Psychology of Exceptional Individuals

Abstract The present research aims to study the effect of
computer-aided working memory training on executive functions and math
performances in students with mathematics disorders. This was a
quasi-experimental research. From among all the students in centers for
learning disorders, 20 female students with mathematics disorder studying at
the 3^rd, 4^th and 5^th grades of elementary
schools in the educational year 2011-2012 in Tehran were selected using
convenience sampling method. The subjects were randomly assigned into the two
control and experiment groups. the Key Math Diagnostic Arithmetic Test as well
as executive functions tests (including the Tower of London Test, the
Continuous Performance Test and Stroop test cards) were carried out on the
subjects. Then, the experiment group (including students with mathematics
disorder) received 20 sessions of computer-aided working memory training in 7
weeks. Afterwards, all the subjects (both experiment and control groups) were
assessed in terms of executive functions and math performances. It is
noteworthy that the control group did not receive any training. Both groups
received only the school trainings. One month later, the post-test was
administrated. The results of the pre-test and post-test were analyzed using
t-test. The results showed that computer-aided working memory training had a
significant effect on executive functions and math performances of students
with mathematics disorder, and could improve it. The findings of this research
can be used in neurological and educational interferences

Abstract The present research aims to study and compare the extent of effectiveness of computer-assisted cognitive remediation (CACR) and psycho-stimulant drugs in improvement of response inhibition and sustained attention function in children with attention deficit/hyperactivity disorder (ADHD).This was an experimental, prospective research with a pre-test and post-test design, and follow-up with two experiment groups. Using convenience sampling method, 23 children with ADHD were selected. They were matched in terms of severity of disorder, and were randomly assigned into two groups of psycho-stimulant drug therapy (n= 11) and CACR (n= 12). The research instruments included the Continues Performance Test (CPT), SNAP-IV questionnaire, the short form of WISC-R and Child Syndrome Inventory (CSI-4). The data were analyzed using multivariate ANOVA & repeated measures (RM-MANOVA), mixed-design analysis of variance, and follow-up tests. The CACR had a significant and enduring effect on the subjects’ performance in response inhibition and sustained attention. Although CACR, compared to drug therapy, was more effective in improvement of response inhibition and sustained attention; the differences were not statistically significant. Generally, both treatments were effective in improving response inhibition and sustained attention. Therefore, CACR can be used as an alternative technique to the psycho-stimulant drugs in treatment of ADHD.

Abstract Given
the emphasis the specialists put on the necessity of mental health interventions for elementary school children as a
primary prevention, and also their focus on the treatment and development of
mental health, the present research aims to study the effectiveness of cognitiveـbehavioral social skills training on
reducing symptoms of students with externalizing
behavioral disorders.This was an experimental research with a
pre-test and post-test design, with a two-month follow-up period. The
statistical population included all female elementary school students with
externalizing behavior disorders studying at 5^th and 6^th
grades in Langarud city in the educational year 2012-2013. Using multi-stage
cluster sampling method, 30 subjects were selected and randomly assigned into
the two experiment and control groups. The Child Behavior Checklist (CBCL) was
used to evaluate the rate of externalizing behavioral disorders in students.
The Walker Social Skills
Curriculumwas presented in 17 sessions during two months to
the experiment group. The data were analyzed using repeated
measures/mixed-model ANOVA and the Bonferroni test. The results showed that
there was a significant difference between the rate of symptoms of externalizing
behavior disorders in both control and experiment groups during
post-test and follow-up stage. Moreover, social skill training with
cognitive-behavioral approach proved to be an effective intervention in
reducing the symptoms of externalizing behavior disorders

Abstract The present research aims to compare social
skills, life satisfaction, and the locus of control in students with hearing
impairment, students with visual impairment, and normal students at middle
school and high school levels of Ahvaz city. A Sample of 129 people, including
50 students with hearing impairment, 28 students with visual impairment, 51
normal students participated in this study and filled out social skills, life
satisfaction, and the locus of control questionnaires. This was a
causal–comparative research, and multivariate analysis of variance was used to
test the hypotheses. The results indicated that there was a significant
difference between the three groups (P>0.001). There was a significant
difference in the variables of social skills and locus of control, resulting in
better social skills and higher Locus of Control in normal individuals compared
to those with hearing impairment and vision impairment. Through investigating
the results, this finding was obtained that the difference in the social skills
of students with hearing impairment and vision impairment was significant,
being in favor of the group with vision impairment As for the locus of control,
when comparing the normal group and the group with hearing impairment, the
results indicated a significant difference in external locus of control in
favor of group with hearing impairment, but no significant difference was
observed in the variable of life satisfaction among the three groups. The paper
discusses the application of these findings

Abstract The present research aims to study the differences
in thinking styles and emotional creativity in gifted and ordinary 1^st-grade
high school studentsin Urmia city. The research method was that of
causal-comparative. Using multi-stage cluster sampling method, 400 subjects
(including 200 gifted, 200 ordinary ones) were selected from among the 1^st-grade
high school students in Urmia. The Thinking Styles Inventory (Sternberg, 1994)
and the Emotional Creativity Inventory (Averill, 1994) were carried out on
them. The data were analyzed using multivariate analysis of variance (MANOVA). The results showed that there was a significant
difference between ordinary and gifted students in their emotional creativity
and thinking styles. The mean of legislative and judicial thinking styles in
gifted students were higher than that of ordinary students. Moreover, the mean
of executive, global, local, and conservative thinking styles in ordinary
students were higher than that of gifted students. Generally, the results
suggest that the interaction between thinking styles and emotional creativity
is an important factor in students’ individual learning differences. Although
the results of this research are exploratory in nature, they have practical
implications

Abstract The present research aims to study the effect of
employment status, marital status, education level, intensity of disability and
gender on the total rate of mental health as well as physical symptoms,
anxiety, social maladjustment, and depression in physically disabled persons in
Isfahan city. The research method was that of causal-comparative. The
statistical population included all disabled people in Isfahan, from among
which 100 subjects were randomly selected. The 28-item General Health
Questionnaire (GHQ-28) was used to assess the psychological status of the
participants. The results of MANOVA showed that employment status significantly
affected the total score of GHQ (P<0.01), physical symptoms (P<0.05), and
anxiety (P<0.05). Also, marital status significantly affected the total
score of GHQ (P<0.05) and depression (P.0.01). However, the education level,
intensity of disability, and gender had no significant effect on total score of
GHQ, physical symptoms, anxiety, social maladjustment, and depression variables.
The research findings suggest that physically disabled people
should be provided with the appropriate opportunities for marriage and
employment, so that their psychological status can be improved

Abstract The present research aims to study the effect of teaching theory of mind on improvement of cooperation, self-control and assertiveness in 7- to 12-year-old autistic children in Tehran from the viewpoint of mothers. This was a quasi-experimental research with a pre-test and post-test design. The statistical population included all the 7- to 12-year-old autistic children in Tehran. Using convenience sampling method, 12 subjects were selected and randomly assigned into the two experiment and control groups. The research instruments were 38-item questionnaire of theory of mind and Gresham-Elliott Social Skills Rating System (1990). The data were analyzed using the methods of descriptive as well as inferential statistics (independent and paired t-test). The results showed that teaching theory of mind did not improve the extent of cooperation, self-control and assertiveness in autistic children from the viewpoint of mothers. In other words, there was no significant difference between experiment group and control group after the post-test was carried out (p>0.05). Therefore, it can be concluded that teaching theory of mind cannot improve the level of cooperation, self-control and assertiveness in the 7- to 12-year-old autistic children

Abstract Positive and negative parental attitude towards
children with special needs not only cause related emotional states in these
children, their parents and other family members, but also can affect, both
directly and indirectly, the process of tracking and receiving the educational,
counseling, and rehabilitation services. Hence, assessment of parental attitude
towards children with special needs and also presentation of a program for
improvement of the attitude are of great importance. The present research aims
to study the validation and revision of parental attitude towards children with
special needs. This was a survey research with a descriptive method. The
statistical population included all the parents with children with special
needs, who had enrolled their exceptional children in rehabilitation centers
and exceptional elementary schools in the educational year 2011-2012. Using
cluster sampling method, 400 subjects were selected. The data were analyzed the
methods of descriptive statistics (including mean, standard deviation, and frequency
percentile) as well as inferential methods (including Pearson’s correlation,
and confirmatory factor analysis via SPSS and LISREL software). The results
showed that the scale of parental attitude towards children with special needs
was a reliable and valid scale. Therefore, applying this scale can help
specialists and researchers in the area of education and rehabilitation to
evaluate the parental attitude towards children with special needs