Research Paper
Abdulqahir Hamed; Salar Faramarzi; Ahmad Abedi
Abstract
The study aimed to investigate the effectiveness of parenting effectiveness training on parenting stress and academic vitality of Afghan immigrant students with specific learning disabilities living in Isfahan. The research utilized a quasi-experimental method with a pre-test and post-test design, including ...
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The study aimed to investigate the effectiveness of parenting effectiveness training on parenting stress and academic vitality of Afghan immigrant students with specific learning disabilities living in Isfahan. The research utilized a quasi-experimental method with a pre-test and post-test design, including a control group. For this purpose, 30 Afghan students living in Isfahan and their parents who were studying in the second year of primary school and in grades four to six in the academic year 2023-2024 were selected using a multi-stage sampling method and according to the criteria for entering the study and were randomly assigned to two experimental groups (15 people) and control (15 people). Parents in the experimental group underwent performance program training for two months, in eight 90-minute sessions. The control group did not receive any intervention during this period. To collect data, valid and standard instruments were used, including the Abdin Parenting Stress Questionnaire (1990), the Dehghanizadeh and Hosseinchari Academic Vitality Questionnaire (2012), and Raven's Progressive Matrices. The data were examined and analyzed using the analysis of covariance statistical method.The results showed that there was a significant difference between the performance of the two experimental and control groups in the variables of parenting stress and academic vitality in the post-test phase.In summary, it can be concluded that parenting effectiveness training was effective in reducing parenting stress and improving students' academic vitality, and its use is recommended to therapists, educators, psychologists, and counselors.
Research Paper
akbar jadidi mohammadabadi; Fariba Dortaj; Azita Salajegheh
Abstract
The purpose of this study was to investigate the relationship between negative emotions, metacognitive beliefs and self-care of parents with children with mental disabilities in Kermanin the academic year 2023-2024. This research was descriptive and correlational. The study population included all parents ...
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The purpose of this study was to investigate the relationship between negative emotions, metacognitive beliefs and self-care of parents with children with mental disabilities in Kermanin the academic year 2023-2024. This research was descriptive and correlational. The study population included all parents with mentally retarded children in Kerman that among them, a sample of 160 people (parents) were selected by Available. The negative emotions questionnaire (taken from Panas positive and negative emotion questionnaire), Wells Metacognitive Beliefs Questionnaire (1997) and World Health Organization Self-Care Questionnaire (2016) were used to collect data. Collected data were analyzed at two levels of descriptive (frequency, mean, standard deviation, etc.) and inferential (Pearson correlation, simultaneous regression and stepwise) using SPSS software. Findings showed that negative emotions have a positive and significant relationship with metacognitive beliefs and a negative and significant relationship with self-care. Also, the results of Pearson correlation showed that there is a significant negative relationship between metacognitive beliefs and self-care. The results of stepwise regression also showed that negative emotions and metacognitive beliefs are negatively and significantly able to predict self-care in parents with mentally retarded children. Therefore, it is possible to increase self-care in parents with mentally retarded children by reducing negative emotions and also by using appropriate metacognitive therapies.
Research Paper
Maryam sadat Mousavi; Morteza Taheri
Abstract
The purpose of this study is to investigate the views of teachers and parents of students with learning disabilities about the benefits and challenges of online education and their educational strategies during the outbreak of the Covid-19 virus. To achieve this goal, an exploratory case study research ...
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The purpose of this study is to investigate the views of teachers and parents of students with learning disabilities about the benefits and challenges of online education and their educational strategies during the outbreak of the Covid-19 virus. To achieve this goal, an exploratory case study research design with qualitative and quantitative data was used.In order to collect the teachers' opinions, a semi-structured interview, the questions of which were developed based on the STAR technique and according to the teachers' lived experiences, was held with six teachers of the Radiation Learning Disabilities Center of Gonabad city, and with the method of thematic analysis and coding, Qualitative data were analyzed.By adapting the online education questionnaire (Paudel, 2021) and adjusting it according to the purpose of the researcher and the studied society, the views of 100 parents of students with learning disabilities were collected.Finally, despite the increase in the media literacy of teachers and parents and the greater awareness of parents about special education and the expansion of the use of communication tools in the teaching-learning process, the attitude of teachers regarding the results of online education was negative. Quantitative data analysis showed that parents were not satisfied with online education and they believe that virtual classes in the dimensions of "student learning", "readiness for online education", "negative habits" and "suitability and modernity" "It is damaged
Research Paper
Mojghan Ghanat; Zeynab Rashidi; Fatemeh Jafarkhani
Abstract
Mobile learning, as a new paradigm in education, has significant potential to support learners with special needs, provided that a principled design is applied to the learning and teaching process. Therefore, the present study reviewed the literature in this area and followed the PRISMA guidelines to ...
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Mobile learning, as a new paradigm in education, has significant potential to support learners with special needs, provided that a principled design is applied to the learning and teaching process. Therefore, the present study reviewed the literature in this area and followed the PRISMA guidelines to determine educational strategies based on mobile learning and related design considerations for students with special needs. A search for articles in reputable scientific databases including Google Scholar, ScienceDirect, and ProQuest was conducted using specialized keywords between 2010 and 2025, and 144 articles were extracted, and 18 relevant articles were analyzed after screening. The findings indicate that platforms and tools based on mobile technologies, especially artificial intelligence, have played an effective role in improving the educational process of this group of students with access and convenience, interaction and communication, personalization and adaptation to needs, and motivation and encouragement. Although the results demonstrate the high potential of these technologies in creating inclusive learning environments, the lack of longitudinal and comparative research to accurately measure their effectiveness is a major challenge. Also, the footprint of instructional design was not seen in many articles.
Research Paper
Seyfollah Aghajani; Mohammad Zarei Nouroozi; Akbar Atadokht; Sajjad basharpoor
Abstract
The present study aimed to determine the prevalence of social-emotional problems in adolescents in Mashhad and to determine their relationship with childhood trauma and borderline personality syndrome. This study was methodologically conducted in two formats: exploratory and descriptive-correlation regression. ...
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The present study aimed to determine the prevalence of social-emotional problems in adolescents in Mashhad and to determine their relationship with childhood trauma and borderline personality syndrome. This study was methodologically conducted in two formats: exploratory and descriptive-correlation regression. The target population was all adolescent girls and boys aged 14 to 18 years in Mashhad in 2023-2024, from which 630 people were selected as a sample and available. The data collection tools were the Woodworth Psychoneurotic Inventory (WPI); Childhood Trauma Questionnaire (CTQ) and Schizotypal Trait Questionnaire-B form (STB). Pearson correlation tests and multiple regression were used to analyze the data. The results of this study showed that among social-emotional problems, avoidance-withdrawal (6.4%) and hyperactivity-impulsivity (4.8%) have a significant prevalence. In addition, there was a significant direct relationship between childhood trauma (P < 0.01, r = 0.32) and borderline personality disorder (P < 0.01, r = 0.67) with social-emotional problems, and these two variables, when combined, predicted 45% (p < 0.01) of the changes in emotional problems. These results can be used to design interventions aimed at preventing social-emotional problems in adolescents.
Research Paper
Mohammadbagher hasanvand; Fatemeh Nasr Esfahani; Seyede Masoomeh Hoseini Aghuzbani
Abstract
The purpose of this research was to investigate the effectiveness of social emotional therapy (non-violent communication) on resilience and social adaptation of intellectually disabled students. The research method was considered semi-experimental with a pre-test-post-test design with a control group. ...
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The purpose of this research was to investigate the effectiveness of social emotional therapy (non-violent communication) on resilience and social adaptation of intellectually disabled students. The research method was considered semi-experimental with a pre-test-post-test design with a control group. The statistical population included students with intellectual disabilities in Tehran, who were studying in 2024, and 30 people were selected by available sampling and 15 people were randomly assigned to the experimental group and 15 people to the control group. The students of the experimental group participated in social emotional therapy sessions. Both groups were evaluated with Vineland's Social Adjustment Questionnaire (SAQ) and Dorner's Resilience Questionnaire (RQ). The results were analyzed by the covariance test. The results showed that social emotional therapy has led to an increase in resilience and social adaptation of the experimental group compared to the control group (p<0.05). Social emotional therapy can be used as one of the upcoming interventions to promote social adaptation and resilience of intellectually disabled children.
Research Paper
Seyyedeh Somayyeh Jalil-Abkenar; zahra khademi
Abstract
This study aimed to conduct a meta-analysis on the effectiveness of cognitive behavioral play therapy on social skills of children with intellectual disabilities in Iran. In this meta-analysis study, the PRISMA method was used to define the decision-making process and organize the stages of study selection. ...
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This study aimed to conduct a meta-analysis on the effectiveness of cognitive behavioral play therapy on social skills of children with intellectual disabilities in Iran. In this meta-analysis study, the PRISMA method was used to define the decision-making process and organize the stages of study selection. the effect size of mean differences and the effect size of play therapy-based interventions were determined. Among the 19 studies conducted in Iran, 12 were selected for meta-analysis. These studies were indexed in reputable scientific databases, including Jihad University Scientific Information Database, Iran Medical Articles Database, Research Institute for Information Science, Google Scholar, Iran Scientific Documents Database, and the National Journals Database, covering the period from 2008 to 2024. These studies met the inclusion and exclusion criteria and were deemed methodologically sound, ensuring their validity for meta-analysis. the meta-analysis checklist was used as the main tool for data evaluation and selection. The comprehensive meta-analysis software was utilized for descriptive data analysis and effect size calculation in this study. The study findings showed that the effect size of mean difference rate of intervention based on play therapy on the social skills was 0.58 (p≤0.0001). According to Cohen's table, this value indicates a high effect size, demonstrating a significant impact of the intervention. The results support the effectiveness of cognitive behavioral play therapy in enhancing the social skills of children with intellectual disabilities. educational programs based on cognitive behavioral play therapy appear to be an effective approach for empowering children with intellectual disabilities in social environments.