فصلنامه روان شناسی افراد استثنایی
پیاپی 40 (زمستان 1399)

Thalassemia is on the rise and its scientific study is inevitable to better understand this non-communicable disease and to use the most effective therapeutic interventions. This study aimed to compare the effectiveness of acceptance and commitment therapy (ACT) and cognitive-behavioral therapy (CBT) in improving psychological well-being of thalassemia patients living in Kermanshah, Iran. A pretest-posttest design with a control group was used to conduct this applied quasi-experimental study. Using purposive sampling, 45 thalassemia patients were enrolled (N = 317), and randomly assigned to three 15-individual groups (two intervention groups and a control group). Ryff’s Psychological Well-being Scale (1980) was used as the research tool. The validity and reliability of this tool were confirmed based on expert opinions and Cronbach’s alpha test (0.90), respectively. The data were analyzed in SPSS using descriptive and inferential statistics (ANCOVA). The participants in the first and second intervention groups underwent ACT and CBT, respectively, while no intervention was made for those in the control group. Based on the results, ACT and CBT approaches significantly improved psychological well-being of the studied thalassemia patients (P < 0.05). In addition, higher levels of psychological well-being were observed in patients who underwent ACT compared to those in the CBT group (P < 0.05). The results showed that the ACT approach is more effective than the CBT approach in improving psychological well-being of thalassemia patients.

The purpose of this study was to investigate the moderating role of parental coping strategies with children's negative emotions in the association of ADHD symptoms and children's social skills.

The present study is a correlational study. Participants were 191 children 7 to 13 years old (female: 43 %, male: 56 %) and their parents. Parents completed the Conners’s Parents Rating Scale-Revised: short form (CPRS-R: S), social skills rating system (SSRS), and Coping with Children’s Negative Emotions Scale (CCNES). The SPSS software (version 26) was used for analyzing the data.

Regression analysis results showed that ADHD symptoms and parental coping strategies with children's negative emotions can predict social skills in children. Moderation analysis showed that parental supportive strategies moderates the relation of ADHD symptoms and social skills.

Based on these findings using supportive strategies by parents have effect on the association of ADHD symptoms and social skills. The clinical and functional implications of the results have discussed.

This study was conducted to determine the effect of Nintendo Wii-based motor and cognitive training on executive function of children with attention-deficit/ hyperactivity disorder. Statistical population of this research included boys with ADHD, aged 8-11. Years. 27 eligible participants were selected from Avand development center and were randomly assigned and were randomly assigned to an experimental and control group. The experimental group participated in a selected gaming program for 24 sessions, 60 minutes per session. At the beginning of the study and after eight weeks of intervention, participants were assessed with Corsi-Block-Tapping test, GO/No-Go test and Tower of London (TOL) test. R Statistical software were used for data analysis. The resulting data were analyzed using ANCOVA and MANCOVA. The results showed that working memory and response inhibition in the experimental group were significantly improved in comparison to the control group, in assessing planning, there were significant differences between groups in TOL score that measured correct solved problems. But there were no differences in TOL scores that measure performance of planning time and planning speed (P >0.05).. These results suggest that Nintendo Wii game playing might be a simple and cost effective way for improving executive function of ADHD children.

The purpose of this research was to determine the effectiveness of digital storytelling on emotion regulation of children with autism. Research design was a quasi-experimental that included a pretest and posttest that was conducted on both the experimental group, and control group. The statistical population of the study included all children with autism spectrum in the Child-parent at a university clinic. For this purpose, 20 children with autism were selected and were assigned into two experimental and control groups randomly (each group 10 children). The experimental group received storytelling program for 12 sessions of 45 minutes and control group waited in the waiting list. All subjects completed Emotion Relation Checklist (Sheilds & Cicchetti, 1998) before and after the training. The obtained data were analyzed using Analysis of the Covariance. The findings showed significant differences between the experimental and the control group in emotion regulation. At the end, using digital storytelling program for improving emotion management was recommended.

In the present study, the aim was to describe and understand the perception of blind and visually impaired students about their Academic limitations at the higher education level. The present study was conducted in the academic year of 2019-2020 with a qualitative approach of conventional qualitative content analysis. From the community of blind and visually impaired students, 12 students in this range were selected using purposive sampling method and participated in a semi-structured in-depth interview. The text analysis of the interviews was performed manually using the communication analysis model. Data validation strategies were performed using the methods of External checks, Member check, allocating sufficient time for data collection, and continuous conflict and Investingator Triangulation. Findings were extracted in the main categories of "entrance exam challenges", "inappropriate physical space of the university", "communication challenges", "educational challenges" and "organizational procrastination" and several sub-classes. The results showed that despite the adoption and cross-sectional implementation of domestic and international laws protecting the rights of persons with disabilities, the Academic needs of this group of students are less considered; And in practice, their Academic requirements are not taken into account. It is suggested that those in charge take the necessary measures considering the practical achievements of the research

The purpose of the present study was determining the most effective speed naming tasks for discrimination of Persian language students with and without dyslexia. In a causal-comparative design, all 77 students with dyslexia who had the criteria to enter the study were selected, and 77 normal students who were similar with the dyslexic group in terms of age, gender, and intelligence were also selected as available. Data was collected using a diagnostic Reading Test (Shirazi, & Nilipour, 2005), Raven Intelligence Test (Raven, 1956) and Rapid Automatized Naming Tasks (Denckla, & Rudel, 1976). To analyze the data, the independent T test and discriminative analysis method were used. Results show that students with dyslexia perform significantly less than normal students in rapid automatized naming tasks (p <0.0001); also, the coloring shape rapid automatized naming tasks was the most effective in distinctive students with and without dyslexia; therefore, rapid automatized naming tasks, especially coloring shape rapid automatized naming tasks, could be used to discrimination students with and without dyslexia.

The purpose of this study was to investigate the effect of thought-bubble training on the theory of mind in female autism disorder children with high performance. The present semi experimental study included pre-test, post-test with the control group design. The statistical population of the study consisted of 78 girls aged 8 to 12 years with high-functioning autism spectrum disorder referred to 2 medical centers in Tehran (for autism votes and friends) in the first six months of 2019. Among them, 26 people were selected by available sampling method and according to the inclusion and exclusion criteria, as a research sample and randomly in two experimental groups (13 people) and control group (13 people). Were appointed. The subjects in the experimental group received the thought-bubble training in 8 sessions of 45 minutes (one session per week) individually; The control put on a waiting list. In order to gather data, Steammann theory of mind test (1999), were used. Data were analyzed using univariate analysis of covariance. Findings of the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of post-test in the experimental and control groups in the theory of mind. According to the results of the study, children with autism disorder have difficulty in obtaining theory of mind, and the thought-bubble training can be effective in improving and accelerating the development of theory of mind in in autism disorder children with high performance

This study aimed to explore the causal relationship of academic engagement and academic self-efficacy with mediation school climate in high school gifted students studying in Ahvaz in the school year 2018-2019. The research is of a provide model of the causal model relationship. The participants of the present study were selected using random stratified random sampling, included a sample of 300 students (140 boys gifted and 160 girls gifted). To collect the required data four educational questionnaires were used including Zarang Questionnair(2011), Maurice Academic Self-Efficacy Questionnaire(2001), Taylor's Educational Performance Questionnair(1999), a Trick and Mouse School climate understanding Questionnaire (1973). To analyze the collected data, the Pearson correlation coefficient was used and SPSS 18 and Amos 18 were used for evaluating the proposed model. The findings of the present study showed that the current pattern of development goals in the research community is valid (RMSEA = 0.08). Gifted students have a positive and significant relationship in all direct paths of academic engagement and academic self-efficacy with the component of the school meditation. Moreover, the indirect paths of research in academic engagement and academic self-efficacy with the mediation of school meditation have an effect on academic performance.

Adolescents as one of the vulnerable age groups are exposed to a variety of psychological problems. The aim of present study was to investigate the relationship between early maladaptive schemas and personality traits with internalizing and externalizing behavioral problems. The present study is descriptive and correlational. In this study, 362 male high school students in Boukan city were selected using multi-stage cluster sampling method and completed the questionnaires of Behavioral Problems of Achenbach (1991), Schema Young (1998) and Neo short form (1992). Pearson correlation coefficient and multivariate regression were used to analyze the data. Regression analysis showed that 12% and 26% of the variance of internalizing behavioral problems and 15% and 20% of the variance of externalizing behavioral problems are due to early maladaptive schemas and personality traits in students, respectively. Early maladaptive schemas and personality traits have the potential to predict internalizing and externalizing behavioral problems in students. early maladaptive schemas and personality traits in students, respectively. Early maladaptive schemas and personality traits have the potential to predict internalizing and externalizing behavioral problems in students.