Psychology of Exceptional Individuals

Abstract Parental acceptance of a child’s disability can play a crucial role in facilitating timely intervention and the receipt of appropriate therapeutic and educational programs. Accordingly, the present study aimed to explore the lived experiences of special education teachers regarding factors influencing parents’ acceptance of their children’s disabilities. This study was conducted using a phenomenological approach and the study population included all teachers of students with disabilities who were teaching in the city of Isfahan during the 2023–2024 academic year. Purposeful sampling was employed, and interviews were conducted with 11 participants until data saturation was reached. To analyze the interviews, Colaizzi’s method was used. The findings, after thematic extraction, were categorized into 5 main themes and 28 subthemes. The main themes were: the nature of the child’s disability, child characteristics, parental demographic characteristics, parental psychological status, and environmental conditions. Based on the findings of this study, it can be concluded that parental acceptance of disability is a multifaceted process influenced by numerous factors. These underlying factors create challenges that can delay or restrict the implementation of effective rehabilitation interventions for students. Consequently, the planning and development of future rehabilitation strategies must comprehensively address these underlying factors to maximize the effectiveness of interventions.

Abstract Post traumatic growth is a positive psychological change that may help traumatized parents recover. Therefore, the aim of the current study was to develop a sublime suffering model in parents of children with autism spectrum disorder. This study was conducted in 2024 in the city of Isfahan using a qualitative method and a grounded theory approach. The sample group reached theoretical saturation by selecting 27 parents with post traumatic growth (with the participants acknowledging the experience of growth and obtaining a score two standard deviations higher than the average in the post-traumatic growth test by Tedeschi & Calhoun (1996) by the participants). Sampling method was purposeful and semi-structured interview method was used to collect data. Data analysis was done with the systematic method of Strauss and Corbin (2008) in three stages of open, central and selective coding, and the findings included 140 open codes, 30 central codes and 5 selective codes. Based on the results of the research, a data-based model was developed, including causal factors, underlying factors, intervening factors, strategies, and consequences. Based on the results, it can be said that this model can open the way for psychologists and counselors to increase the post-traumatic growth capacity of parents of children with autism spectrum disorder.

Abstract The present study aimed to investigate the effectiveness of phonological awareness training program on reading components and academic help-seeking behaviors in students with specific learning disorder (SLD) characterized by reading impairment. This research employed a quasi-experimental design with a pre-test–post-test and a control group. The statistical population included all third- and fourth-grade students with SLD characterized by reading impairment who were referred by public schools to the Learning Disability Center in Baneh during the 2023–2024 academic year. A total of 30 students were selected through convenience sampling and randomly assigned to two groups of 15 participants each. The Shirazi and Nilipour Reading Diagnostic Test (2004) and the Ryan and Pintrich (1997) Academic Help-Seeking Questionnaire were used to assess the study variables. The intervention consisted of ten 60-minute sessions of phonological awareness training based on the tasks developed by Dastjerdi and Soleimani (2003) administered to the experimental group, while the control group received no training. Post-tests were conducted for both groups. Data were analyzed using analysis of covariance (ANCOVA). The results indicated that the phonological awareness training program had a statistically significant effect on reading components (accuracy, speed, and comprehension) as well as academic help-seeking behaviors. These findings highlight the importance and effectiveness of phonological awareness training in improving reading skills and help-seeking behaviors among students with specific learning disability and reading impairment. Based on the findings, phonological awareness instruction is essential for students with this type of learning disorder.

Abstract Hearing impairment is one of the most prevalent sensory disabilities in children and has widespread effects on their cognitive, emotional, social, and language development. Given the high prevalence and long-term impact of this condition on quality of life, identifying and implementing effective interventions in this field is of great importance. Accordingly, the present study aimed to examine the effectiveness of group play therapy on emotion recognition and communication skills in children with hearing impairment. This applied study employed a quasi-experimental pretest–posttest control group design. The study population consisted of students with hearing impairment in Ardabil City during the 2025–2026 academic year, from whom 30 children aged 10 to 14 years were selected through convenience sampling and randomly assigned to experimental and control groups (15 participants in each group). The research instruments included the Ekman and Friesen Facial Emotion Recognition Questionnaire (1976) and the Matson Social Skills Scale (1983). The experimental group participated in ten sessions of group play therapy, held once a week for 60 minutes, while the control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results indicated that group play therapy significantly improved emotion recognition and communication skills in children with hearing impairment (P < 0.01). Therefore, group play therapy can be considered an effective therapeutic approach for promoting mental health and enhancing emotional and communication skills in these children.

Abstract Students with learning disabilities are found in all educational environments. The current study was conducted with the aim of investigating the effectiveness of Hebert's psychological toolbox on sustained attention and self-control of 7-9-year-old children with attention deficit hyperactivity disorder.

The research method was a quasi-experimental design with pre-test-post-test and a 45-day follow-up period with a control group. The statistical population included all 7-9-year-old children with attention deficit hyperactivity disorder in Isfahan in 1403. Using a random sampling method, 40 children were selected and randomly assigned to two groups of 20: experimental and control. The experimental group received Hebert's psychological toolbox (2023) during 12 45-minute sessions, but the control group did not receive any intervention. The research tools included the Connors-Form Teacher Child Behavior Rating Scale (1990) and the Wilcoxon Self-Control Questionnaire (1979). The data were analyzed using repeated measures analysis of variance using SPSS version 26.

The findings showed that Hebert's psychological toolbox had a significant effect on improving sustained attention and behavioral control in children with attention deficit hyperactivity disorder (p < 0.001).

According to the findings, it can be concluded that Hebert's psychological toolbox is effective in improving the cognitive components of children with attention deficit hyperactivity disorder. Therefore, this effective treatment can be used along with other existing treatment approaches to reduce their psychological problems in psychological, educational centers and other related organizations.

Abstract The aim of the present study was to describe, analyze, and draw overall conclusions regarding the effectiveness of executive function-based interventions on improving information processing speed. The method employed in this study was meta-analysis, conducted using both fixed-effect and random-effects models. The identification, screening, eligibility assessment, and selection of studies were carried out in accordance with the PRISMA 2020 guidelines. The statistical population of the study comprised all theses and articles published in the last 14 years, both within Iran and outside Iran, which were systematically searched in databases including IranDoc, SID (Scientific Information Database), MagIran, Noormags, Google Scholar, ScienceDirect, PubMed, ERIC, Scopus, Web of Science, and ISC (Islamic World Science Citation Center) Humanities Comprehensive Portal in 2025. Following the review and retrieval of various studies based on the predetermined inclusion and exclusion criteria, 21 articles entered the analysis process, corresponding to 43 meta-analytic units. Furthermore, data analysis was conducted using CMA-2 software. The results of the analysis revealed that the combined effect size was 1.284 in the fixed-effect model and 1.211 in the random-effects model, which were statistically significant (p < .05). Therefore, it can be concluded that executive function-based interventions had a large effect on improving information processing speed. Accordingly, relevant stakeholders are recommended to make maximum use of executive function-based interventions in order to enhance students' information processing speed.

Abstract Specific learning disorder presents a significant challenge in preschool education, where early identification and targeted interventions can improve children’s cognitive skills and academic success. This descriptive cross-sectional study, using a comparative analysis approach, assessed the cognitive skills of preschool children at risk for specific learning disorder in Darab, Iran, during the 2024–2025 academic year, employing the Captain’s Log Test. The study population included all at-risk preschoolers in local centers, with 16 children (8 girls, 8 boys) selected through purposive sampling based on the Steele Preschool Learning Disabilities Symptoms Questionnaire (2004). The Captain’s Log Test was used as the data collection instrument. Data were analyzed using descriptive statistics. Results showed that girls outperformed boys in visual memory identification (71 vs. 60.50), auditory pattern recognition (58.75 vs. 43.75), selective comparative reasoning (55.38 vs. 51.88), working memory capacity (54.75 vs. 35), visual scanning (49.25 vs. 40.25), and sequential memory patterns (33.63 vs. 21.75). In contrast, boys performed better in numerical perceptual recall (40.63 vs. 34.63) and auditory sequential memory (22.50 vs. 19.43). High variability in working memory capacity indicated diverse cognitive performance among participants. Furthermore, individual scores revealed that children’s performance on all subtests fell below the software’s standard criterion. These findings indicate an overall weakness in the assessed cognitive skills among preschoolers at risk for specific learning disorder and underscore the importance of early identification and targeted interventions. Therefore, the use of the Captain’s Log Test is recommended for cognitive assessment and rehabilitation in educational settings.