نشریه کودکان استثنایی
سال چهاردهم شماره 4 (پیاپی 54، زمستان 1393)

The purpose of this study was to develop and determine the effectiveness of integrative programs of autistic child parenting skills in increasing marital satisfaction, reducing conflict in parenting style, and growing the parenting sense of competence. Through investigating existing treatment methods and needs of the families with autistic children, a positive parenting program was treated as the main frame. The program was held in ten sessions of group therapy and four sessions of individual counseling with the presence of the couples and two counseling sessions specially designated for each and every family individually. The findings suggest improving the family performance to reduce the parental conflicts in parenting style, grow the parenting sense of competence, and satisfaction with parental role, but no significant effect was exerted on marital satisfaction increase. By implementing the program developed in this study, one could increase parenting style and grow the parenting sense of competence in autistic parents. The program developed in this study should be implemented in a way that counseling sessions focus on marital satisfaction.

The purpose of present study is to compare the neuropsychological performance of students with learning disorder, comorbid with internalizing and externalizing problems. This study was a descriptive-analytic research. Fifteen students with learning disorder and externalizing problems and 15 students with learning disorder and internalizing problems diagnosed and selected by Achenbach test using a convenience sampling. For comparison of their neuropsychological performance, Visual-Motor Bender-gestalt Test, and Fourth Edition of Wechsler Scale for Children were used. There was no significant difference between internalizing and externalizing groups in the growth Mature Scores (z), while the study of the brain injury errors frequency of Bender-Gestalt test showed that the most errors of the externalizing group was the Lack of integrity error, and internalizing group errors was the rotation error. The findings could be utilized in the process of diagnosis and intervention for these students.

The purpose of present study was to investigate the influence of video modeling on communication skills and challenging behaviors in children with autism spectrum disorders. In this Quasi-experimental study, twenty students with autism spectrum disorders were selected for sampling. Data were collected by Autism Diagnostic Interview - Revised ADI-R, and analyzed by covariance analysis. The results showed that the experimental group in the point of communication skills (F(1,18)= 31.74, p< 0.01) and challenging behaviors (F(1,18)= 9.91, p< 0.01) have significantly different with control group. This results show that Video modeling improve communication skills and reduce challenging behaviors in children with autism spectrum disorders. We can conclude that use of video modeling effectively improve communication skills and challenging behaviors in children with autism spectrum disorders.

This research studied the effect of phonological awareness training on function of phonological loop of working memory in students with problems of reading. 20 students with reading problem were sampled with incidental sampling. Subjects randomly divided to experimental and witness groups. All of them tested with phonological awareness test and working memory subtests of WISC-4 (as an index of phonological loop). Then the experimental group participated in 10-session program of phonological awareness training. At the post-test stage all subjects tested with the same tests as pre-test. showed that the phonological awareness training increased the level of phonological awareness of students. The effect of group in MANCOVA was significant and showed that the training was effective for phonological awareness and working memory. Phonological awareness training is effective on phonological awareness and function of phonological loop. This effect is for students with problems of reading.

This Study was conducted to compare motor development skills in children with intellectual disabilities (ID) aged 7-10 in Tehran. Subjects consisted of 205 children whom were selected according to their gender and age range from children with ID aged 7-10 in Tehran. The instrument of the study was Gross Motor Development-2 Test. Independent t-test was used for analyzing the data. The results showed that between girls and boys (except group of children with age 8) a significant difference existed in locomotor subtest. In the other word, boy’s performance was better in locomotor subtest. Also boys had a better performance (7-10) in object control subtest. These findings could be considered in the school programs and curriculum developments.

The present study compared the visual–spatial abilities, and memory in students with and without reading disorder (RD). The sample included 120 students (60 with and 60 without RD, each group consisted of 30 male and 30 female students), that were examined through Rey’s test. The data analyzed through Multivariate Analysis of Variance (MANOVA) showed that there existed a significant difference between visual-spatial intelligence and memory scores in female students with and without RD. Also, the scores of visual-spatial abilities, and memory were reported higher in students without RD. In addition, the difference between visual-spatial abilities scores in male students with and without RD. Also, the scores of visual-spatial intelligence were represented higher in students without RD. However, there was no significant difference between scores of memory in male students with and without RD. Accordingly, the findings could be enjoyed in educational strategies for students with RD

This research is to investigate the length ratio of 1 D to 5 D for mentally educable girls in East-North Iran. To do this, 400 healthy and mentally educable girls from different age groups such as 6 to 7 years old, 7 to 8 years old, 9 to 9 years old and 9 to 10 years old were selected. The length of thumb (1 D), middle finger (1 D), ring finger(1 D) and small finger (1 D) was measured by digital collies and the data were analyzed using Excel, Spss and Minitab. Then the mean of finger length were compared in the two groups. Results showed that there is a meaningful increase in the mean of left hand finger length in healthy girls compared to mentally educable girls in all age groups (7 to 10 years old) (P<. /.5). The growth pattern of each finger showed symmetry in healthy groups but asymmetry in the other one. According to the findings, it is possible to investigate the above comparisons as a prognosis.