disrupt the functioning of others. Autism Spectrum Disorder (ASD) is one of the most prevalent neurodevelopmental disorders, characterized by impairments in social interaction, communication difficulties, and restricted, repetitive patterns of behavior (American Psychiatric Association, 2024). These challenges not only affect the lives of individuals with ASD but also impose significant psychological, social, and economic burdens on their families (Hodges et al., 2020). Prior research has consistently documented high levels of stress among families of children with ASD, which arises from factors such as stigma, intensive caregiving demands, social isolation, financial strain, and long-term concerns about the child’s future (Hoogsteen & Woodgate, 2013; Lutz et al., 2012; Gomes et al., 2015). Parents often report feelings of shame when unable to manage their child’s behaviors in public (Pisula-Barancko et al., 2021), while frequent "meltdown" episodes demand constant attention and reduce opportunities for rest (Ten Hoopen et al., 2010). Moreover, many families experience isolation from relatives and friends who fail to understand or accept their child’s condition, which further intensifies their stress (Pinto et al., 2016).Research also highlights differences in the lived experiences of mothers and fathers. Fathers often struggle with accepting developmental changes, employing effective coping strategies, navigating shifting paternal roles, and managing recurring feelings of shame and guilt following the diagnosis (Brown et al., 2021). Mothers frequently report experiencing ambivalent emotions, low psychological capital, and limited social networks (Ramezanloo et al., 2020). These findings underscore the importance of considering the entire family unit in intervention planning, as parental involvement is a key factor in improving treatment outcomes (Miner et al., 2023).Existing instruments measuring autism-related outcomes primarily focus on parental stress or general quality of life, paying limited attention to family-specific lived experiences (Leadbitter et al., 2018). Common tools—such as the Social Responsiveness Scale, Autism Spectrum Rating Scales, Aberrant Behavior Checklist, and child anxiety questionnaires—largely assess individual child symptoms (Ghadiri et al., 2022). This gap underscores the need for a comprehensive tool that evaluates both family experiences and child-related behaviors.The Autism Family Experience Questionnaire (AFEQ), developed by Leadbitter et al. (2018), was designed to capture the personal and family experiences of parents, as well as the developmental, behavioral, and emotional features of their children with ASD. The AFEQ assesses four domains: parenting experience, family life, child development, and social understanding/relationships, in addition to child symptomatology. It has demonstrated good internal consistency and convergent validity in studies conducted in the UK and Turkey (Leadbitter et al., 2018; Ebugla, 2024). Given the rising prevalence of ASD in Iran and the current lack of integrated tools assessing both family experiences and child symptoms, this study aims to examine the psychometric properties of the AFEQ within the Iranian context. Validating this instrument could provide researchers and clinicians with a comprehensive, reliable measure to assess the lived experiences of families raising children with ASD.Research QuestionDoes the Autism Family Experience Questionnaire (AFEQ) demonstrate valid and reliable psychometric properties for assessing the lived experiences of Iranian families of children with Autism Spectrum Disorder (ASD)? MethodologyThis study aimed to examine the psychometric properties of the Autism Family Experience Questionnaire (AFEQ) within an Iranian context. The research was applied in its purpose, quantitative in design, and descriptive-correlational in method, utilizing a survey approach. The statistical population consisted of all parents of children with Autism Spectrum Disorder (ASD) in Yazd Province, Iran, in 2024 (approximately 730 individuals, according to the Welfare Organization). A total of 391 parents were initially recruited via convenience sampling. After the removal of incomplete questionnaires, data from 385 participants were included in the final analysis.The inclusion criteria consisted of having at least one child with ASD and without comorbid ADHD, based on parent reports. The exclusion criterion was incomplete submission of the questionnaire. The study employed three instruments: (1) the Autism Family Experience Questionnaire (AFEQ; Leadbitter et al., 2018), a 48-item tool comprising four subscales that assess parenting experience, family life, child development and social relationships, and child symptoms; (2) the Gilliam Autism Rating Scale (GARS; Gilliam, 2014), a 56-item scale measuring restricted/repetitive behaviors, communication, social interaction, and emotional responses; and (3) the Multidimensional Scale of Perceived Social Support (MSPSS; Zimet et al., 1986), a 23-item measure assessing support from family, friends, and significant others. ResultsA total of 385 parents participated in the study, comprising 90 males (mean age = 43) and 295 females (mean age = 37). Among the participants, 202 had a high school diploma or lower, and 183 held a bachelor’s or master’s degree. The psychometric evaluation of the Autism Family Experience Questionnaire (AFEQ) included assessments of content validity, construct validity, and internal consistency reliability. Content validity, assessed by 10 experts using CVR and CVI indices, was satisfactory, with all items exceeding the recommended thresholds (CVR > 0.62, CVI > 0.79). Construct validity was examined using confirmatory factor analysis (CFA) in AMOS. The results showed that all factor loadings were above 0.4 and statistically significant (p <.001), and model fit indices confirmed the adequacy of the factor structure.Internal consistency analysis revealed a positive and significant correlation between autism symptom severity and family experience (p <.001), and a negative correlation between social support and family experience (p <.001). Reliability, assessed using Cronbach’s alpha, indicated high internal consistency for all subscales: Parenting Experience (α = 0.929), Family Life (α = 0.916), Child Development and Social Relationships (α = 0.940), Child Symptoms (α = 0.897), and the overall scale (α = 0.952). These results collectively demonstrate that the AFEQ is a valid and reliable instrument for assessing the experiences of Iranian families with children on the autism spectrum. Discussion and ConclusionThis study aimed to examine the psychometric properties of the Persian version of the Autism Family Experience Questionnaire (AFEQ), an instrument designed to assess parents' personal and family experiences alongside the developmental, emotional, and behavioral characteristics of their children with Autism Spectrum Disorder (ASD). The results demonstrated strong content validity, with all items meeting satisfactory indices. Reliability analysis revealed high internal consistency for all subscales, with Cronbach’s alpha coefficients ranging from 0.897 (Child Symptoms) to 0.940 (Child Development and Social Relationships), and 0.952 for the overall scale, a finding consistent with previous studies (Ibogla et al., 2024). Furthermore, confirmatory factor analysis supported the questionnaire's construct validity, demonstrating a good model fit (CMIN/df = 2.81, RMSEA = 0.06, PNFI = 0.606) and confirming that the four subscales—Parenting Experience, Family Life, Child Development, and Child Symptoms—measure distinct underlying dimensions.Correlation analyses revealed a significant positive relationship between autism symptom severity and family experience, indicating that families of children with more severe symptoms reported greater challenges. Conversely, a significant negative correlation was found between social support and family experience, suggesting that higher levels of perceived challenges were associated with lower levels of social support. This finding is consistent with Leadbitter et al. (2018).In summary, the findings indicate that the Persian version of the AFEQ is a valid, reliable, and practical instrument for assessing the experiences of families with children on the autism spectrum. Study limitations include the inability to control for cultural and socioeconomic variables, as well as differences in the treatment levels received by the children, which may affect the generalizability of the results. Future studies are recommended to include an assessment of test-retest reliability to further validate the instrument's consistency over time.
Research Paper
seyede fateme pakzadian; saeed rezayi; fateme nikkhoo
Abstract
Abstract
The present study aimed to determine the Effectiveness of attention-based cognitive rehabilitation program on auditory discrimination and information processing speed of children with dyslexic learning disorder (dyslexia) in Semnan, Iran. This research employed a quasi-experimental design with ...
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Abstract
The present study aimed to determine the Effectiveness of attention-based cognitive rehabilitation program on auditory discrimination and information processing speed of children with dyslexic learning disorder (dyslexia) in Semnan, Iran. This research employed a quasi-experimental design with a pre-test and post-test control group structure. The statistical population included all dyslexic students in Semnan during the 2023-2024 academic year, from which 24 participants were selected using convenience sampling and were then randomly assigned to two groups: an experimental group (n=12) and a control group (n=12). Both groups completed the Auditory Discrimination Test (Wepman, 1958) and the Processing Speed Test (Zahlen-Verbindungs, 1978; Neubauer & Noort, 1998) as a pre-test. The experimental group received ten training sessions designed to enhance attention and concentration, while the control group continued their regular daily activities without intervention. After the training, a post-test was administered to both groups. The collected data were analyzed using descriptive statistics (central tendency and dispersion measures) and inferential statistics (ANCOVA analysis). The findings revealed that attention-based cognitive rehabilitation training had a significant and positive impact on improving auditory discrimination and processing speed in dyslexic students (p<0.005). Implementing such a rehabilitation program as an effective educational intervention can contribute to enhancing reading skills, visual and auditory processing speed, spelling, writing, and mathematical calculations, ultimately supporting academic success and progress.
Keywords: Attention, Auditory Discrimination, Dyslexia, Learning Disorder, Information Processing Speed.
Extended Abstract
Introduction
Learning disabilities, particularly dyslexia, significantly impact children’s academic performance, especially in reading. Dyslexia is characterized by difficulties in accurate and fluent word recognition, spelling, and decoding abilities, despite normal intelligence. Research indicates that nearly 80% of children with learning disabilities struggle primarily with reading (Margolis & Liu, 2023; Quinn et al., 2020). Over the past decade, the diagnosis of learning disabilities has increased by more than 300%, highlighting a growing demand for effective educational interventions (Perhon et al., 2021; Del Bianco & Mason, 2021). According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), dyslexia is no longer classified as an independent disorder but rather as part of a broader category of specific learning disorders (American Psychiatric Association, 2022). One of the major cognitive deficits associated with dyslexia is auditory discrimination, which refers to the ability to distinguish between phonemes in spoken language. This skill is essential for phonological awareness, an important component of reading development. In addition, processing speed, which reflects the efficiency of cognitive and perceptual processes, is often impaired in dyslexic children, leading to slower reading fluency and reduced comprehension (Aro et al., 2019; Rahimipour et al., 2017). While several intervention strategies exist, recent research has highlighted the potential benefits of cognitive rehabilitation programs that focus on improving attention, auditory discrimination, and processing speed. These programs are designed to enhance executive functions, which play a crucial role in academic success. Given the importance of early intervention, this study aims to evaluate the effectiveness of an attention-based cognitive rehabilitation program in improving auditory discrimination and processing speed in children with dyslexia.
Research Question(s)
The primary goal of this study is to determine whether attention-based cognitive rehabilitation can effectively enhance auditory discrimination and processing speed in children with dyslexia. While previous studies have examined different intervention methods, there is still a need for more empirical evidence regarding the impact of attention-training programs on these specific cognitive functions. This research seeks to fill this gap by investigating the effects of a structured intervention designed to improve foundational cognitive skills in dyslexic children.
Literature Review
Dyslexia is a common neurodevelopmental disorder affecting 10-15% of school-aged children worldwide (Norton et al., 2014; Zavadenco, 2021). One of the primary characteristics of dyslexia is difficulty in phonological processing, which is directly linked to deficits in auditory discrimination and processing speed (Papanastasiou, 2017; Watson et al., 2016). Auditory discrimination deficits impair a child’s ability to recognize and differentiate speech sounds, making it difficult to develop strong phonemic awareness and reading fluency. Studies suggest that children with dyslexia struggle to process subtle differences in phonemes, which negatively affects their ability to decode and understand written text (Brooks et al., 2011; Khalili Kermani et al., 2012). Additionally, processing speed deficits have been widely observed in children with dyslexia. This cognitive function affects how quickly individuals can process and integrate visual and auditory information, which is crucial for fluent reading. Children with dyslexia often require significantly more time than their peers to recognize letters and words, impacting their overall reading comprehension and academic performance (Lais et al., 2017; Araujo & Faisca, 2019). Recent research has highlighted the potential of attention-based cognitive rehabilitation programs in addressing these deficits. Several studies have shown that structured cognitive training interventions, including computerized attention-training programs, can improve auditory processing, executive functions, and reading-related cognitive abilities in children with dyslexia (Dehghani et al., 2015; Birami et al., 2017). This study builds upon these findings by evaluating the effectiveness of a structured intervention designed to target auditory discrimination and processing speed.
Methodology
This study employed a quasi-experimental design with a pre-test and post-test control group structure. The research was conducted in learning disability centers in Semnan, Iran, where 24 children diagnosed with dyslexia were selected using convenience sampling. These participants were randomly assigned to either:
Experimental Group (n=12): Received a 10-session attention-based cognitive rehabilitation program
Control Group (n=12): Did not receive any intervention
To assess cognitive improvements, three standardized instruments were used:
Wepman Auditory Discrimination Test (Wepman, 1958) to measure auditory discrimination skills
Processing Speed Test (Oswald & Roth, 1978) to evaluate reaction time and cognitive efficiency
Dyslexia Diagnosis Test (Karami Nouri & Moradi, 2005) to confirm the presence of reading disabilities
The Attention Gym Program, which consists of ten 45-minute sessions, was implemented to enhance selective attention, divided attention, auditory processing, and visual processing speed. The collected data were analyzed using ANCOVA (Analysis of Covariance) in SPSS (Version 22) to compare pre-test and post-test scores between the experimental and control groups.
Results
The statistical analysis confirmed that the cognitive rehabilitation intervention significantly improved both auditory discrimination and processing speed in the experimental group.
Auditory Discrimination Scores (Error Reduction):
Pre-test: 30.10 errors
Post-test: 13.90 errors (p < 0.001(
Processing Speed Scores (Response Time Reduction):
Pre-test: 124.01 sec
Post-test: 58.50 sec (p < 0.001)
These findings indicate that after participating in the attention-based rehabilitation program, children demonstrated faster auditory processing and greater accuracy in distinguishing phonemes.
Discussion
The results of this study align with previous findings suggesting that attention-based cognitive training can significantly improve phonological awareness, reading fluency, and executive functioning in children with dyslexia (Bonavita et al., 2015; Giora et al., 2024). The improvement in auditory discrimination indicates that phonological training can enhance the brain’s ability to process and differentiate speech sounds more effectively. Similarly, the increase in processing speed supports the hypothesis that cognitive training strengthens neural pathways involved in rapid information retrieval and reading automaticity (Feizi Pour et al., 2019).
Conclusion
The findings of this study suggest that attention-based cognitive rehabilitation is an effective intervention for improving auditory discrimination and processing speed in children with dyslexia. The results underscore the importance of early intervention programs that focus on enhancing executive functions and phonological processing to support reading development. Given the positive outcomes observed, further research should explore the long-term impact of these interventions, compare them with alternative methods, and assess their applicability to different types of learning disabilities. Additionally, developing Persian-language cognitive training software could enhance accessibility and effectiveness for children in non-English-speaking populations.
Acknowledgments
Special thanks and sincere appreciation are extended to all the esteemed mothers and students who participated in this study.
Research Paper
Atiye Kheyrkhah; mahnaz khosrojavid; Abbas Abolghasemi
Abstract
The birth of a child with an intellectual disability can significantly challenge parents' psychological well-being. Therefore, it is essential to implement approach-oriented, short-term, and cost-effective interventions to improve the specific psychological conditions of these parents. In this regard, ...
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The birth of a child with an intellectual disability can significantly challenge parents' psychological well-being. Therefore, it is essential to implement approach-oriented, short-term, and cost-effective interventions to improve the specific psychological conditions of these parents. In this regard, the current study aimed to investigate the effectiveness of emotional-cognitive resilience training on parenting stress, emotion regulation, and resilience in parents of children with mild intellectual disability. The statistical population consisted of parents of 8 to 12-year-old boys with mild intellectual disability at the Marjoei School for Exceptional Children (2) in Karaj. Using available (convenience) sampling, a sample of 30 parents who met the study criteria was selected and randomly assigned to either an experimental or a control group. The research instruments included the Parenting Stress Index (Abidin, 1995), the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004), and the Connor-Davidson Resilience Scale (2003). The experimental group received Smith and Ascoff's (2016) emotional-cognitive resilience training program, which was conducted in six 50- to 60-minute weekly group sessions. The data were analyzed using univariate and multivariate analysis of covariance (ANCOVA/MANCOVA). The findings indicated that the training program had a significant effect on reducing parenting stress, improving emotion regulation, and increasing resilience among parents of children with intellectual disabilities (p < 0.05). Therefore, it appears that this approach-oriented, short-term, and interaction-focused program, which combines cognitive-behavioral strategies with relaxation training, mindfulness, and other techniques, was able to enhance the cognitive-emotional flexibility of parents in their interactions with their children.
Keywords: Emotional-Cognitive Resilience, Parenting Stress, Emotion Regulation, Mild Intellectual Disability
Extended Abstract
Introduction
Intellectual disability is a neurodevelopmental disorder characterized by significant impairments in intellectual functioning and adaptive behavior across conceptual, practical, and social domains. This disability originates during the developmental period and is considered present before the age of 22 (Schalock et al., 2021; American Psychiatric Association, 2023). Children with mild intellectual disability—who represent approximately 85% of this population and typically have an IQ range of 50-55 to 70—often demonstrate difficulties in acquiring complex language skills and a limited ability to understand social norms and interactions. However, with appropriate support, they can improve their basic functional abilities (World Health Organization, 2020). A diagnosis of intellectual disability in a child can trigger a wide range of emotional responses within the entire family system, particularly for parents, which is associated with increased psychosocial difficulties (Singh & Lohum, 2023; Kumar et al., 2020; Giallo et al., 2015). One of the primary emotional challenges faced by these parents is parenting stress (Hsiao, 2017).
Parenting stress is a set of distressing psychological and physical reactions arising from a perceived mismatch between the demands of parenting and an individual's available resources (Fu et al., 2023). It is the product of the interactive effects of characteristics within the parent, the child, and the broader context of their relationship (Deng et al., 2018; Díaz-Herrero et al., 2011). Another significant challenge for parents of a child with intellectual disability is difficulty in emotion regulation (Littlewood et al., 2018). According to Gratz and Roemer (2004), emotion regulation encompasses several dimensions: a) awareness and understanding of emotions; b) acceptance of emotions (i.e., accepting emotional responses and related events in a non-evaluative manner, often linked to cognitive reappraisal); c) the ability to engage in goal-directed behavior and refrain from impulsive actions when experiencing negative emotions; and d) access to and flexible use of effective emotion regulation strategies.
Given the documented emotional and affective challenges faced by parents of children with intellectual disabilities, it is evident that the issues and concerns related to these children can also impact parental resilience. The importance of resilience lies in its role as a predictor of better health outcomes and higher self-esteem (Luo et al., 2021). Conceptually, resilience enables an individual to enhance social competence and overcome adversity, even when exposed to significant stressors and risk factors (Masten, 2018). Therefore, resilience training appears to be an effective intervention for increasing the quality of life and reducing stress among parents of children with intellectual disabilities (Shadi Zavareh et al., 2024; Hosseini Ghomi & Jahanbakhshi, 2021).
In this context, one recommended program grounded in resilience theory and designed for the context of parent-child interaction is Cognitive-Affective Stress Management Training (CASMT) with an emphasis on strengthening emotional resilience. Derived from the Smith and Ascough (2016) treatment program, this intervention promotes cognitive-emotional flexibility by integrating cognitive-behavioral strategies with relaxation training, mindfulness, and other techniques. Key characteristics that distinguish CASMT from other resilience programs include: 1) its foundation in the cognitive-behavioral approach; 2) its focus on teaching self-management skills, generalization, and relapse prevention; and 3) its short-term (6 sessions), interactive format. Essentially, this intervention emphasizes the practical application of skills needed by parents and caregivers during interactions with their child. By providing multidimensional training and supplementary materials in addition to the core sessions, the program enhances the practical utility and comprehensiveness of the training process.
Research Question
The main research question was whether cognitive-emotional resilience training is effective in reducing parenting stress, improving emotion regulation, and increasing resilience in parents of boys with mild intellectual disability.
Literature Review
To the best of the researcher's knowledge, the Cognitive-Emotional Resilience Training program by Smith and Ascough (2016) has not yet been implemented in Iran. Relevant background research is summarized as follows. Studies have shown that mothers of children with intellectual disabilities under the age of 12 experience more parenting stress than mothers of typically developing children (Biabani et al., 2019; Kumar et al., 2018; Patra et al., 2016). Furthermore, Alidoosti et al. (2019) found that mothers of children with intellectual disabilities had significantly higher scores for emotion regulation difficulties, anxiety, and depression compared to a control group. In a comparison of parents of children with and without special needs, Priego-Ojeda and Rusu (2023) demonstrated that the relationship between emotional dysregulation and relationship satisfaction is mediated by parental stress and conflict. Finally, research indicates that the level of resilience in parents of children with intellectual disabilities is often low due to sustained psychological pressure (Hassanein et al., 2021; Mohan & Kulkarni, 2018).
Hosseini Ghomi and Jahanbakhshi (2017) examined the effectiveness of resilience training based on the Kumpfer model (1999), as detailed by Pan and Sánchez (2021), for reducing stress in 30 mothers of children with intellectual disabilities in Tehran. The training, conducted in eight one-hour sessions, covered three dimensions: 1) familiarity with the concept of resilience, 2) familiarity with internal and external supportive factors (e.g., optimism, self-esteem, locus of control, social support systems), and 3) familiarity with strategies to build resilience (e.g., establishing relationships, purposefulness, hope for the future, and accepting change). Separately, Moradikia et al. (2017) investigated the effect of resilience training on the psychological well-being of mothers of students with intellectual disabilities in Arak.
Methodology
This study was applied in nature and utilized a quasi-experimental design with a pre-test, post-test, and a control group. The statistical population consisted of 30 parents of 8 to 12-year-old boys with mild intellectual disability from the Marjoui Exceptional Children's School in Karaj during the 2021-2022 academic year. The research instruments were the Connor-Davidson Resilience Scale (CD-RISC), the Parenting Stress Index-Short Form (PSI-SF; Abidin, 1995), and the Difficulties in Emotion Regulation Scale (DERS; Gratz & Roemer, 2004). The cognitive-emotional resilience training sessions were adapted from the manual Cognitive-Emotional Stress Management Training: Promoting Emotional Resilience by Smith and Ascough (2016).
Results (Times New Roman 12 bold)
The effect of emotional-cognitive resilience training on dependent variables in parents of children with mild intellectual disability was investigated using univariate and multivariate analysis of covariance. The results of the multivariate analysis of covariance test for parenting stress components showed that the difference between the two groups was significant in terms of the dependent variable components, and the effect size for the parenting stress variable combination was 0.856; that is, 85.6 percent of the variance in the parenting stress variable was due to the intervention effect. The results of the multivariate analysis of covariance test for emotion regulation difficulty components indicated a significant difference between the two groups in terms of the dependent variable components, and the amount of this difference was 0.920 for the emotion regulation variable combination; that is, 92.0 percent of the variance in the emotion regulation variable was due to the intervention effect. The results of the multivariate analysis of covariance test for resilience components indicated that the difference between the two groups was significant in terms of the dependent variable components, and the amount of this difference was 0.429 for the resilience variable combination; that is, 42.9 percent of the variance in the resilience variable was due to the intervention effect.
Discussion (Times New Roman 12 bold)
The present study aimed to investigate the effectiveness of emotional-cognitive resilience training on parenting stress, emotion regulation, and resilience in parents of children with mild intellectual disability. The results demonstrated that this training had a significant effect on all three variables and their components. This finding aligns with previous studies, including those by Shadi Zavareh et al. (2024), Hosseini Ghomi and Jahanbakhshi (2021), Luo et al. (2021), Hassanein et al. (2021), Biabani et al. (2019), Mohan and Kulkarni (2018), and Moradikia et al. (2017).
One key result was the effectiveness of the training on parenting stress. The effect can be explained by three primary mechanisms. First, within the training program, parents learned through the ABC model how the stress experienced in various life situations—particularly concerning their children—results from the interaction between an Activating event, their Beliefs (thoughts), and the resulting emotional Consequences. Second, the intervention successfully modified parents' attributional styles. Instead of attributing events to factors such as their own inadequacy in parental duties, their child's weaknesses, or a loss of control, they learned to approach problems with optimism, self-assertion, and self-confidence.
Third, the training sessions focused on attracting social support. As the sessions were held in groups with both parents present, they provided a space for parents to realize they were not alone in their journey and that others shared similar experiences.
Another finding was the effect of emotional-cognitive resilience training on improving emotion regulation. During the sessions, parents learned about the critical role emotions play in guiding their thoughts and behaviors. They were taught that emotion regulation is a fundamental and generalizable skill, directly and indirectly linked to a wide range of positive health outcomes, and that it can influence functioning in both personal and interpersonal contexts. Parents also learned that their interactive environment—with each other and with their child—plays a significant role in both the emergence and regulation of emotions.
Finally, the emotional-cognitive resilience training was effective in increasing parental resilience. The training enabled parents to adopt a problem-oriented approach when facing unpleasant life events. Consequently, instead of feeling unworthy and inadequate towards themselves and their child, parents learned to focus on their abilities and strengths, foster intimacy in their relationships with their spouse and child, accept that relationships have the capacity to change, and experience greater personal confidence and competence—all of which are skills that can be learned.
Conclusion
Parents of children with neurodevelopmental disorders face significant challenges, stress, and negative emotions in their caregiving roles, which consequently reduces their resilience. Therefore, cognitive-emotional resilience training, based on a cognitive-behavioral approach, aims to teach parents how to enhance their capabilities when facing various challenges. By using methods such as situation assessment, cognitive coping skills (e.g., identifying irrational thoughts), inducing skills (e.g., induced forgiveness), mindfulness, acceptance-based control, and desensitization, the training helps parents develop a more positive sense of competence in their parenting interactions with their children.
Acknowledgments
The authors extend their sincere appreciation to the administration and staff of Marjoui School for their essential collaboration. We are also grateful to the parents and children whose participation was fundamental to this research.
Research Paper
Nastaran Seyedesmaili Ghomi; Ali Salmani
Abstract
Autism disorder, due to the problems it causes in the development of communication, emotional, interactive, verbal and cognitive skills of affected individuals, involves almost all family members, especially mothers, in the problems caused by this disorder. The present study was conducted with the aim ...
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Autism disorder, due to the problems it causes in the development of communication, emotional, interactive, verbal and cognitive skills of affected individuals, involves almost all family members, especially mothers, in the problems caused by this disorder. The present study was conducted with the aim of investigating the effectiveness of communication skills training on social adjustment and quality of life of mothers with autistic children. The research method was an experimental pre-test-post-test with a control group. The statistical population of the study included all mothers with autistic children in Ardabil city in 2024, from which 30 people were selected according to the study entry criteria and through purposive sampling and were randomly assigned to the experimental group (15 people) and the control group (15 people). The experimental group received 8 sessions of 75 minutes of the communication skills training program of McKay et al (2009) and the control group continued their normal routine. Bell's (1961) Social Adjustment Questionnaire and Skevington et al (2004) Quality of Life Questionnaire were used to collect data. The data were analyzed using multivariate analysis of covariance. The findings showed that there was a significant difference between the mean social adjustment (P<0.001, F=57.40, ηp2=0.688) and quality of life (P<0.001, F=89.58, ηp2=0.775) of mothers in the experimental and control groups in the post-test. Thus, after implementing the communication skills training program, the mean scores social adjustment and quality of life of mothers in the experimental group increased significantly compared to the control group. Therefore, mothers of children with autism spectrum disorder can improve their adjustment with the help of communication skills and their quality of life will increase.
Keywords: Communication Skills Training, Social Adjustment, Quality of Life, Mothers of Children with Autism.
Extended Abstract
Introduction
The existence of an exceptional child has a profound impact on the parenting style of parents, and these unpleasant effects, if not resolved in a logical and remedial manner, cause irreparable harm to the mental health of parents and other members of families with an exceptional child (Aghaziarati et al., 2022). A child with autism spectrum disorder can be a threat to the mother's mental and physical health and her adjustment, and in most cases, the existence of such a child has negative effects on the mother's life (Patel et al., 2022), because raising an autistic child is a difficult experience.
One of the variables that mothers of children with autism spectrum disorder have difficulty with compared to normal mothers is social adjustment (Lashari et al., 2018; Lee et al., 2018). Social adjustment for mothers of children with autism spectrum disorder is presented in the form of communicating, solving problems, making decisions, and managing their behavior. Mothers of autistic children in their daily activities and relationships have social problems and have a low quality of life (Bazarfeshan et al., 2019).
Quality of life for mothers of children with autism spectrum disorder, like others, can be related to the level of satisfaction that the person has with their life with their autistic child and family members. For mothers, this satisfaction depends on social connections, the ability to participate in various family activities with the autistic child and the community, and freedom of choice.
Considering the types of problems and issues that affect children with autism spectrum disorder and their families, one of the interventions that can be effective in this regard is communication skills training. Communication skills are skills through which people are able to participate in interpersonal interactions and the communication process; this means the process through which people share their information, thoughts, and feelings through verbal and non-verbal exchange. (Bavazin et al., 2018). Therefore, paying attention to communication skills training to strengthen the communication capabilities of autistic children and their mothers could be another necessity of this research. In this regard, the present study was conducted with the aim of investigating the question of whether communication skills training is effective on social adjustment and quality of life of mothers with autistic children?
Methodology
The research method was an experimental pre-test-post-test with a control group. The statistical population of the study included all mothers with autistic children in Ardabil city in 2024, from which 30 people were selected according to the study entry criteria and through purposive sampling and were randomly assigned to the experimental group (15 people) and the control group (15 people). The experimental group received 8 sessions of 75 minutes of the communication skills training program of McKay et al (2009) and the control group continued their normal routine. Bell's (1961) Social Adjustment Questionnaire and Skevington et al (2004) Quality of Life Questionnaire were used to collect data. The data were analyzed using multivariate analysis of covariance.
Results
As shown in Table 1, after adjusting for pre-test scores, there is a statistically significant difference between the mean post-test scores of the experimental and control groups in the variables of social adjustment (P<0.001, F=57.40, ηp2=0.688) and quality of life (P<0.001, F=89.58, ηp2=0.775). Therefore, the research hypotheses regarding the effectiveness of communication skills training in increasing social adjustment and quality of life of mothers with autistic children are confirmed in the post-test, which indicates the effectiveness of this intervention.
Table 1. Results of analysis of covariance to examine the effectiveness of the intervention on research variables
Source
Variable
SS
Df
MS
F
Sig
Eta
Pre-Test
Social adjustment
161.34
1
161.34
48.51
0.001
0.651
Quality of life
74.38
1
74.38
29.59
0.001
0.532
Group
Social adjustment
190.91
1
190.91
57.40
0.001
0.688
Quality of life
225.18
1
225.18
89.58
0.001
0.775
Error
Social adjustment
86.46
26
3.32
-
-
-
Quality of life
65.36
26
2.51
-
-
-
Discussion and Conclusion
The findings of the study showed that there was a significant difference between the adjusted means of mothers in the experimental and control groups in terms of social adjustment at the post-test. Thus, communication skills training significantly increased the social adjustment of mothers with autistic children in the experimental group. In explaining these findings, it can be stated that the birth of a child with autism spectrum disorder places a high amount of responsibility on the shoulders of parents of this group of children, especially mothers, and limits their opportunities for social interaction and presence (Jamali et al., 2023). Teaching appropriate and efficient communication skills can significantly help parents protect themselves and their children in dealing with social harm and achieving their goals. Therefore, examining these adaptations and coherences with a holistic and integrated approach can be effective in assessment and treatment to better diagnose problems related to the child in the family and, through this, significantly contribute to improving the individual and social adaptation of the mother-child (Mikaeili et al., 2023).
Another finding of the study showed that there was a significant difference between the adjusted means of mothers in the experimental and control groups in terms of quality of life in the post-test. Thus, communication skills training significantly increased the quality of life of mothers with autistic children in the experimental group. In explaining these findings, it can be stated that the existence of a child with autism has a significant impact on the beliefs, thoughts, and feelings of the parents of these children, to the extent that the mothers of these children experience various feelings, including confusion, bitterness, denial, depression, and hopelessness, among many other negative emotions. Families with children with autism spectrum disorder experience disintegration in daily life more than other families with disabled children, and as a result, their quality of family life decreases (Akafi broujeny et al., 2023).
Among the effective interventions in improving the quality of life and general health of mothers is communication skills. Teaching communication skills helps mothers to adapt to their different circumstances in an appropriate way and achieve a relatively adequate level of quality of life (Bamdad et al., 2024). These skills empower mothers to accept their communication responsibilities and effectively deal with the needs, expectations, and everyday problems of their children in an efficient manner.
Acknowledgments
This article is based on a research project conducted by the University of Mohaghegh Ardabili under the ethical code IR.UMA.REC.1403.038. We would like to thank all the individuals and organizations who helped us to carry out this research as well as possible.
Research Paper
nasrin Zaresharif; Salar Faramarzi; Ali Sharifi
Abstract
The purpose of this study was to investigate the effectiveness of perceptual enrichment on working memory and mathematical performance in students with specific learning disabilities in mathematics. This study employed a quasi-experimental pre-test/post-test design with a control group and an experimental ...
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The purpose of this study was to investigate the effectiveness of perceptual enrichment on working memory and mathematical performance in students with specific learning disabilities in mathematics. This study employed a quasi-experimental pre-test/post-test design with a control group and an experimental group. The statistical population included all students with specific learning disabilities in mathematics in the fourth to sixth grades in Isfahan city. A sample of 28 participants was selected through convenience sampling and was randomly assigned to either the experimental group or the control group (14 participants per group). To collect data, the Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV), the Key-Math Diagnostic Arithmetic Test, and the N-back Working Memory Test were used. The experimental group participated in 10 sessions of perceptual enrichment intervention, each lasting 45–60 minutes, held twice a week. The data were analyzed using univariate and multivariate analysis of covariance (ANCOVA and MANCOVA). The results indicated the effectiveness of perceptual enrichment in improving working memory (p <.001) and mathematical performance (p <.001) in the experimental group. The results of this study demonstrate that perceptual enrichment can be effective in improving the working memory and mathematical performance of students with specific learning disabilities in mathematics.Keywords: Mathematical Performance, Perceptual Enrichment, Specific Learning Disability in Mathematics, Working Memory Extended AbstractIntroductionSpecific learning disability in mathematics is characterized by deficits in numerical and mathematical skills, where an individual's mathematical ability is significantly below that of their peers, despite access to adequate education and normal intelligence. Students with this disability often exhibit deficits in working memory and mathematical performance. Furthermore, they generally have visual perception deficits. In fact, one of the underlying causes of a specific learning disability in mathematics is a weakness in visual perception, and improving visual perception skills can help reduce associated difficulties. Therefore, based on research highlighting the importance of visual perception and its role in mitigating mathematical learning difficulties, various interventions have been designed to enhance perceptual skills—particularly visual perception—among which perceptual enrichment is one of the most significant.Perceptual enrichment is a program designed to develop and improve visual perception skills. It includes games, exercises, and targeted activities that focus on the six main skills of visual perception: visual discrimination, visual memory, visual-spatial relationships, visual form constancy, visual figure-ground perception, and visual closure. However, a review of the relevant literature shows that little research has investigated the effectiveness of perceptual enrichment in improving the working memory and mathematical performance of students with specific learning disabilities in mathematics. Therefore, the present study addresses this gap.Research QuestionIs perceptual enrichment effective in improving the working memory and mathematical performance of students with a specific learning disability in mathematics?Literature ReviewMotamedi Borujeni et al. (2023) demonstrated the effectiveness of visual perception training in reducing mathematical learning difficulties in elementary school students. Asiaei et al. (2018) also found that a perceptual skills rehabilitation program improved perceptual reasoning, working memory, and mathematical performance in students with mathematical learning disabilities.MethodologyThis study employed a quasi-experimental design with a pre-test/post-test control group structure. The statistical population consisted of all fourth- to sixth-grade students with specific learning disabilities in mathematics in Esfahan. A sample of 28 students was selected through convenience sampling and randomly assigned to either an experimental group (n = 14) or a control group (n = 14). The Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV), the KeyMath Diagnostic Arithmetic Test, and the N-back Working Memory Test were administered. The experimental group received ten 45- to 60-minute sessions of perceptual enrichment intervention twice weekly, while the control group received no intervention. Data were analyzed using SPSS software (version 27) and univariate and multivariate analysis of covariance.Results (Times New Roman 12 bold)To compare the experimental and control groups based on post-test scores after controlling for the effect of the pre-test, univariate analysis of covariance (ANCOVA) was used. The results are reported in Table 1.Table 1. The results of univariate covariance analysis by dependent variablesVariableSum of SquaresdfMean of SquaresFsigEffect SizeKeymath Test4291/7514291/75393/296<0/0010/945N-back Test4210/16814210/16887/963<0/0010/793 Table 1 shows a significant difference between the experimental and control groups on all measures (p <.001), indicating that mathematical performance and working memory scores differed significantly between the groups. The effect size was greater than 0.2, demonstrating that the perceptual enrichment program was effective in improving the mathematical performance and working memory of students with mathematics learning disabilities. The analysis of covariance for the KeyMath Test, with mathematical performance separated by subscales, is presented in Table 2.Table 2. The results of multivariate covariance analysis for subscales of the Keymath TestVariableSum of SquaresdfMean of SquaresFsigEffect SizeBasic concepts2865/28612865/286153/287<0/0010/87Operation2613/14812613/148142/078<0/0010/86Applications1974/30611974/306233/614<0/0010/91 Table 2 shows that the perceptual enrichment intervention had a significant effect on all subscales of the KeyMath Test—basic concepts, operations, and applications—at a significance level of p <.001.DiscussionThe results of the study demonstrate that the perceptual enrichment intervention was effective in improving the working memory and mathematical performance of students with specific learning disabilities in mathematics. In explaining these findings, the importance of visual-spatial working memory in specific learning disabilities in mathematics can be emphasized. Since visual memory and visual-spatial relationships are two key visual perception skills, perceptual enrichment and the training of these skills can help improve working memory in children with specific learning disabilities in mathematics.Another explanation is that one of the primary reasons for a specific learning disability in mathematics involves deficits in visual perception. Visual perception forms the basis of number processing and mathematical performance and is also related to computational fluency. In fact, impairments in the approximate number system can stem from deficits in visual perception. Therefore, visual perception is a cognitive mechanism that underlies mathematical performance in children with mathematical learning disabilities, and interventions targeting visual perception help improve their mathematical performance.ConclusionIt can be concluded that perceptual enrichment has a positive effect on improving the working memory and mathematical performance of students with specific learning disabilities in mathematics. By strengthening the six main skills of visual perception, it helps students address their challenges in working memory and mathematics learning. Considering the limitations of this study—including the use of convenience sampling, a small sample size, the absence of a follow-up phase, and the lack of control for gender as a variable—it is suggested that future studies select a larger sample through random sampling with gender stratification and evaluate participant performance in a follow-up phase. Furthermore, the effectiveness of the perceptual enrichment intervention should be investigated for other groups of children with special educational needs.AcknowledgmentsThe authors sincerely thank all the schools, students, and their families who participated in and supported this research.
Research Paper
Sara Rouhani; Mohammad Narimani; Nader Hajloo; REZA Farzizadeh
Abstract
Abstract
The formulation of a therapeutic model centered on neurology can be crucial for the effective treatment of neurodevelopmental disorders. This research investigates the development and evaluation of an innovative "Neuro-Exuberant Proliferation Therapy" as a treatment modality for symptoms and ...
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Abstract
The formulation of a therapeutic model centered on neurology can be crucial for the effective treatment of neurodevelopmental disorders. This research investigates the development and evaluation of an innovative "Neuro-Exuberant Proliferation Therapy" as a treatment modality for symptoms and developmental indicators in children diagnosed with Autism Spectrum Disorder (ASD). A mixed-methods approach was employed. In the qualitative component, inductive qualitative content analysis was applied to formulate the theoretical foundations and operational plan of the therapy. In the quantitative phase, an experimental design with a pre-test-post-test control group was used to assess the treatment's effectiveness. A total of 30 participants aged 3-5 years with autism spectrum disorder were recruited through convenience sampling and randomly allocated into an experimental group and a control group, each with 15 individuals. The therapeutic intervention consisted of 36 sessions, each lasting 45 minutes, over a period of 3 months. The measurement tools used were the GARS-3 (Gilliam Autism Rating Scale) and the ASQ-II (Ages and Stages Questionnaires, Parent-Administered). Data were analyzed using the Mann-Whitney U test, revealing significant positive outcomes in the domains of problem-solving, gross motor skills, communication, and autistic symptoms (p < 0.01). However, these positive changes were not observed in the areas of fine motor skills and personal-social behaviors. It can be concluded that Neuro-Exuberant Proliferation Therapy has a positive impact on the development and reinforcement of broader, foundational (macro) functions. However, this intervention does not appear to have a significant direct effect on specific, learned (micro) functions within a 3-month period.
Keywords: Neuro-centered Intervention, Autism Spectrum Disorder, Developmental Indicators, Neuro Exuberant Proliferation Therapy
Extended Abstract
Introduction
Autism spectrum disorder is a neurodevelopmental disorder with a substantial prevalence rate and considerable potential for causing functional limitations. It is characterized by two primary features: persistent deficits in social communication and social interaction, and restricted, repetitive patterns of behavior, interests, or activities (DSM-5). These symptoms pose significant challenges to the cognitive, communication, and social development of affected children (APA). The recent revisions in the DSM-5-TR emphasize the neurological underpinnings of autism spectrum disorder. Additionally, the theme chosen by the World Health Organization (WHO) for World Autism Awareness Day in both 2023 and 2024, which focuses on the necessity to transition toward a neurocentric approach, further underscores the significance of a neurological perspective in autism care.
It is crucial to recognize that autism spectrum disorder is primarily caused by defects in essential neurobiological processes such as neurogenesis, neuronal development, synapse formation, and synaptic plasticity, which disrupt the proper formation of layers of the cerebral cortex, as well as neural differentiation and signaling (Van Koten et al., 2008; Vegil et al., 2010; Parikshak et al., 2013; Gilbert & Manji, 2017). Among the various complications associated with children diagnosed with autism spectrum disorder, comorbid conditions such as depression, anxiety, attention deficit, hyperactivity, and sleep disturbances (Yang et al., 2022), along with cognitive-perceptual dysfunctions, executive dysfunction, and information processing difficulties, are commonplace (Weir et al., 2022). The collective accumulation of these functional and behavioral deficiencies culminates in increasingly divergent patterns of development from normative standards (Woznik et al., 2017). In examining autism spectrum disorder, two principal approaches come to light. The first approach focuses on addressing behavioral symptoms and remediating behavioral deficits via symptom-based interventions. Simultaneously, a neurodevelopmental perspective (which encompasses the researcher's viewpoint) prioritizes a developmental-oriented approach. Since development is intrinsically tied to the functionality of neuronal structures, transformation must originate from changes to those very structures (Chakraburty, 2021).
To effectively address this class of neurodevelopmental disorders through rehabilitation, it is imperative to identify interventions capable of instigating transformation in the neural development process and activating intrinsic self-repair mechanisms by harnessing the adaptive capabilities of the nervous system. Studies have revealed that certain techniques traditionally employed solely for educational purposes can also stimulate brain function and promote neurogenesis. Aerobic exercise is one such intervention that falls into this category. Aerobic exercise functions by activating the cardiovascular system and increasing heart rate while simultaneously pumping greater amounts of oxygen to the brain (Datta, 2019). Another highly effective intervention within the field of neurodevelopmental disorders is sports training. This is significant given that anomalies in the central oxytocinergic and serotonergic systems are recognized as a root cause behind the social-functional deficits exhibited by individuals diagnosed with autism spectrum disorder (Mohdi et al., 2013). It has been documented that sports training can help modulate this metabolism (Mohdi et al., 2013), which furthermore diminishes disruptive behaviors such as aggression.
The essence of this research revolves around the deliberate design of a therapeutic approach, coined as "Neuro-Exuberant Proliferation Therapy" by the researcher. This approach embodies a comprehensive, neurodevelopmental orientation, taking into account the dimensions and scope of the impairment and the unique individual variations of each child. By applying principles of play therapy, a targeted regimen of exercises is implemented to achieve desired transformational outcomes. The differentiation of the "Neuro-Exuberant Proliferation Therapy" method from traditional utilization of sports or mental exercises lies in its emphasis not only on employing the principle of synergy but also on directly targeting the activation of brain structures, fostering neurogenesis, and promoting neural network formation through behavioral interventions.
The execution model of "Neuro-Exuberant Proliferation Therapy" adheres to the mind's networking model, which pertains to the utilization of cognitive and executive functions. The exercises employed are designed to mimic the developmental stages of children's cognitive and executive functions. This modeling approach facilitates the activation of brain networks associated with cognitive tasks and decision-making. The foundational theory behind the Neuro-Exuberant Proliferation Therapy (NEPT) methodology is centered on the premise that the proliferation of beneficial neurons leads to the formation of developmental stages and milestones. Over time, this process leads to the elimination of non-useful neuronal pathways. From this perspective, exercises have been selected that are extensively researched and proven to yield significant neurodevelopmental advancements, specifically those categorized as "exuberant proliferation."
Literature Review
The meta-analysis conducted by Delani (2021) reveals that employing aerobic exercise, particularly at high intensity, is highly effective in mitigating the symptoms associated with autism spectrum disorder. Some observed effects of this intervention include a reduction in stereotyped behaviors and repetitive movements, as well as improvements in sleep pattern regularity and attention span. According to Delani (2021), these findings have the potential to substantially influence the design of therapy programs and the organization of special education in schools. Additionally, recent research by Jackson et al. (2022) highlights that performing aerobic exercises synergistically can yield even more substantial positive effects.
It has also been observed that when these exercises are performed intermittently at a high intensity and at a moderately to intensely challenging level, they can lead to significant enhancements in cognitive flexibility and social performance among individuals (Mamari et al., 2017). Sensory integration plays a pivotal role in the effectiveness of these interventions. Researchers have observed that the successful integration of sensory inputs, encompassing the proprioceptive (body position), vestibular (balance and movement), and interoceptive (internal bodily sensations) systems, has a profound impact during combined exercise training. This integrated sensory input is critical for developing the skills necessary for participating in a broad spectrum of daily activities (Miller et al., 2014).
Methodology
The research employed a mixed-methods approach, being both fundamental and applied in nature. To design and assess the desired intervention, the Goodman Delphi method (1987) was utilized. In the first step, the "pre-clinical stage," an extensive review of scientific databases was conducted using the keywords "Neurodevelopment," "Autism," and "Proliferation." A total of 103 studies demonstrating the highest reported rates of neurodevelopmental progress in children diagnosed with neurodevelopmental disorders, particularly autism spectrum disorder, were identified and collected for reference.
The review process, specifically the second step in the research methodology, involved the selection of 15 meta-analysis studies that comprehensively assessed recent research and included larger sample sizes with input from a broad group of expert researchers. The theoretical foundations and main aspects of the desired treatment method were extracted from these studies, in accordance with neurological functions and aligned with relevant specialized texts. The initial treatment plan was subsequently developed under the supervision of psychology professors. The principles, techniques, and theoretical and functional areas considered by the author in designing the chosen treatment method were presented to relevant field experts. These experts evaluated the components and provided feedback, which the author incorporated into the final intervention.
Results
The comparative analysis of the average scores of the subjects in the experimental group between the pre-test and post-test phases demonstrates a favorable progression in the attributes linked to communication, gross motor skills, and problem-solving abilities. The findings indicate a significant impact of the intervention strategy on these three specific factors.
The research data reveal statistically significant improvements in the problem-solving (p = 0.000), communication (p = 0.008), and gross motor skills variables. These three factors also exhibit substantial effect sizes of 43%, 27%, and 26%, respectively. Notably, the personal-social skills and fine motor skills variables, while showing change, were not statistically significant (p = 0.427 and p = 0.221, respectively) and did not demonstrate substantial effects within the three-month study period.
Table 1- The results of multivariate analysis of covariance of ASQ scales
Eta Squared
Level of Significance
F
Mean Square
Degree of Freedom
Sum of Squares
Source
0.269
0.008
8.458
246.637
1
246.637
Communicating
0.256
0.009
7.896
157.877
1
157.877
Gross Movements
0.064
0.221
1.586
4.948
1
4.948
Subtle Movements
0.430
0.000
17.334
161.24
1
161.24
Problem Solving
0.028
0.427
0.653
8.854
1
8.854
Personal-Social Skills
The GARS-3 test scores of the experimental group show considerable improvement between the pre-test and the post-test assessment across all dependent variables. According to the results obtained during the post-test phase, the NEPT method was found to be effective in addressing symptoms related to repetitive and stereotyped behaviors (67%), social interactions (57%), social communication (57%), and emotional reactions (67%). The overall efficacy of the therapy on the total symptoms of autism is estimated at 86%.
Table 2- Mancova test results of GARS-3 Gilliam autism scales
Eta Squared
Level of Significance
F
Mean Square
Degree of Freedom
Sum of Squares
Source
0.674
0.000
47.507
51.252
1
51.252
Stereotyped Behaviors
0.567
0.000
30.091
17.696
1
17.696
Social Interactions
0.570
0.000
30.531
5.936
1
5.936
Social Communication
0.675
0.000
47,860
11.418
1
11.418
Emotional Reactions
0.865
0.000
147.814
392.869
1
392.869
All Symptoms of Autism
Discussion
The findings align with several preceding meta-analytical studies pertaining to stereotypic behaviors, obsessive interests, and emotional reactions (Elliott et al., 1994; Seliberti et al., 1997; Long et al., 2010; Delaney, 2021). However, certain other investigations, such as Linderman et al. (1999), display conflicting results. These discrepancies can be attributed to various factors, including the age of the children at intervention, session quality, the combination of exercises, the level of the child's engagement in activities, and the number of sessions provided.
Studies conducted by Schaff et al. (2014), Basu et al. (2017), and Hong et al. (2020) corroborate the findings of this research. These researchers highlight that aerobic exercise leads to increased levels of brain-derived neurotrophic factor (BDNF), which supports the expansion of neural networks. This process results in modified behavioral patterns through heightened flexibility and the formation of new neural connections (Lees & Hopkins, 2013; Mandelsi et al., 2018; Arida et al., 2021).
Numerous meta-analyses, including those conducted by Liao et al. (2015), Basu et al. (2017), Hong et al. (2020), Jia et al. (2022), and Li et al. (2023), affirm the overall positive influence of aerobic exercise on cognitive performance, tasks related to the prefrontal cortex, and its beneficial impact on emotional states, mood, and emotional regulation. This positive effect can be attributed to the mechanisms of action of brain-derived neurotrophic factor (Caro et al., 2003) and nerve growth factors.
Conclusion
It can be stated that the NEPT method, as an initial behavioral intervention with a neurodevelopmentally oriented approach, has demonstrated considerable effects on developmental factors. Emphasizing the importance of development, rehabilitation must transcend survival and focus on nurturing growth. The NEPT method has the potential to spark a profound transformation in the realm of rehabilitation by shifting the focus from survival to comprehensive development.
Research Paper
Hoda Faramarzi; Saeed Rezayi; Mehdi Dastjerdi Kazemi; Inayatullah Zamanpour
Abstract
It is widely recognized that children with dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD) often experience significant auditory processing difficulties, and delayed intervention can lead to long-term academic and social consequences. This study aimed to design a cognitive rehabilitation ...
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It is widely recognized that children with dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD) often experience significant auditory processing difficulties, and delayed intervention can lead to long-term academic and social consequences. This study aimed to design a cognitive rehabilitation program based on "Fast ForWord" and evaluate its effectiveness in improving auditory processing in children diagnosed with comorbid dyslexia and ADHD. The statistical population consisted of all 7- to 9-year-old elementary students in Tehran during the second semester of the 1401 academic year who had a formal diagnosis of both conditions. From this population, 30 participants were selected and randomly assigned to either an experimental group (n=15) or a control group (n=15). The experimental group received the "Fast ForWord" cognitive rehabilitation program over ten 45-minute sessions. Assessment tools included the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), the Moradi et al. (2015) Reading and Dyslexia Test, the Conners Parent Rating Scale (1998), and Fisher's Auditory Problems Checklist (1976). Data were analyzed using Multivariate Analysis of Covariance (MANCOVA). The results indicated that the "Fast ForWord" program produced significant improvements in the auditory processing abilities of children in the experimental group. These findings suggest that this program can be an effective intervention for specialists working with children with neurodevelopmental disorders.
Keywords: Attention Deficit Hyperactivity Disorder, Cognitive Rehabilitation, Dyslexia, Fast ForWord
Extended Abstract
Introduction
Children diagnosed with Dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD) display distinct functional and anatomical differences in specific components of the central auditory nervous system compared to their neurotypical peers. One of the most notable characteristics commonly seen in these children is difficulty in auditory processing. Children grappling with auditory processing issues typically encounter difficulties in accurately processing and interpreting auditory information, especially when dealing with multiple speech streams or environmental noises. These difficulties can encompass challenges in discerning words amidst background sounds and following verbal instructions when multiple sounds compete for attention.
Fast ForWord is a cognitive rehabilitation program recognized for its effectiveness in addressing language-based learning impairments. The program trains a broad array of cognitive functions related to language, encompassing sound decoding, content comprehension, and the formation of connections between learning and brain development (Doidge, 2007; Ghasemzadeh, 2014). Over the past 25 years, Fast ForWord has seen significant advancements in both research and clinical applications for language therapy. The first area involves using neuroimaging and behavioral techniques to examine individual differences in language development and the causes of language-based learning disorders. The second area explores neurobiological methods initially developed to study neural plasticity in animal models. Research indicates that children who have completed the Fast ForWord program exhibit significant improvements in standardized assessments of speech, language, and auditory processing (Doidge, 2007; Ghasemzadeh, 2014).
Delays in providing timely intervention for dyslexia and Attention-Deficit/Hyperactivity Disorder can lead to repercussions that are difficult to reverse. Such delays often trigger a cascade of academic failures and cause substantial harm to a child's self-esteem. These consequences underscore the critical importance of early and accurate diagnosis, coupled with innovative and prompt intervention. Research has shown that the earlier a child receives intervention, the more favorable the outcomes will be (Chiappedi et al., 2007).
The lack of research on the use of the "Fast ForWord" intervention for children with comorbid dyslexia and Attention-Deficit/Hyperactivity Disorder highlights a significant gap in the literature. Moreover, the limited availability of training programs for the "Fast ForWord" method in Iran further underscores this deficiency. The development of effective educational programs tailored to the unique needs of children with these co-occurring conditions is widely regarded as a significant educational priority. The principal objective of this research is, therefore, to design a cognitive rehabilitation program based on "Fast ForWord" and to assess its efficacy in improving the auditory processing abilities of children diagnosed with both dyslexia and Attention-Deficit/Hyperactivity Disorder.
Research Question
This study examines the effectiveness of the "Fast ForWord" cognitive rehabilitation program in improving the auditory processing abilities of children diagnosed with dyslexia and attention-deficit/hyperactivity disorder.
Literature Review
Gilam et al. (2008) conducted a study to assess the effects of the "Fast ForWord" intervention on children with language impairment. The findings demonstrated that the participants exhibited notable enhancements in their overall language scores and auditory background test performance. In another study, Camarata (2016) examined the efficacy of the Fast ForWord treatment in enhancing language abilities among children diagnosed with language impairments. The outcomes indicated that Fast ForWord significantly improved the participants' language scores.
Methodology
The research approach for this study involved both theoretical and methodological components. In the initial stage, the "Fast ForWord" program was developed and its content validity was assessed. In the subsequent stage, a quasi-experimental method was employed using a pre-test, post-test design with a control group and a follow-up period. The statistical population consisted of all 7- to 9-year-old elementary school students in Tehran diagnosed with comorbid dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD) in the second semester of the 1401-1402 academic year. From this population, 30 participants were selected and randomly assigned to two groups: an experimental group (n=15) and a control group (n=15).
Specific inclusion and exclusion criteria were established to ensure the selected subjects were appropriate for the study. The inclusion criteria were: (1) age between 7 and 9 years; (2) current enrollment in an elementary school in Tehran; (3) no documented history of other psychological disorders; and (4) a confirmed diagnosis of both dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD) by a specialist.
The exclusion criteria, designed to maintain the study's integrity, were: (1) concurrent participation in any other rehabilitation program; (2) voluntary withdrawal from the study; or (3) absence from more than two sessions. Informed consent was obtained from both the children and their families. Psychiatric records and diagnostic tests were used to validate the diagnoses.
Results
Table 1. The results of univariate covariance analysis of the difference between the experimental and control groups in the sand processing components
Variable
Source
Sum of Squares
Degree of Freedom
Mean Square
F
evel ofL Significance
Effect Size
Understanding
etweenB Groups
36.704
1
36.704
7.711
0.014
0.340
Error
71.396
15
4.760
You are harsh
Between Groups
37.787
1
37.787
5.415
0.034
0.265
Error
104.671
15
6.978
Attention
Between Groups
14.417
1
14.417
5.680
0.031
0.275
Error
38.074
15
2.538
Attention Span
Between Groups
24.344
1
24.344
8.666
0.010
0.366
Error
42.138
15
2.809
Hoarse voice
Between Groups
27.705
1
27.705
9.451
0.008
0.387
Error
43.972
15
2.931
Differentiation
Between Groups
146.470
1
146.470
11.265
0.004
0.429
Error
195.030
15
13.002
Short Term Memory
Between Groups
52.389
1
52.389
6.284
0.024
0.295
Error
125.049
15
8.337
Long Term Memory
Between Groups
115.237
1
115.237
15.494
0.001
0.508
Error
111.565
15
7.438
Stage Memory
Between Groups
46.230
1
46.230
7.595
0.015
0.336
Error
91.306
15
6.087
Speech Problems
Between Groups
30.782
1
30.782
5.891
0.028
0.282
Error
78.373
15
5.225
Coordination of Seeing and Hearing
Between Groups
61.205
1
61.205
12.515
0.003
0.455
Error
73.360
15
4.891
Stigma
Between Groups
25.422
1
25.422
8.443
0.011
0.360
Error
45.165
15
3.011
Performance
Between Groups
162.359
1
162.359
8.489
0.011
0.361
Error
286.874
15
19.125
The obtained data, as presented in the table, indicate a statistically significant difference in auditory processing levels between the control and experimental groups. Based on these results, it can be concluded that the "Fast ForWord" intervention was effective in improving the auditory processing abilities of children diagnosed with comorbid dyslexia and Attention-Deficit/Hyperactivity Disorder.
Discussion
The primary objective of this research was twofold: first, to develop a cognitive rehabilitation program based on "Fast ForWord," and second, to evaluate its efficacy in improving the auditory processing abilities of children diagnosed with comorbid dyslexia and Attention-Deficit/Hyperactivity Disorder.
This situation aligns with the perspective of experts who posit that children with language-based learning disabilities frequently encounter difficulties in recognizing and rapidly processing auditory information. This challenge is often described as a generalized processing deficit within the temporal region. In this context, the "Fast ForWord" program can be considered a targeted intervention method specifically designed to address the language-specific obstacles these children face.
This theoretical framework posits that language learning difficulties stem from a deficit in the temporal processing of auditory input. It is therefore proposed that intensive training with the "Fast ForWord" program—which adheres to behavioral principles and systematically increases temporal processing demands—can retrain the underlying neural mechanisms. This retraining, in turn, is expected to enhance language abilities and lead to subsequent improvements in auditory processing.
Conclusion
In conclusion, auditory processing deficits in children with comorbid dyslexia and Attention-Deficit/Hyperactivity Disorder significantly contribute to the challenges they face. The implementation of the "Fast ForWord" cognitive rehabilitation program, which emphasizes rapid auditory processing, represents an effective intervention. This program shows considerable potential for improving not only auditory processing skills but also the overall daily functioning of children with these conditions.
Acknowledgments
The authors extend their sincere gratitude to all the participants and their families whose involvement was essential to this study. We also thank the dedicated staff and administrators at Marjoui School for their invaluable cooperation and support throughout the research process. This work would not have been possible without their generous contribution of time and effort.
Research Paper
Seyyedeh Zahra Seyyed Noori; abbasali hossein khanzadeh; Abbas Abolghasemi; Iraj Shakerinia
Abstract
The present study aimed to effectiveness of simultaneous training of various executive functions (hot and cool; focused on simultaneous parent-child training) on improving the empathy of children with attention deficit hyperactivity disorder. This research was a quasi-experimental study with pretest-posttest ...
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The present study aimed to effectiveness of simultaneous training of various executive functions (hot and cool; focused on simultaneous parent-child training) on improving the empathy of children with attention deficit hyperactivity disorder. This research was a quasi-experimental study with pretest-posttest control group design. The statistical population of the present study consisted of all 9 to 12-year-old children with ADHD in Rasht who referred to medical-educational-research centers in 2021. The sample consisted of 26 mothers and children with ADHD from the statistical population who were selected through convenience sampling, based on the inclusion criteria. They were then equally assigned to two (control and experiment) groups. The children in the experimental group and their mothers each received the intervention program in 10 sessions. The instruments used included Cognitive demographic questionnaire, Canners Parent Rate Scale, Empathy Questionnaire. data were analyzed using analysis of covariance. Findings showed that training of various executive functions (hot and cool; focused on simultaneous parent-child training), had a significant effect on improving the total score of empathy (P<0.01), empathy subscales of social motivation (P< 0.01), cognitive empathy (P< 0.05), emotional empathy of friend’s orientation (P< 0.01), effective empathy of family orientation (P< 0.05) on children with ADHD. These results suggest that multifaceted interventions that target executive actions in children with attention deficit / hyperactivity disorder can be a promising approach to improving empathy in these children.
Keywords: Hot and Cool Executive Functions, Parent and Child, Attention Deficit Hyperactivity Disorder, Empathy.
Extended Abstract
Introduction
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders, characterized by symptoms of inattention, hyperactivity, and impulsivity (Mechler, Banaschewski, Hohmann, & Hage, 2021). Beyond its core symptoms, empirical evidence suggests that children with ADHD often struggle with emotional expression, facial recognition, prosody perception, theory of mind, and empathy (Singh, Arun, & Bajaj, 2021). Empathy refers to the ability to understand and emotionally resonate with others’ experiences (Bugatti, 2021). Among various factors influencing empathy, executive functions (EFs) play a foundational role (Friesen, 2019).
Executive functions are typically categorized into two domains: "cool" and "hot." Cool EFs encompass cognitive, emotionally neutral processes such as metacognition, cognitive flexibility, inhibition, working memory, planning, and problem-solving, which are primarily associated with lateral prefrontal regions. In contrast, hot EFs involve emotionally and motivationally salient processes such as behavioral regulation, emotional control, and decision-making, linked to medial and anterior prefrontal areas (Zelazo, 2020; Nemeth & Chustz, 2020).
Neuroimaging and neuroscientific studies indicate that dysfunctions in the prefrontal cortex among individuals with ADHD may be associated with reduced empathy—precisely the region implicated in executive functioning (Taiwo, 2018; Ronel, 2018). Research by Li, Liu, Yan, & Feng (2020) demonstrated that EF training can enhance emotional competence in preschoolers, with inhibitory control and working memory significantly predicting emotional development. Similarly, findings by Ghadiri & Soleimani (2021) revealed that EF training improved empathy in children with high-functioning autism.
Developmental psychology literature also highlights the pivotal role of parents in shaping children’s executive functions (Motamed Yeganeh, Afrooz, Shokoohi-Yekta, & Weber, 2019). O'Neill, Rajendran, & Halperin (2012) emphasized the importance of parental involvement in ADHD interventions, particularly through play-based neurodevelopmental and social facilitation. Despite these insights, prior studies have predominantly focused on cool EFs, neglecting the hot dimension. Moreover, most interventions have been child-centered, with limited use of simultaneous parent-child approaches.
Given this research gap, the present study aimed to investigate the effectiveness of a simultaneous parent-child training program targeting both hot and cool executive functions on improving empathy in children with ADHD.
Methodology
This quasi-experimental study employed a pretest-posttest control group design. The statistical population included all children aged 9–12 diagnosed with ADHD in Rasht, Iran, who attended educational-therapeutic centers during the first half of 2021. A sample of 26 children who met the inclusion and exclusion criteria was selected via convenience sampling and randomly assigned to an experimental group and a control group. Both the children and their mothers in the experimental group received a 10-session intervention program. The instruments included the 48-item Conners Rating Scale and the Empathy Questionnaire for Children and Adolescents.
Results
Based on the findings presented in Table 5, the F-value for the empathy subcomponent of social motivation was 28.412, which was statistically significant (p <.01). The F-value for cognitive empathy was 5.649 (p <.05). Affective empathy with peer orientation yielded an F-value of 10.999 (p <.01), while affective empathy with family orientation showed an F-value of 5.915 (p <.05). These results indicate statistically significant differences between the experimental and control groups across all four empathy dimensions.
Table 1: ANOVA Results Comparing Experimental and Control Groups on Children's Empathy Components
Empathy Component
SS (Between)
SS (Error)
MS (Between)
MS (Error)
F
p
Effect Size
Power
Social Motivation Empathy
38.603
27.174
38.603
1.359
28.412
0.001
0.587
0.999
Cognitive Empathy
2.639
9.343
2.639
0.467
5.649
0.05
0.22
0.619
Affective Empathy (Peer Orientation)
6.164
11.208
6.164
0.56
10.999
0.01
0.355
0.884
Effective Empathy (Family Orientation)
3.602
12.178
3.602
0.609
5.915
0.05
0.228
0.638
Discussion
The present study aimed to examine the effectiveness of a simultaneous parent-child training program targeting both hot and cool executive functions on improving empathy in children with Attention-Deficit/Hyperactivity Disorder (ADHD). The findings indicated that this training significantly improved empathy in children with ADHD. These results are consistent with previous research conducted by Friesen (2019) and Ghadiri & Soleimani (2021).
One possible explanation for these findings is that improved executive functioning enhances children's ability to decode social and emotional cues, thereby positively influencing their interpersonal relationships (Ghadiri & Soleimani, 2021). Moreover, repetition and practice play a crucial role in strengthening executive functions, which in turn support emotional regulation and empathic behavior. Repeated tasks and games facilitate the maturation of prefrontal inhibitory mechanisms, gradually enabling children to regulate emotional impulses. The more children engage in prosocial play, the more rapidly and effectively their prefrontal regulatory systems develop, allowing them to inhibit impulsive motivations (Panksepp, 2007).
Research also highlights the importance of parental involvement in improving the functioning of children with ADHD (Motamed Yeganeh, Afrooz, Shokoohi-Yekta, & Weber, 2019; O'Neill, Rajendran, & Halperin, 2012). In fact, parental warmth, cooperation, and acceptance contribute to reduced behavioral problems, decreased egocentrism, and an enhanced capacity for understanding and accepting others.
Due to limitations imposed by the COVID-19 pandemic, follow-up assessments could not be conducted in this study. Therefore, it remains unclear whether the observed improvements in hot and cool executive functions—and their impact on empathy—are sustained over time. Future research is recommended to include follow-up phases and to extend the investigation to other age groups and psychological conditions, such as learning disorders and anxiety disorders. It is also suggested that the effectiveness of this intervention be compared with other therapeutic approaches.
Conclusion
The findings of this study revealed that simultaneous training of various executive functions—both hot and cool—in joint parent-child sessions had a positive impact on enhancing empathy in children with ADHD. These results may pave the way for developing more effective interventions in the field of cognitive and emotional rehabilitation for these children.
Acknowledgments
We extend our sincere gratitude to all the individuals who participated in this research.
Research Paper
shahrooz nemati; rahim badri; shahram ,vahedi; Niloufar Broumandzadeh
Abstract
Specific learning disability is neurodevelopmental disorder that was considered from positive psychology approach in recent years. The aim of the current research was to draw concept map of positive psychology constructs in specific learning disability. The research design was a systematic review study. ...
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Specific learning disability is neurodevelopmental disorder that was considered from positive psychology approach in recent years. The aim of the current research was to draw concept map of positive psychology constructs in specific learning disability. The research design was a systematic review study. Through the PRISMA model, research findings related to the variables of positive psychology constructs in specific learning disability will be examined. In the same vein a systematic review study method with use of positive psychology key words and specific learning disability, dyslexia, dysgraphia, dyscalculia, positive thinking, optimistic, resilience, hope, Gratitude, wellbeing, positive relationships, strengths, satisfaction, hardiness, mindfulness, positive emotion from web the Data (Pubmed, Eric, Scopus, Sid, Irandoc,Noormags, Ebsco,Science Direct,Pro Quest, Springer), was conduct in accordance with research objectives to executed current study. The findings of this study showed that positive psychology constructs include psychological well-being, resilience, optimistic, mental health, quality of life, Happiness, hope, life Satisfaction, gratitude and spirituality are most effective key words in co-occurrence network and positive psychology projects have emphasized on mentioned constructs. Research evidence expressive that reinforcement and recovery of positive psychology constructs can be useful for student with specific learning disability. This study was indicating important of positive psychology constructs in specific learning disability, thus recommend for achieving better result in specific learning disability merge the evidence based and research activities with clinical and treatment activities.
Keywords: Positive Psychology Constructs, Specific Learning Disorder, Systematic Review Study
Extended Abstract
Introduction
Specific learning disabilities are lifelong neurodevelopmental conditions that present developmental challenges in different areas, including disorders in reading, writing, and mathematics. The processes of intervention and education for students with specific learning disabilities are influenced by shifts in prevailing psychological paradigms. Notably, one of the most important and effective paradigms in the field of psychological intervention and research is positive psychology. Positive psychology emphasizes that individuals with learning disabilities possess unique strengths and competencies that should be recognized, understood, and strengthened through supportive programs. Positive psychology helps students with learning disabilities focus on their abilities rather than their limitations, and this shift in focus leads to positive long-term outcomes. These students face numerous challenges, and positive psychology frameworks can help them manage these difficulties and achieve positive results. Therefore, this article introduces and examines evidence-based findings on the application of positive psychology in the field of specific learning disabilities, clarifying its theoretical foundations and implementation methods. A systematic review and analysis of previous experimental research on positive psychology in the context of specific learning disabilities contributes theoretically to the refinement and expansion of related theoretical perspectives. Furthermore, synthesizing existing research evidence provides practical clinical and research directions for future interventions for researchers and practitioners.
Literature Review
Positive psychology constructs have a rich history in the field of disability studies, and research evidence supports the effectiveness of applying positive psychology concepts to various outcomes in specific learning disabilities. These outcomes include self-concept (Ghazi Abed, 2017); quality of life and self-determination (Wehmeyer, 2021); mindfulness (Wehmeyer, 2021; Dehghani, 2022; Badri Gargari et al., 2019; Nemati et al., 2018); well-being (Tiwari & Upadhyay, 2020); strengths and positive characteristics (Wehmeyer, 2021); positive thinking, self-talk, and optimism (Feeney, 2019; Ghazi Abed, 2017; Kadampour et al., 2021); resilience (Georgiadi, 2020; Ofiesh & Mather, 2013; Naemi & Faeghi, 2018); empathy (Eyuboglu et al., 2018); hope (Dehghani et al., 2022); and coping strategies (Wehmeyer, 2021).
Method
The present study is a systematic review that examines relevant research findings using the PRISMA model and bibliometric analysis. Searches were conducted across various databases using specialized keywords related to positive psychology constructs and specific learning disabilities. Keywords included terms such as specific learning disability, reading disorder, writing disorder, math disorder, gratitude, resilience, empathy, forgiveness, positive thinking, optimism, psychological well-being, positive relationships, strengths, happiness, psychological toughness, positive emotions, satisfaction, and mindfulness. The search period covered publications from 1985 to 2022.
Result
The initial search identified 2,178 papers. Given the high volume of results, a bibliometric analysis of keyword co-occurrence was applied to refine the search, resulting in 1,847 papers. The retrieved data were analyzed using VOSviewer software, and a co-occurrence network of the authors' keywords was generated. This network contained 214 nodes, 2,193 links, and 11 clusters where keywords co-occurred at least five times. The most relevant keywords included depression, psychological well-being, mental health, optimism, hope, and resilience.
Figure 1. Co-occurrence network of keywords by authors
To identify the most influential keywords, the network was exported in GML format and imported into Gephi software for network analysis. Table 1 presents the most influential keywords within the co-occurrence network.
Table 1. The most influential keywords in the co-occurrence network
Positive psychology
2
9271.2016
176
0.1
Welfare
7
8271.2016
108
735907.0
Resilience
1
1756.2017
107
72526.0
Depression
1
15942.2016
80
603565.0
Optimism
1
15.2015
75
570486.0
Mental health
5
6667.2017
69
512835.0
Quality of life
1
7458.2015
68
506579.0
Happiness
7
2157.2016
62
490891.0
Hope
3
5.2015
61
490889.0
Satisfaction with life
6
8537.2015
54
469145.0
Psychological well-being
9
24.2016
52
4459.0
Gratitude
2
2059.2017
54
434805.0
Spirituality
2
9429.2014
46
412952.0
To identify research fields, a citation network was created from references cited at least five times. The resulting network consists of 77 nodes, 865 edges, and 7 clusters, as shown in Figure 2.
Figure 2. Citation network of cited references
To identify the most influential documents, the network graph was exported in GML format and imported into Gephi. After calculating the average degree and eigenvector centrality, the documents were ranked, and the top 10 influential documents are presented in Table 2.
Table 2. Documents with the highest eigenvector centrality in the mentioned reference network
Authors
Title
Degree
Eigenvector
centrality
Seligman and
Sesikzentmihalya (2014)
Introduction an positive psychology
151
780412.0
Seligman et al. (2005)
Positive Psychology Progress: Empirical Validation of Interventions
75
628162.0
Scheier and Carver (1985)
Optimism, Coping, and Health
70
35671.0
Fredikson (2001)
The Role of Positive Emotions in Positive Psychology
94
049531.0
Sin and Limborski (2009)
Enhancing Well-being and Alleviating Depressive Symptoms with Positive Psychology Interventions
11
022558.0
Lotans et al. (2007)
The Importance Of Positive Psychology
32
021444.0
Wang and Gan (2020)
Exploring the Demotivational Factors of Learning English Based on Positive Psychology
5
006168.0
Bollier et al (2013)
Positive Psychology Interventions: A Meta-Analysis
21
0.0
McIntyre et al. (2019)
Setting an Agenda for Positive Psychology:
3
0.0
Wang et al. (2021)
Research and Experience of Positive Psychology in Foreign/Second Language Learning and Education
1
0.0
Discuss
In the present research, first the keywords were searched in the relevant databases. Articles that were in harmony with the keywords of the research were selected. After identifying the articles, a number of articles were removed due to not reporting the information properly also some of them were left out of the research process due to the lack of subject compatibility after reviewing the title and abstract. Finally, after a detailed review of the full text of the articles, 25 articles were selected as the final research community in terms of the relevance of the research topic. The content of these domestic and foreign articles was related to positive psychology constructs in the field of special learning disabilities, and they were also the main goal of the present study.
Conclusion
The present study drew a conceptual map of positive psychology constructs in the field of special learning disabilities. Research evidence supports the usefulness of using positive psychology constructs in the field of special learning disabilities. This usefulness is observable in most researches including Wehmeyer, 2021; Ghadampour et al, 2021; Wright, 2020; Georgiadi, 2020; Goldberg, 2020; Tiwari Upadhyay, 2020; Feeney, 2019; Ayuboglu et al, 2018; Ghazi Abed, 2017; Ofish & Mother, 2013; Dehghani et al., 1401; Dehghani et al., 1400; Badri Gregari et al., 2019; Nemati et al., 2018; Naimi and Faeghi, 2017. Positive psychology is the study of flourishing, optimal functioning and well-being of human being. For many people, disability and learning disorder is considered as a defect or disease that is permanent and needs to be treated, but all members of society should understand that people suffering from special learning disabilities also have strengths and potentials that should be nurtured and they can also experience optimal human performance.