نشریه کودکان استثنایی
سال نوزدهم شماره 3 (پیاپی 73، پاییز 1398)

The purpose of this study was to investigate the effect of Electronic puzzle Games on improving the reading performance of students with learning disorders in Gorgan. The research was applied to the target and quasi-experimental, pre-test and post-test design with control group. The statistical population consisted of 255 female students of Shokufa and Dena provincial centers and non-profit centers of wisdom and rain of Gorgan city in the academic year of 2018-19. Twenty subjects in the experimental group and 20 in the control group were randomly selected. The data gathering tool consisted of: Reading test (Karami, Moradi, Akbari, 2002) and intervention tools including: Tetris electronic game play for four weeks and six sessions of 30 minutes. The findings of the analysis of covariance showed that Electronic Games puzzle a significant role in improving the reading performance of female students with learning disorders in Gorgan, and Electronic puzzle Games have the greatest impact on the components of "naming images and understanding the text and reading the words" Girl students had learning disorders in Gorgan.

The purpose of this study was designing and validate Differentiation curriculum pattern for gifted students in Isfahan city. In the designing section mix method and in the validate section Delphi method are applied. The population in the design section includes all gifted student students in the second secondary schools of Esfahan and in the validate of Differentiation curriculum pattern section includes specialists and gifted students teachers. The sampling method in the design section were typical sampling and random sampling and in the validate section was snowball method. To collect data in the design section, semi-structured interview and a researcher-made questionnaire were used and in the validate section a researcher-made questionnaire was used. Validity and reliability of data are verified by checking members, content validity, construct validity, and Cronbach's alpha. Result indicate contents should follow some principles like having practical activities, up-to-date technical contents, the presence of the supplementary textbooks, reasoning with structural logic for the discussions, considering teens' challenges, needs and interests. Process should follow some principles like applying method, active learning, special method for each lesson and moral and personality dimensions of teacher. Product should follow some principles like summative test-taking, practical assessment, project-based assessment, creativity-focused emphasis, technical principles of test development, and intensive-learning attentiveness. Evaluating these factors among the students quantitatively demonstrated that each of the extracted factors enjoyed a higher mean than the average except for the summative tests. In the validate of Differentiation curriculum pattern experts confirmed validity of curriculum pattern with omit special method for each lesson and add creativity, independent study, multidimensional evaluation and self-evaluation

The present study aimed to investigate the comparison of the effectiveness of Fredrickson’s positive thinking and Dweck’s mind set program on psychological capital of ninth-grade gifted girl students with test anxiety of Isfahan.

This study is quasi-experimental with pretest-posttest with control group. The population of the study consisted all 450 gifted female students in ninth-grade of Isfahan city, Iran After screening the student using the Test Anxiety Inventory (TAI), a sample of 45 students who were obtained higher scores were selected and then randomly divided into the experimental group n=15, for Fredrickson’s positive thinking; and n=15, for Dweck’s mind set program) and the control group (n =15). Each of the experimental group were received 8 sessions of intervention, while no intervention for the control group. All participants were completed the Luthans Psychological Capital Questionnaire at pre-/post-test. Data were analyzed using the MANCOVA. Also, SPSS-22 was used.

The findings indicated that there is significant difference between the Fredrickson’s positive thinking group and Dweck’s mind set program group with the control group in terms of self-efficacy, resiliency and optimism, with the two experimental group were effective and the effects of the trainings on resiliency and optimism were maintained at 6-month follow up. Moreover, the results indicated the effectiveness of the Dewick’s mind set program on hopefulness and optimism at posttest and at follow up, compared to the Fredrickson and the control groups.

using the Dweck’s mind set program and Fredrickson’s positive thinking we can influence psychological capital of the gifted students with test anxiety, which in turn can increase the efficacy and progress of these students.

The objective of this research is measuring efficacy of Blended Teaching Method of Face to Face and virtual PCIT based on Eyberg’s approach to behavioral disorders of Tehran preschool children.

This research was a semi experimental with the posttest and pretest pattern on 30 mothers of preschool children with behavioral disorders (15. Mothers in experiment group and 15 mothers as control group). They were selected through cluster random sample method.Before the program, both of them completed Eyberg rg’s (ECBI) and Achenbach’s children behavioral checklist(CBCL), complete the DSM5 criterion test ( DSM5), then the program was implemented in 14 session only for the experimental group and the control group did not recive any plans. For analysis, independent T-test and covariance analysis were used.

Our findings shows that presential and virtual PCIT based on Eyberg’s approach to behavioral disorders of preschool children has a meaningful effect on decreasing behavioral disorders.

The general model of the results indicates that as this program is effective to decrease behavioral disorders, could be used as a model of cure in preschools.

The aim of current research was to study the relationships between hope, self-efficacy and resiliencey with educational motivation in students with Physical Disabilities.

 The desighn of research was a correalational type. The statistical population included all of students with physical disabilities with normal intellegenge who registred at school of Tabriz City in 2018-2-19. In the same vein, by convinence sampling 90 students from this group were selected and Snyder’s hope, Jinks & Morgan’s self-efficacy, Conner & Davidson’s resilience, and Harter’s educational motivation inventories were used to ghather the data.

The results revealed that there is not a significant relationship between hope and academic motivation in students with physical-motor disabilities. But there was a positive and significant relationship between self-efficacy and academic resiliancy with academic motivation.

Based on the results of this research, due to the limited Pathway and agency thouths the disappointed students, easily lose their motivation and experience negative emotions, which leads to depression. Success is the most important source of academic motivation for students with physical-motor disabilities. Positive emotions helps to students’s rsiliency in groups with physical-motor disabilities, and lead to improve their academic motivation.

The purpose of this study was to investigate the effectiveness of training strategies for planning and monitoring on prospective memory rehabilitation in children with high-functional autism.

This experimental research method was ABAB’s single-subject design. Nine children aged between 7 to 10 years with high-functional autism were selected using purposeful sampling method. In total, each participant received 12 sessions of training on monitoring and planning strategy each week include 3 session that during 90 minutes. Prospective memory Kerns tasks, prospective memory protocol, The Wechsler Intelligence Scale for children – Fourth Edition (WISC IV), The Autism Spectrum Screening Questionnaire (ASSQ) and The Gilliam autism rating scale were used for data collection. To analyze the data used from visual analysis and Cohen’s d effect size.

According to the findings, the performance of the participants who received the strategies of both tasks was better, and each of the nine participants showed a high effect size in the event-based tasks, but in the time-based task only two participants in the mixed group and two participants in the time-based group obtained the average effect size.

It can be concluded that training strategies can play an important role in improving the prospective memory of children with high function autism and improve their monitoring and planning for everyday tasks.

Motor skill learning is one of the main problems in children with Developmental Coordination Disorder(DCD). The present study aimed at examining the effect of perceptual – motor training in combination with feedback on the reaction time and motor coordination of children with developmental coordination disorder.

In this quasi-experimental study, 30 children with DCD were selected and randomly divided into three groups of self-controlled,examiner control and control. On the pre-test, reaction time and motor coordination was evaluated using the total body reaction time and Lincoln Oseretsky test, respectively.Afterward, the experimental group performed the practice protocol for 24 sessions and 60 minutes each session. The post-test was conducted like the pre-test. Data were analyzed with Kolmogorov-Smirnov test, Levene’s test,Box’s test, ANCOVA, and the Tuky post-hoc test.

Results of ANCOVA showed significant changes in the reaction time and motor coordination variable both in practice (Respectively P=0.004, P= 0.000) and in group (Respectively P=0.001, P= 0.003). The post hoc test indicated a significant difference between the control group and the self-control and examiner-control groups  in both components of reaction time and motor coordination.
Moreover, the self-control and examiner-control groups were significantly different in static and dynamic balance (P≤0.05).

Therefore, the findings of this study indicate that perceptual-motor training in combination with feedback and especially self-control versus pure exercise can result in motor coordination and better reaction time for children with developmental coordination disorder.

The purpose of this study was to compare of effectiveness of Sina and phonemics composition method in dysgraphia correction in children with learning disabilities in primary and secondary grade.

The design of the study was experimental with Pre-test and post-test with control group. The statistical population included all students with learning disorder in in primary and secondary grade in Tabriz city that 45 of them were selected by cluster sampling and randomly placed in three groups (15 in the intervention group by Sina method, 15 in the intervention group by phonemics combination and 15 in the control group without intervention). Saif Naraqi and Naderi’s Dictation Test and Raven's Intelligence Test were performed on children. The experimental groups were intervened in 15 sessions of 45 minutes in 3 months while the control group received no intervention.

The results showed that there was a significant difference between the experimental and control groups in the post-test scores (Sig = 0.001). Also, the results of the LSD post hoc test showed that there was a significant difference between the post-test scores in the phonemics composition group and the post-test scores in the Sina group (Sig:0/01).

With regarding to results, it can be concluded that both of Sina teaching and phonemics combination methods are effective in improving the performance of dysgraphia children, however, the method of phonemic combination is more effective in helping to solve these children's problems.

Gifted students are the national capital of each country, and the lack of attention to them can cause their mental harm. The purpose of this study was to compare the gifted and normal students of the second grade of high school in terms of perfectionism, depression and Academic Buoyancy.

The research method was comparative causal.The statistical population of this study included female secondary school students in Khorramabad city during the academic year of 1397-1393, from which 100 students were selected by cluster sampling method and then matched by level of education Parents, socio-economic status of the family and the number of family members were divided into two groups of 50 (50 educated students and 50 normal students. The Short perfectionism (1955) questionnaire, Beck Depression Inventory (1988), and Martin and Marsh (2006) Academic Buoyancy Questionnaire were used to collect data. Independent t-test was used for data analysis.

The results of independent t-test showed that there is a significant difference between the students of gifted and normal girl in terms of positive and negative perfectionism variables, depression and academic vitality. The results of independent t-test showed that there is a significant difference between mean negative perfectionism, positive perfectionism, Academic Buoyancy and depression among gifted students and normal students  according to the level of significance level (0.001). The results also showed that there is a significant increase in negative perfectionism and depression than in normal people due to the negative mean perfectionism (52.66%) and depression (31.66%) in the gifted subjects. The results also indicated that the mean Positive perfectionism and Academic Buoyancy are more common among normal students and gifted students.

results support the difference of perfectionism and depression in gifted and normal students and attention to this variables in gifted students has specific importance.

 Learning difficulties dyslexic students, they have difficulties in school, home and daily life faced, making it difficult for them on academic achievement and sustainability. Interaction between the learning disorder, cognitive development, growth and cognitive development vision is established, has led to reduced activity in the visual perceptual learning difficulties with reading deficits, play an important role. Hence, the purpose of this study was to identify the cognitive-visual-frostig method on the reading skills of students with dyslexic learning disorders.

This study is a single study subject using time series design group (AB) was performed. The sample consisted of three male students with reading disabilities studying in the third grade of elementary school in school year 1395 in 96 formed the city Khodabande. To check the status of data collection problems reading the subjects, using reading, dyslexia symptoms and tests of reading and dyslexia checklist was facing. In order to enhance reading comprehension, all three subjects received 18-sessions (9 weeks and 2 sessions each week) in group sessions, developed advanced cognitive-visual activities based on frostiges .Analysis of the data using the method of assessing students' reading difficulties and visual analysis was carried out by Table Measure and the type of problem.

 The results of the evaluation of reading problems before and after training activities Frostig showed that visual perception can be up to twice the visual perceptual activity, the subjects' scores on any cognitive domains of attention, memory, visual, auditory, visual clarity, Audio, video sequences, audio and reduce errors.

 The results of this study show the impact that exercise enhanced activity in reducing visual perception of students with learning disorders have problems reading, It is suggested that an exceptional education officials, teachers and parents to organize courses to raise awareness of the effects of this exercises and skills.