نشریه توانمندسازی کودکان استثنایی
سال هفتم شماره 2 (تابستان 1395)

This study aimed to evaluate the effectiveness of non-structural activities and games before entering the classroom on attention problems and adjustment of slow-paced students. A quasi-experimental design (with pretest-posttest and control group) was used. The study population consisted of all students in preschool mental disability. The sample consisted of 30 preschool children who were slow step that selected and then divided into two groups of 15 (test and control) groups. Research tools was Connors nerve-psychological test and Vainlad social development scale. Non-structural activities and games before entering the classroom perform in eight 45-minute sessions for the experimental group. The results of multivariate analysis of covariance showed that non-structural activities and games before entering the class significantly decreased the attention problems (0.001) and increased adjustment (0.005) in slow-paced students. The results of this research could be judged to be the Non-structural activities and games before entering the class is a good way to reduce attention problems and increase adjustment of slow-paced students.

The purpose of this research is the effectiveness of training self-help skills on social interactions and communication of children with autism spectrum disorders. In this regard, 28 autism boy, 6 -10 years old, were selected thorough accessible sample from Besharat special school. They were randomly assigned to intervention and comparison groups, each group consist 14 children. GARS2: Gilliam Autism Rating Scale second editions (Samadi, 2013) were used for measuring autism symptoms, respectively. The intervention group received teaching self-help skills during 6 months (a 45-minute session per week) while comparison group received no teaching. Pretest and the posttest values of communication problems and social interactions cores were significantly different. (P

The effectiveness of cognitive-behavioral training on partnership satisfaction and mental health of mothers of school kids with hearing impairment this study conducted to investigate the effectiveness of cognitive- behavioral training on partnership satisfaction and mental health on mothers of school kids with hearing impairment. The study population consisted of all mothers of school kids with hearing impairment in Ali Abad city and 24 mothers have been selected by available sampling. This study was an experimental project with pretest-posttest and control group. 12 mothers assigned randomly in experimental group and 12 in control group. The intervention -cognitive behavioral training- administered in 8 sessions. GHQ questionair and partnership satisfaction scale have been used to assess research variables in two steps of pre-test and post-test. The research data of control and experimental groups analyzed using covariance analysis.the research findings showed that all of all subscales of both GHQ and partnership satisfaction scale were meaningful. Therefor it can be concluded that cognitive-behavioral training can lead to increase partnership satisfaction and mental health in mothers.

Aim: The aim of the present research was to study the relationship between dimensions of parenting styles and coping style. Since that intelligence, as an important cognitive component, could clarify the use of different styles, this relationship was compared in two groups of gifted and normal students. It was a correlation and Ex post facto research. The community of the study was gifted and normal 14-19 ages females of Tehran. The sample (137 female high school students, 34 gifted and 103 normal) was selected via cluster sampling and completed coping styles and perceived parenting styles questionnaires. Data was analyzed by correlation coefficient, stepwise regression and z-test. The results showed that there was a negative relationship between avoidance – flight coping style and warmth dimension of parenting styles in total sample. For gifted students, control dimension of parenting style predicted avoidance-flight coping style reversely and for normal students, control dimension predicted reversely the use of seeking social support coping style. Moreover, warmth dimension of parenting style had a positive relationship with seeking social support coping style in gifted students, and Z-test showed that this relationship significantly different between two groups. These results indicated the effect of parenting styles on children’s coping styles. This effect maybe different based on children’s characteristics like cognitive ability.

Aim: The present study aims to evaluate educational materials of mathematic curriculum for sixth grade students with intellectual disability in primary schools. This study was a descriptive study of survey type with research and development methodology. The statistical population consists of teachers, principals, experts and authors of sixth grade math book of intellectual disability students in primary schools. In this regard, the full version census method was applied. Sample of this study consists of 32 teachers of sixth grade student, 28 principals, 5 experts from the districts headquarter and authors of sixth grade math book in Tehran city. To gather data, were used interviews and questionnaires designed by researcher made. The data analyses by weighting and valuation. Two factors of Course content, conditions of the educational space equipment and facilities are selected as the constituent elements of quality educational materials for sixth-grade math curriculum and for each of the factors a set of criteria were considered. Furthermore, the data analysis conducted on the relationship between satisfaction level of the teacher of educational content of the math text books for grade 6 students and teaching experience and education level revealed no significant relation. the results indicate that educational materials of the math curriculum is at suitable level in terms of the studied two factors; however, to reach a better condition, it is required partly suitable criteriaeach one factors studied in a more accurate fashion and take the required actions towards enhancing them to an suitable level.

Aim: This study aimed to evaluate the effectiveness of communication skills training program in cognitive emotion regulation adolescents’ girls with conduct disorder is designed. The first school for girls that was available Alborz Province, referred and in secondary school (age range 12 to 15 years), conduct disorder questionnaire was administered. After that people with high scores on the questionnaire, conduct disorder (who after calculating the scores of all scales and curves CBCL, Profile peaks were in the clinical range), from among the Assembly 90 participants were selected and under-structured interview based on DSM_IV_TR were, at least 30 people who meet the inclusion criteria were selected for the sample group. Then the 30 patients were randomly assigned to two groups of fifteen teeth and both groups were divided into experimental and control responded to the Persian version of cognitive emotion regulation questionnaire (CERQ). The experimental group received communication skills training to form a group and the control group received no intervention. Over 10 experimental intervention sessions for the experimental group was carried out. At the end of the tenth session, every 30 participants responded to cognitive emotion regulation questionnaire, The results showed that in significant level % error, communication skills training in adolescents girls with conduct disorder, significant changes in the context of improving maladaptive cognitive emotion regulation strategies or enhance adaptive cognitive emotion regulation strategies does not create.

The aim of this research is to investigate the relationship between learning Problems and metacognitive states of mathematic anxiety in the first grade of middle school’s students. The research method is correlational. The statistical population includes all all first grade students of Chalus high schools in academic year of 2015-2016 which was 3800. 300 students were selected by cluster random sampling (168 females and 132 males). Colorada vilcude learning problems questionnaires (2011), metaco gnitive state of O’Neil and Abedi (1996), and mathematical anxiety of long (2001) were used to collect data. Data was analyzed by Pearson correlation and multivariate regression. The result showed that, there is a positive relationship between learning problems and Mathematic anxiety, negative and significant relationship between metacognitive states and mathematic anxiety and also social cognition and calculation were able to predict mathematic anxiety more than other variables. The results showed Inability to students in The calculate And social recognition Increase Mathematic anxiety is in them.

Aim: The aim of the present study was to investigate the effect of linguistic plays on the verbal working memory performance in students with reading disorder.
The study design was quasi-experimental, with pre-test, post-test and control group. In this study, purposeful selected method was used for sampling and the sample was included 30 students in second and third grades. The study population were referred to Learning Disorders Clinics in Tehran and the Imam Hossein Hospital and were diagnosed as the reading disorder. The subjects were randomly assigned to the two experimental and control groups (each containing 15 individuals). Linguistic plays were conducted for a 50-minute session for six weeks (two sessions per week). To evaluate the effect of the linguistic plays, working memory subtests of WISC-4 (as an index of verbal working memory) were utilized. Analysis of covariance was used to analyze the data.
The findings achieved through data analysis showed that after omitting pre-test effect, test of working memory indicates the effectiveness of linguistic plays on the performance of verbal working memory both in students’ total score in the test and in working memory sub-tests.
According to the results of this research and the importance of improving working memory performance of students with reading disorder, it can be suggested that the linguistic plays can be used in the schools and health centers to increase the performance of both working memory in students with reading disorder.

Aim: The aim of this research was to develop and implementation of an intelligent decision support system, through computerized neuro-cognitive program which was designed by Delavarian et al. in order to identify preschoolers at risk for dyslexia.
This research is a type of “research and development”, in terms of its goal, and it is a kind of descriptive research, assessment and diagnostic, in terms of its data collection method. The computerized neuro-cognitive program is a program which focuses on dyslexics’ neuro-cognitive impairments due to some neural networks and circuits’ dysfunctions and alterations, and the components of information processing theory and executive functions and the efficacy of this program was proven. The program was executed with preschoolers who were selected with cluster random sampling method. Then, these data were applied in designing a decision support system.
the average accuracy of the designed multilayer perceptron neural network, was reached to 94.40% and the network’s sensitivity and specificity in diagnosis of preschoolers at risk for dyslexia obtained 90.27 and 95.28%, respectively.
According to the high validity and reliability of the neuro-cognitive program and the high accuracy and sensitivity of the designed decision support system, the mentioned system could be used in early diagnosis of at risk preschoolers, before entering to elementary school.

The aim of this study was to investigate the effect of Creativity training on creativity and self-esteem of female students in primary school in Islamshahr.
For this purpose, 120 patients (60 cases and 60 controls) of elementary students were selected by cluster sampling. In this study, Rosenberg Self-Esteem Scale (1965) and Visual Creative Torrance (1969) is used. The collected data have been analyzed using ANCOVA.
The results showed that Creativity training has a positive effect on student's creativity and self-esteem. Training student's creativity to lead to a significant improvement of fluency, originality and elaboration in this group. But in terms of flexibility, there has been a significant growth.