نشریه تعلیم و تربیت استثنایی
سال شانزدهم شماره 138 (فروردین و اردیبهشت 1395)

The studies have shown that mental health and irrational beliefs play an important role in family and career, and it seems that self is influenced by the working conditions of teachers. This study aimed at comparing mental health and irrational believes of ordinary and special primary schools teachers of Yazd province.
The population includes all teachers of ordinary and special primary schools of Yazd in 2013. The sample of the study (60 teachers of special school and 60 teachers of ordinary school) was taken by census and targeted sampling. For data collection, the questionnaire of irrational believes of Jones IBT and Goldberg mental health (GHQ) was used. The processing data using descriptive and inferential statistics (ANOVA and multiple regression multivariate input method) was performed.
Data analyzing was performed using descriptive and inferential statistics and results confirmed the research hypotheses. It shows that there was a significant difference between irrational believes and mental health of ordinary and special primary school teachers (p According the obtained results, it can be concluded that change of irrational believes in special school teachers will result in changes in their behavior and social adjustment, and better mental health.

Sensory processing is a part of our body’s function that is getting neural input¡ interpret and answer to them. In some clinical condition¡ like autism¡ sensory processing was impaired. Autism is a neuro-developmental disorder that has problem in communication¡ social interaction and stereotype behavior. This case study endeavored to determine whether or not sensory processing intervention has an effect on increasing parental self-efficacy and child-parent relationship in children with autism.
The intervention study included 8 children and their mothers. Children have a primary diagnosis of autism based on DSM-V¡ didn’t have any comorbid neurologic disorder and were 3-6 years age (mean is 3 years to 6 years and 11 months). First¡ mothers filled the sensory profile. After that based on children’s impaired senses¡ they received Dunn’s model interventions. For assessment¡ self-efficacy and child-parent relationship was assessed in participants twice in pretreatments¡ intervention¡ post-treatment and after one and three months follow up use of sensory processing styles intervention. For analyze of data¡ we use percent improvement and standard mean for follow up.
Findings: Percent improvement show increased in rate of self-efficacy (-19.45%) and increased in rate of child-parent relationship (-7.22%)¡ but none of them is significant.
It was hypothesized that outcomes of this study would not support the relationship between sensory processing intervention and increase of parental self-efficacy and child-parent relationship in children with autism. It means that improvement of sensory processing in autistic children don’t lead to increase of parental self-efficacy and child-parent relationship.

Anger management is one of the most effective prevention programs of risk behaviors and increasing personal and social competence. The objective of this study is to reduce the anger in adolescents with conduct disorder by cognitive-behavioral training
In this study, the pre-test post-test with control group in experimental design is used. Population of study includes all adolescents (18-12 years old) of orphan boy Welfare centers in Gorgan province in 2015. Among all population, 30 people were selected as in access participants. Data were collected by behavioral problems in adolescents self-administered questionnaire and Child Behavior Checklist, questionnaire of Teacher Report Form and aggressive. Analysis of covariance was used to analyze the data.
The results show that the anger management has a significant influence on components of anger like thoughts, behavior and feelings.
Hence, it can be concluded that anger control training as a cognitive therapy is effective in reducing symptoms of conduct disorder.

Cochlear implant in children with profound hearing loss is shown to affect both children and their parents, specially their mothers. Mothers’ life experiences after children cochlear implant surgery, reflect their emotions and attitudes to the after-surgery-issues and needs in order to care and guidance their children, however, yet it has been not investigated. So, the aim of this research was to detection, identification and explanation of after-cochlear- implant experiences of the mothers who have children with profound hearing loss.
In this phenomenological study, using purposive sampling method, 11 mothers selected from hearing rehabilitation center of Ardabil in 1393. Data were collected utilizing in-depth interviews. The data analyzed with Smith method.
From the findings of the present study seven core concepts were inferred namely «engagement», «encounter», «hope», «severity», «acceptance», «adaptation», «providence». Beside, several sub concepts derived.
The results can contribute to the future plans for improving support resources for children cochlear implants to provide mothers mental health.

Despite the mass of literature on children with hearing impairment, a few articles specifically focused on siblings of children with hearing impairment. The purpose of this article is to examine the consequences of having a brother or sister with hearing impairment.
In this article, the conducted and published studies in databases and authoritative books are discussed.
Found resources include studies since 1976 to 2015. The review show inconsistent findings about the siblings of children with hearing impairment.
The researchers have shown the outcome of having a sibling with hearing impairment to range from a positive side and negative on the other side.

Attachment theory provides a useful theoretical framework in explanation of socioemotional problems among students with learning disorder. In this regard, the quality of attachment is proposed as a risk or protective factor in explaining the behavioral and socioemotional maladjustments in this group. In line with the theory of Bowlby, internal working model develops essentially based on early relationships with caregivers and gradually spread to the special and new attachment relationships with others, including the teacher. Establishment and maintaining such relationships have a special effect on adjustment and developing socioemotional performance among students with learning disorder.
Accordingly, with respect to the role of attachment in explaining the socioemotional problems among children with learning disorder, attachment theory can be used as a framework for development of effective interventions to reduce the socioemotional problems in these children. Clinical applications and practical implications of attachment researches that focus on improvement the quality of parent-child attachment relationships, empowerment of mothers, improvement of children coping resources and promotion of teacher-student relationships were described in the text.

There are many educational/treatment approaches for young children with autism spectrum disorders (ASD). One of these approaches is Scerts, which prioritizes social communication, emotional regulation and transactional support as the primary developmental dimensions which must be addressed in a comprehensive program designed to support the development of children with ASD and their families.
Goals is specified in this model for improving joint attention and symbol use in the social communication area and for improving emotional self-regulation and mutual regulation in the emotional regulation area. Transactional support is also addressed in 3 major domains including interpersonal support, educational support and family support. This model, which in consistent with other evidence-based interventions, is based on theoretical and experimental foundations and considers core challenges of these children in three previously mentioned main areas. In this paper, the Scerts model and its component will be described and educational/treatment goals in its three areas will be reviewed.

The aim of the study was to assess the effect of an 8-week balance exercise program for enhancement of gait function on temporal and spatial parameters of school aged children with intellectual disabilities.
Forty young people with intellectual disabilities were assigned either to the balance exercise program for enhancement of gait function group (BG group, n=19) or the control group (n=21). The BG group attended an 8-week balance exercise program for enhancement of gait function consisting of two sessions a week. Gait was assessed using temporal and spatial parameters.
The balance exercise program resulted in significant improvements in participant performance in temporal and spatial parameters.
A balance exercise program for enhancement of gait function can be an effective intervention for improving functional outcomes and can be recommended as an alternative mode of physical activity programming for improving balance and gait.