نشریه توانمندسازی کودکان استثنایی
سال دوازدهم شماره 1 (بهار 1400)

The purpose of the present study was to investigate the relationship between social self-efficacy and self-worth with adolescent emotion regulation disorder along with the study of gender moderator role. The statistical population of the study was all high school students (160 people; 80 girls and 80 boys) in the second semester of the academic year 2019-2020 in Districts 1 and 2 of Tehran, who were selected using random cluster sampling. The method of this research was descriptive and correlational in order to collect information from social self-efficacy SSQ questionnaires (Connolly, 1989), CSWS self-worth questionnaires CSWS (Crocker, Karpinski, Quinn, & Chase, 2003) and emotion regulation disorder DERS (Gratz, & Roemer), were used. Data of this study were analyzed using Pearson correlation and stepwise regression using SPSS23 software. The results showed that social self-efficacy and self-worth had a significant relationship with emotion regulation disorder in adolescents (P <0.05). On the other hand, the role of gender moderation in the relationship between self-worth and emotion regulation disorder was significant (P <0.05), but this role of moderation was not established in the relationship between social self-efficacy and emotion regulation disorder (P <0.05). Based on the findings, it can be concluded that self-efficacy and self-worth are associated with emotion regulation disorders in adolescents. Therefore, it is necessary to advise counselors and experts to obtain the necessary information in the field of strengthening and improving factors such as social self-efficacy and self-worth to help improve the quality of life of adolescents with emotional disorders.

The purpose of study was to predict mental health and resilience of mothers with slow- paced girl child based on cognitive flexibility. The research method was correlative and Causal-comparative. The statistical population of study consisted of all mothers of girl child with slow- paced whose children have educated in exceptional schools in 2019-2020 in Tehran. By using purposive sampling 119 mothers were selected. The criteria for mothers to enter this study were having a slow - paced girl (with definitive diagnosis of educated and is questionnaires were used and these questionnaires were completed by mothers. For data analysis multiple regression was used. Data were analyzed by using SPSS software 21 version. The results have indicated a correlation between cognitive flexibility and mental health, also between cognitive flexibility and resilience (p<0/01). According to the findings of the present study on the importance of the role of cognitive flexibility as an effective and key factor in the mental health of mothers with slow- paced child, Designing and implementing intervention programs based on cognitive flexibility components can increase mental health and promote mother's resilience.studying at an exceptional school) and having a minimum literacy for mothers to complete the questionnaires. To collect data from the cognitive flexibility (CFI), mental health (GHQ) and resilience (CD-RISC)

The aim of the present study was to compare the effectiveness of tactical game approach and traditional teaching method on Sport Participation Motivation of children with developmental coordination disorder. The method of this study was quasi-experimental with pre-test-post-test design. The statistical population was all 9 to 12-year-old boys with developmental coordination disorder in Kermanshah city. 30 boys with developmental coordination disorder in Kermanshah city participated in the study voluntarily. Then, they were matched based on the pre-test scores and divided into two fifteen peoples training groups of tactical game model and traditional teaching method. The training program consisted of a basketball training program that performed during 12 weeks and three one-hour sessions per week in both traditional and tactical games groups. Assessment tools included the Wilson Developmental Coordination Disorder Questionnaire (DCDQ'07), Sport Participation Motivation Questionnaire (SPMQ) and Movement Assessment Battery for Children Test (MABC-2). The results of Shapiro-Wilk and Levin tests showed that the data were normal and the variances were homogeneous. Analysis of covariance in SPSS 23 software was used to analyze the data (P <0.05). The results showed that the training group of tactical game model had a significant increase in Sport Participation Motivation scores compared to traditional teaching method group. Therefore, it can be said that using tactical game model compared to the traditional teaching method, increases Sport Participation Motivation of children with developmental coordination disorder. It is recommended to use tactical game approach in teaching sports skills to children with developmental coordination disorder.

The present study aimed to determine the effectiveness of rhythmic poetry training on the growth of social, speaking and writing abilities of children with autism spectrum disorder. The research method was quasi-experimental with pretest-posttest design and a control group. The statistical population consists of all children aged 8-10 years with autism spectrum disorder referring to the Welfare Organization, exceptional children's schools and centers and clinics of Khorramabad city in the first half of 2020. Among the statistical population of this study, were selected 30 people using available sampling method, and were placed randomly in experimental (n=15) and control (n=15) groups; and responded to vineland social maturity scale (Doll, 1965), TOLD language development test (Newcomer & Hammill, 1997) and written expression disorder test (Jabbari, 2016). Rhythmic poetry training for the experimental group was carried out in 16 sessions of 60 minutes each week for 2 sessions; Then, at the end of the therapeutic interventions, the subjects of the experimental and control groups were evaluated by questionnaires. Data were analyzed using descriptive statistics and analysis of covariance. The results showed that rhythmic poetry training caused to the growth of social activities, including general self-help, self-direction and communication, language skills, including linking vocabulary understanding, grammatical understanding and word differentiation and writing skills, including word writing, sentence writing, and observance of plural and singular in children with autism spectrum disorder. Therefore, using rhythmic poetry training can improve the social, speaking and writing abilities of autistic children.

The aim of this study was to compare the effectiveness of working memory intervention and sensory-motor integration on students' math performance with math learning disabilities. The study method was quasi-experimental with pre-test design, post-test with control group and follow-up stage. The statistical population included all Male students with elementary school math disorder Kerman in 2019-2020. Among these people, 60 Boys were selected by available sampling and randomly assigned to three groups of 20 people (two experimental groups and one control group). The experimental groups underwent intervention for 16 sessions of 45 minutes and the control group did not receive any intervention. Pre-test and post-test were performed and follow-up test was performed after three months to ensure the stability of the results. The assessment tools included the Wechsler Intelligence Scale (WISC) and the Mathematical Performance Test. Data were analyzed by multivariate analysis of covariance using SPSS 22-statistical software. The results showed that there was a difference in the effectiveness of the intervention based on working memory and the intervention based on sensory-motor integration between the experimental and control groups (P<0.05). In the follow-up phase, there is a significant difference between the stability of intervention changes based on working memory and sensory-motor integration on mathematical performance. (P<0.05). Based on the results, it can be said that the interventions are effective by creating new experience in the mathematical performance of students with math learning disabilities and can be used as useful interventions in primary schools, special learning centers and educational and rehabilitation centers.

The aim of the present study was to investigate the effect of computer-based educational-cognitive intervention on working memory, attention, response inhibition and central executive component of children with attention deficit hyperactivity disorder. The method of the present study was quasi-experimental with pretest, posttest and follow-up design. The statistical population of the study was 27 students aged 8 to 12 years with attention deficit hyperactivity disorder. The research samples were selected by available sampling method and matched based on the scores obtained from the Connors Teacher Form Questionnaire (CTRS), the phonological ring component and the visual slate (WMTB-C). Pre-test, post-test and follow-up were integrated visual and auditory continuous function test (IVA-2). First, a pre-test was performed. Then, 3 experimental groups received computer-based educational-cognitive interventions in 18 sessions of 50 minutes. The test was then retested. Finally, after three months, the follow-up test was performed again. Data were analyzed using repeated measures analysis of variance in SPSS-24 software. The results showed that in the fields of working memory, attention and response inhibition, there was a significant difference between the three groups in pre-test and post-test and follow-up (P<0.05) and computer-based educational-cognitive intervention led to increased attention, response inhibition and component The central conductor of working memory in children with attention deficit hyperactivity disorder. According to the results, it is suggested that other disorders be examined in future research.

The present study was aimed investigated to the effectiveness of coping cat cognitive – behavior therapy on Assertiveness in Children with Anxiety Disorders. This study was a semi-experimental study with pre-test, post-testand igndes acontrol group. The statistical population of the current study included students with anxiety disorders in Tehran city in the academic years 2018-19. 30 primary school children with anxiety disorder were selected through purposive sampling method and they were randomly assigned into experiment and control group (each group of 15 children). The experiment group received 16 sessions of training the coping cat program cognitive-behavioral therapy (Kendal, 2006) During 60 minutes in each session. The applied questionnaires in this study included the Multidimensional Anxiety Scale for Children (MASC)(March, 1997),children action tendency scale(CATS)(Robert H Deluty,1979).The data from the study werethrough analyzed Multivariate variance and T testusing metod with SPSS24 statistical software. The results showed that coping cat program has significant effect on increase Assertiveness behavior in the children with anxiety disorder (p<0/001). Findings of the present study that reveal coping cat programtherapy can be used with beneficial behavioral strategies with an emphasis on cognitive processing factors along with anxiety and social forces that introduces a kind of rational combination that can be used to increase assertiveness in the students with anxiety disorder

The present study was conducted to evaluation the brief psycho-art-drama’s effectiveness on the acute motor tics with sudden onset in a five-year-old child.

The present research was a single-subject study (A-B) that is categorized in the experimental research. The mentioned therapeutic method was applied in the eight sessions (four sessions for the child and four sessions for the mother). Ending criterion of the therapeutic sessions was the significand reduction of motor tics based on the research tools. The tools were behavioral-symptomatic checklist of tic (Purrezaian, 1398), observation and following the symptoms at the sessions, and clinical interview with the mother. The quantitative research data were analyzed by specific table and graphs of the single subject studies. In addition, the effect size was also reported (ES = 7/34).

The findings showed that psycho-art-drama has reduced the child’s motor tics (P (0/05) significantly.

According to the findings, it can be concluded that psycho-art-drama is an effective method to treatment of the child’s tic disorder. Therefore, it is recommended to apply this brief method in acute stages of motor tics’ onset in children (of course, if the results are repeated in future research and observance of the generalizability principle).

The present study was conducted aiming to investigate the effectiveness of psychological empowerment package on the psychological wellbeing and rumination of the parents of the children with cancer. The present study was quasi-experimental with pretest, posttest and control group design and two-month follow-up stage. The statistical population included all the parents of the children with leukemia and lymphoma in the city of Isfahan in 2019 who referred to therapy centers and their children were under therapy which among them 30 parents with cancer were selected through voluntary sampling method and they were randomly accommodated into experimental and control groups (each group of 15 parents). The parents in the experimental group received 12 sessions of psychological empowerment package during three months. 2 people were excluded from the experimental group and so were 3 people from the control group after the beginning of the intervention. The questionnaire of rumination questionnaire (MRQ) were used in the present study. The data from the study were analyzed repeated measurement ANOVA via SPSS23 statistical software. The results showed that psychological empowerment package has significant effect on the psychological wellbeing and rumination of the parents of the children the cancer (P<0.001) in a way that this package succeeded in the decrease of rumination in these parents. Considering the results of the present study, h psychological empowerment package can be assumed as an efficient method to decrease rumination of the parents with the children with cancer employing Teaching parenting competence and gaining meaning in life.

The aim of this study was to compare cognitive and affective empathy (Hot - Cold) between children with externalized behavioral disorder and normal children by considering the role of gender. The method of this study was descriptive and causal-comparative. The statistical population included all primary school students (8 to 12 years old) in Tabriz in the 2018- 2019 academic year. From this population, 100 children with externalized behavioral disorder (50 girls and 50 boys) and 100 normal children (50 girls and 50 boys) were selected by random multistage cluster sampling model using the CSI-4 teacher form questionnaire. In order to measure cognitive and affective empathy, Dads empathy scale was used. The results of multivariate analysis of variance showed that cognitive and affective empathy in children with externalized behavioral disorders is different from normal children (p<0/05,F=15/10) also cognitive and affective empathy are different between girls and boys (p<0/05,F=34/79). According to the results, cognitive and a ffective empathy are weaker in children with externalized behavioral disorders than in normal children and girls had better performance in cognitive and affective empathy than boys.These findings help to better understand this disorder and variety of therapies.