نشریه تعلیم و تربیت استثنایی
سال شانزدهم شماره 139 (خرداد و تیر 1395)

Several studies have examined the effects of resistance training on muscle strength of people with cerebral palsy. There is no study about effects of integration practices on children with cerebral palsy. The aim of this study was to evaluate the effect of two months of resistive and balance training on extensor strength of the dominant hand and sit and rich of children with cerebral palsy.
The study was performed on three boys with cerebral palsy with a mean age of 6.5. (n = 2and 1,6years7years).In this study, single subject research method with A-B-A plan is used. Therefore, after locating the baseline, the intervention began and after 24 sessions of individual intervention, strength and balance exercises were presented to participants and all three participants subjects one month after the end of the intervention were followed by track test for 2 consecutive weeks. Extensor strength and sit and rich was measured by Dynamometer Power track ll and sit and rich test.
Based on variables of descriptive statistics and Visual analysis of the data chart, for all three participants in Extensor Shoulder and Sit & rich the intervention was effective.
Strength and balance exercises can improve Extensor strength of the dominant hand and sit & rich in individuals with cerebral palsies. Probably the main factor to increase muscle strength in children CP, can related to nerve agents.

The purpose of present study was to investigate the role of emotional regulation, positive and negative affect in job stress and job satisfaction among the teachers of students with special needs.
Among exceptional education teachers of Tabriz, 250 subjects were selected randomly, and research instruments were given them and among those, 228 teacher’s instruments where completed and sent back which 60 of participant were male (age mean 40.6±5.1) and 168 female (age mean 40.1±5.6). The research instruments included Emotion Regulation Questionnaire (ERQ), Positive and Negative Affect Scale (PANAS), Berifild and Roth Jab Satisfaction Questionnaire and Job Stress Questionnaire. Pearson correlation coefficient and multiple regression analysis were used to analysis the data.
Results showed that reappraisal strategy of emotional regulation is correlated with job stress (r=-0.22) and job satisfaction (r=0.24); also negative and positive affect were correlated with job stress (respectively r=-0.17 and r=0.22) and with job satisfaction (respectively r=0.54 and r=-0.33).
Results showed that reappraisal significantly predict job stress and job satisfaction; negative affect predicts job stress, but both negative and positive affect predict job satisfaction.

The purpose of this study is to investigate the effectiveness of play therapy on life skills of children with intellectual disability.
The design of the study was semi- experimental with pretest-posttest and control group. The study was carried out on 30 children with intellectual disability (under 14 years) in Sarpolzahab educational center, in 1394. Subjects were randomly selected through available sampling and were randomly divided into two groups. The experimental group which consisted of 15 participants received play therapy for 16 sessions of 90-minutes, while 15 participants in the control group did not receive any special treatment. Vineland Adaptive Behavior Scale was used to gather data in pre and post-test stages. The obtained data was analyzed using analysis of covariance.
The comparison between the means of the experimental and the control group showed significant differences after the life skills training.
It is suggested that play therapy can be applied in order to improve life skills of the students with intellectual disability.

The aim of this study was to investigate the effects of hope training on academic engagement of mentally retarded female students of Khoramaabad at grade two in secondary school.
It is an experimental design with pre-test, post-test and control group. The population of the present study includes all exceptional girl students of Khoramaabad at grade two in secondary school in 2014-2015. 30 students were selected as samples of the present study and randomly assigned in two groups of experimental (n=15) and control group (n=15). The participants of experimental group were instructed about hope for nine sessions, yet the participants of control group received no intervention. Eventually, both groups took the post-test. The instrumentations were academic engagement questionnaire developed by Zerang (1391). Data were analyzed through SPSS software and Descriptive Statistics (mean and standard deviation).
The results revealed that hope training can have positive impact on academic engagement and some of its elements such as cognitive engagement, motivational engagement, and behavioral engagement of mental retardation girl students.
Therefore, it can be concluded that hope education has promoted academic engagement and its cognitive, motivational, and behavioral elements with mental retardation girl students and in turn, it has resulted in students’ academic better performance.

Joint attention has received a lot of attention by researchers and specialists of autism spectrum disorder in recent years and refers to a developmental skill resulting in joining attention or processing messages of others. Defect in growth of joint attention is particular to children with autism spectrum disorder and is one of the symptoms for diagnosing autism spectrum disorder in children. Defects in growth of joint attention before the age of 1 year old, i.e. even before the time one can have an official diagnosis, can be observed. Researchers believe that there are two kinds of joint attention; the first one called response to joint attention and the second one is the initiation of joint attention.
In the present study, after introducing characteristics of children with autism spectrum disorder, we investigate the joint attention and its training to children with autism spectrum disorder, and then some research evidence are presented in this regard.

Amblyaudia, a recent subcategory of auditory processing disorder, is characterized by asymmetrical auditory processing of an individual’s ears. Amblyaudia can result in speech comprehension difficulties, reading difficulties, information processing deficits, and inattention. These difficulties can be mistakenly attributed to Attention Deficit Hyperactivity Disorder, Specific Learning Disorders, depression, anxiety disorders, and communication disorders. Unfortunately, traditional hearing tests do not place the two ears in competition and cannot detect asymmetry. Therefore, students who exhibit these difficulties and have normal performance on traditional hearing tests should be also evaluated for amblyaudia.
Amblyaudia describes lasting hearing difficulties in individuals with asymmetric hearing loss during critical periods of auditory development. Further research is needed to better understand the clinical implications of this newly described phenomenon and to inform treatment decisions regarding early management of asymmetric hearing loss.

Individuals with a comorbid diagnosis of cerebral palsy and autism spectrum disorder can have significant communication deficits. The implementation of an alternative and augmentative communication (AAC) device is often essential to promote language development and participation in school, home and community environments. The present study evaluated the impact of introducing a high-tech alternative and augmentative device, namely an Apple iPad with the “GoTalk Now” communication application to a student diagnosed with cerebral palsy and autism spectrum disorder. Integration of the technology focused on promoting key elements associated with long term AAC usage, namely, targeted training of the student, teacher, educational assistant and parents, over the course of the school year.
Marked increases in the student's communication skills and non-academic school functioning were observed. The need for communication partner prompting declined over time while the student, teacher and parent remained engaged by the iPad solution. This case study supports the classroom implementation of high-tech communication devices for those with complex communication needs via a comprehensive access delivery protocol that invokes systematic student, teacher, educational assistant and parent training.