Research Paper
nafiseh rafiei; Marzieh Beygi Habib Abadi
Abstract
The present study was conducted with the aim of investigating the effect of teaching cognitive strategies on correcting the problems of written expression of blind elementary school students. This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical ...
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The present study was conducted with the aim of investigating the effect of teaching cognitive strategies on correcting the problems of written expression of blind elementary school students. This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population included all blind students of the second year of elementary school in Isfahan city in the academic year of 2023- 2024, which were 31 people. Using available sampling method, 20 blind students of fifth and sixth grade were selected as samples and replaced by random assignment in two experimental and control groups of 10 people. Cognitive strategies training was conducted in 40 sessions of 45 minutes and in five stages for the experimental group. In this research, the written expression questionnaire of Adamzadeh (2016) based on the program of educational sessions adapted from Englert (1990) was used. The data were analyzed by multivariate correlation analysis using spss 23 software. The results showed that the experimental and control groups had a significant difference in written expression (P<0.01) and the training program (power) had a positive and significant effect. Therefore, it can be concluded that the training of cognitive strategies improves the problems of written expression. Blind students has an effect and can be useful and effective as an efficient method in correcting the problems of written expression of blind students.
Research Paper
Abolghasem Yaghoobi; Mohammad Reza Roshanaei; Zeinab Ghorbany; Yarmohamadi Vasel Shahryar
Abstract
The aim of this study was to investigate the effect of cerebellar training method on emotion regulation and attention maintenance in children with attention deficit-hyperactivity disorder. The present study was a pre-test-post-test semi-experimental with a control group. The statistical population included ...
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The aim of this study was to investigate the effect of cerebellar training method on emotion regulation and attention maintenance in children with attention deficit-hyperactivity disorder. The present study was a pre-test-post-test semi-experimental with a control group. The statistical population included students aged 9 to 12 in Tehran, from whom 40 people with ADHD symptoms were selected by convenience sampling and randomly assigned to two experimental and control groups of 20 people. The instruments used included the Emotion Regulation Questionnaire (Shields, & Cicchetti, 1997), the Attention Maintenance/Continuous Performance Test (Rosold et al, 1956), and the Cerebellar Training Approach (Ayres, 1974). The experimental group underwent cerebellar training for 20 sessions and then a post-test was administered. The results of multivariate analysis of covariance showed that the difference in mean scores of emotion regulation and attention maintenance after cerebellar training compared to the control group was significant (P<0.01); So that cerebellar training method improved emotion regulation and attention maintenance in children with attention deficit hyperactivity disorder. Based on this, it can be said that the cerebellar training program, due to its reliance on direct sensory, physical, and motor experiences, affects the cerebellum and improves its function, and subsequently improves the function of the sensory, emotional, and attentional systems.
Research Paper
Zahra Abbasi Kerdabadi; Amir Ghamarani
Abstract
Developmental delays in brain growth significantly limit the academic, social, emotional, and behavioral abilities of individuals with intellectual disabilities. In recent years, Polyvagal Theory has emerged as a robust framework for addressing various psychological challenges. Therefore, the aim of ...
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Developmental delays in brain growth significantly limit the academic, social, emotional, and behavioral abilities of individuals with intellectual disabilities. In recent years, Polyvagal Theory has emerged as a robust framework for addressing various psychological challenges. Therefore, the aim of this study was to investigate the effectiveness of Polyvagal Theory-based therapy on social skills and behavioral problems in students with developmental intellectual disabilities. This quasi-experimental research employed a pre-test, post-test design with a control group. A convenience sampling method was used to select 30 students with developmental intellectual disabilities, who were then assigned to either the experimental or control group. The experimental group underwent 10 sessions of 90-minute interventions (two sessions per week). The research tools included the Social Skills Rating Scale (SSRS) by Gresham and Elliott (1990) to assess social skills and behavioral problems. Data were analyzed using analysis of covariance (ANCOVA) in SPSS software. The results indicated that the Polyvagal Theory-based intervention package significantly improved social skills (F = 19.94, p = 0.001) and reduced behavioral problems (F = 16.43, p = 0.001) at a significance level of 0.05. According to the findings of this study, Polyvagal Theory-based therapy had a significant impact on enhancing social skills and reducing behavioral problems in students with developmental intellectual disabilities. These findings offer positive outcomes for children with special needs.
Research Paper
maryam shkoohirad; Jalil Babapour; Mostafa Zarean; Majid Mahmoodalilou
Abstract
The aim of the present study was to determine the efficiency of an integrated program of parent-child interaction, parent training, and family resilience on challenging behaviors and sensory processing in children with high-functioning autism spectrum disorder.This research was a quasi-experimental type ...
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The aim of the present study was to determine the efficiency of an integrated program of parent-child interaction, parent training, and family resilience on challenging behaviors and sensory processing in children with high-functioning autism spectrum disorder.This research was a quasi-experimental type with a pre-test-post-test design with control grope. The ststistical population included children aged 5 to 8 years, high functioning, with speech and language, living in Tehran in 1403, who were selected by convenience sampling and randomly assigned to 15 people in each group. Participants completed the Challenging Behavior Questionnaires (CCBS) and the Down School Sensory Profile (1999) for the pre-test. Then, the experimental group and their parents received 8 sessions (one hour for the child, half an hour for the family) of the program over two months, while the control group did not receive any intervention. Finally, both groups completed the questionnaires again as a post-test. Data were analyzed through multivariate analysis of covariance. The mean scores of challenging behavior control in the experimental group increased and the mean scores of sensory processing problems decreased. Conclusion: The integrated program of parent-child interaction, parent education, and family resilience is effective in increasing the ability to control challenging behavior and reducing sensory processing problems in children with high-functioning autism.
Research Paper
Kamyar Azimi; Manizheh Shehni Yailagh; Alireza Hajiyakhchali
Abstract
Challenges with basic numerical skills at an early age can lead to substantial gaps in mathematical learning and performance, with detrimental long-term consequences. This study aimed to investigate the impact of a ThinkMath intervention programme on the early numerical skills and mathematical performance ...
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Challenges with basic numerical skills at an early age can lead to substantial gaps in mathematical learning and performance, with detrimental long-term consequences. This study aimed to investigate the impact of a ThinkMath intervention programme on the early numerical skills and mathematical performance of first-grade children at risk for mathematical learning difficulties. The current research is a field experiment. In total, 30 first-grade children at risk of mathematical learning difficulties who were studying in the 2022-2023 academic year were randomly assigned to experimental and control groups. The intervention program for children in the experimental group was performed during 15 sessions of 30 to 45 minutes, while the control group received conventional classroom instruction. Compared to the control group, the experimental group showed a significant improvement in early numerical skills (d = 0.73) and mathematical performance (d = 0.66) with a medium effect size. These effects were also visible six weeks after the intervention (follow-up). Overall, the findings suggest that early numerical skills and mathematical performance in children at risk for mathematical learning difficulties are malleable and can be improved with appropriate mathematics intervention.
Research Paper
Haifaa adil same jamel alkhdar; Mohammad taghi Aghdasi; Amir Ghiami Rad
Abstract
The purpose of the present study was to investigate the effectiveness brain gym exercises on motor coordination, inhibitory control children with developmental coordination disorder (DCD). The research method was quasi-experimental with pre-test and post-test design with a control group. The statistical ...
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The purpose of the present study was to investigate the effectiveness brain gym exercises on motor coordination, inhibitory control children with developmental coordination disorder (DCD). The research method was quasi-experimental with pre-test and post-test design with a control group. The statistical population of the present study was female children aged 7-10 years with or suspected of developmental coordination disorder in Urmia city. 36 of them were selected by purposeful random sampling and placed in two groups of 18: experimental and control . The motor coordination test (KTK) to measure motor coordination and the go-no-go test to measure inhibitory control were performed similarly in the pre-test and post-test. The experimental group did brain gym exercises 3 times a week for 8 weeks, during 30-minute sessions. The data was analyzed through one-way analysis of covariance in Spss software version 26. The results showed that by controlling the pre-test score, there is a significant difference between the scores of the motor coordination and inhibitory control of the two experimental and control groups in the post-test (p=0.001). Eight weeks of brain gym exercises improves inhibitory control and coordination in children with developmental coordination disorder; therefore, it is recommended that children with developmental coordination disorder participate in brain exercise-based exercise programs.
Research Paper
Hoda Faramarzi
Abstract
One of the most obvious characteristics of children with dyslexia and attention deficit/hyperactivity disorder is difficulty in auditory processing, and failure to provide timely intervention for these children has irreparable consequences. The purpose of this research was to develop a cognitive rehabilitation ...
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One of the most obvious characteristics of children with dyslexia and attention deficit/hyperactivity disorder is difficulty in auditory processing, and failure to provide timely intervention for these children has irreparable consequences. The purpose of this research was to develop a cognitive rehabilitation program fast for word and its effectiveness on the auditory processing of children with dyslexia and attention deficit/hyperactivity disorder. The statistical population includes all 7-9-year-old elementary school students in Tehran with dyslexia and attention deficit/hyperactivity disorder who were studying in the second semester of 1401 academic year, and 30 eligible volunteers were randomly divided into two experimental groups. 15 people) and witnesses (15 people) were appointed. The experimental group received the fast for word cognitive rehabilitation program in 10 sessions of 45 minutes. The research tools included the fourth version of the Wechsler IQ test, Moradi et al.'s reading and dyslexia test (2015), Connors-Parent Form questionnaire (1998) and Fisher's list of listening problems (1976). Data were analyzed using multivariate analysis of covariance. The findings showed that the fast for word cognitive rehabilitation program was effective and improved the auditory processing of children with dyslexia and attention deficit/hyperactivity disorder in the experimental group. According to these findings, the fast for word cognitive rehabilitation program is suggested to experts as an effective intervention.