نشریه تعلیم و تربیت استثنایی
سال بیست و یکم شماره 163 (امرداد و شهریور 1400)

Children with mental disabilities put a lot of stress on the family due to the needs of care, education and rehabilitation, and these factors can affect the process of psychological adjustment and well-being of their parents.

The purpose of this study was to investigate the effectiveness of positive psychology on psychological well-being of mothers with a mentally retarded child. The quasi-experimental research was pre-test, post-test, and control group. The semi-experimental was pre-test-post-test with a control group. The sample comprised of the study included all mothers with mentally retarded children in the sample rehabilitation center of Shahriar city. 30 people were selected by purposive sampling method and were replaced in two experimental groups (n=15) and control group (n=15). The experimental group received 8 two-hour sessions of positive psychological intervention training. Psychological well-being questionnaire (Reef, 2002) was used to collect data. Data analysis was performed using one-way analysis of covariance.

It showed that positive psychological interventions had an impact on psychological well-being and its components in mothers with mentally retarded children.

According to the findings of this study, positive psychology can be considered as a method for empowering mothers with mentally retarded children.

Children with Attention Deficit/ Hyperactivity Disorder (AD/HD) have difficulty interacting with their peers and suffer from high self stigma. They also have high levels of anxiety. The aim of this study was to determine the executive functions on the level of child interactions with peers, spontaneity and anxiety in children with Attention Deficit/ Hyperactivity Disorder (AD/HD).

Thirty children aged 6 to 14 years with AD/HD who referred to Sabzevar Education Counseling and Psychological Services Clinic were randomly divided into two intervention and control groups and underwent training in 8 sessions of 45 minutes. Psychologists were trained to perform EF. The instruments used included the Connors Questionnaire, the Gersham and Elliott Social Skills Questionnaire, the Spence Children’s Anxiety Scale, and the King Self-stigma Scale, which all children completed before and immediately after the intervention. The comparison between the two groups was performed by multivariate analysis of covariance

Before the intervention, the mean scores of social interactions, spontaneity and anxiety in children with AD/HD were not significantly different, but the mean scores of the two groups at times immediately after the intervention were significantly different, so the mean scores of social interactions, autism and anxiety in children with AD/HD did not change significantly in the control group, but showed a significant change in the intervention group.

Intervention of executive functions has been able to improve social interactions, spontaneity and anxiety levels of children with AD/HD. The use of EF to improve social interactions, autism and anxiety of children with AD/HD is recommended.

The present research aimed at comparing the effectiveness of mindfulness group learning, cognitive behavioral learning, and blended learning in mothers on the executive functions and emotion regulation of children with attention deficit-hyperactivity disorder in the city of Kerman, Iran. This is a pre-test/ post-test, and post-hoc test, quasi-experiment study with three experimental and control groups. The statistical population included all first-grade to third-grade male elementary school students with attention deficit-hyperactivity disorder in the city of Kerman. The sample size included 60 subjects (15 subjects in the mindfulness learning group, 15 subjects in the cognitive-behavioral learning group, 15 subjects in the blended learning group, and 15 subjects in the control group) that were selected through convenience sampling. The children’s mothers were trained. The research tools included the 20-item emotion regulation questionnaire by Hoffman et al. (2016) and the 63-item inventory of executive functions by Gioia (2000). The data was analyzed using the tests of multivariable analysis of variance and covariance analysis with repeated measures. The results indicated that there is a significant difference between the emotion regulation of children with attention deficit-hyperactivity disorder and the mean scores of three stages of pre-test, post-test, and the post-hoc test of executive variables. In accordance with the results of the post-hoc test of the blended learning method had a significant impact on the executive functions in comparison to two mindfulness and the cognitive-behavioral learning method, and emotion regulation had a significant impact in comparison to mindfulness learning.

The aim of this research was investigate the role of emotional empathy, family relationship and communication skills of parents in social adjustment of the blinds. Present study was a cross-sectional from type of correlation. Research population was all blind people members of blinds association in Urmia city included 257 people that all of them selected as a sample. Research instruments were the questionnaires of emotional empathy (Davis, 1983), family relationship (Koerner and Fitzpatrick, 2002), communication skills (Barton, 1990) and social adjustment (Sinha & Singh, 1993). Data were analyzed by Pearson correlation and multiple regression with enter model methods. The findings showed with increasing the score of emotional empathy, conversation and conformity relationship patterns and feedback, listening and verbal communication skills the score of social adjustment of the blinds significantly decreased. Considering that in the social adjustment questionnaire the higher score means lower adjustment, then with the increase of emotional empathy, conversation and conformity relationship patterns and feedback, listening and verbal communication skills, the level of social adjustment of the blinds increased. Also, emotional empathy, family relationship and communication skills of parents significantly predicted 40/5 percent of the variance from social adjustment of the blinds (P<0/05). Therefore, in order to improve the social compatibility of the blinds can be promoted the emotional empathy, family relationship and communication skills of parents through workshops.

The aim of present study was to investigate the effectiveness of schema therapy on parental stress and psychological hardiness of mothers of children with autism spectrum disorder in 2019.

This semi-experimental study was conducted as pre-test and post-test with control group. Statistical population included all mothers of children with autism spectrum disorder in the city of ANDIMESHK. From among these mothers, 30 mothers were randomly selected and put into the experimental and control groups of 15 persons each. The parenting stress index (Abidin, 1995) and psychological hardiness questionnaire (Kobasa, Maddi & Kahn, 1982) was the instrument of this study. First, the pretest was conducted on the two groups. Then, the experimental group was exposed to an eight-session training of group schema therapy these sessions were weekly held in group. At the end, the post-test was applied on both groups.

The results of covariance analysis indicated that schema therapy has significantly decreased parenting stress and increasing psychological hardiness and there is a significant difference between the experimental and control groups in the psychological hardiness and parenting stress of the mothers of children with autism spectrum disorder (P<0.001). The mean of stress in the experimental group was lower than the mean of the control group. Also, the psychological hardiness in the experimental group was higher than that of the control group. Thus, the effectiveness of schema therapy on increasing psychological hardiness and decreasing the level of parental stress of mothers of children with autism spectrum disorder was confirmed.

Based on the results of the effectiveness of schema therapy approach on childbearing stress and psychological stubbornness of mothers of children with autism spectrum disorder, it can be concluded that schema therapy training is an effective treatment to promote psychological stubbornness and reduce parental stress and generally improve mentally healthy.

The aim of this study was to design and validate a complementary curriculum model that is compatible with the brains of low attention and hyperactive students.

Mixed research is exploratory. The qualitative part used documentary analysis and qualitative content and the quantitative part used survey research method. Qualitative statistical population, documents, databases, experts in curriculum planning, psychology, brain and quantitative sciences, education counseling and primary school teachers in Mashhad were selected by purposive sampling and multi-stage clusters.To validate the model, a researcher-made questionnaire and a semi-structured interview were used, which was saturated with 17 interviews. Data validity and reliability were confirmed by member review, content validity and Cronbach’s alpha. The validity of the interviews was done with the strategy of controlling the interview data with the data of valid scientific documents and the characteristics of the elements and components of the desired curriculum were identified.

In model validation, the agreement of experts was estimated to be 79.93%. Significance level was considered more than 0.05.Therefore, the characteristics and brain needs of these students should be given priority in the supplementary curriculum, elimination of time constraints, reduction of course units, assignments and assessments, and teaching methods that require more activity and interaction should be presented in a variety of attractive forma

To reduce the problems of Low attention and hyperactive students, special attention should be paid to lesson planners to the role of brain-based complementary curriculum elements.Based on the results of organizing the goals and content for the students in question, changes will be made, more emphasis will be placed on some goals, and the content of skills training, assignments and assessments will be emphasized in attractive and diverse formats such as software.

This study was conducted with the aim of evaluating the effectiveness of acceptance and commitment therapy on decreasing anxiety and depression symptoms in autistic children’s mothers.

This study was a single case design with multiple baselines. According to willingness to participate in the study and having the inclusion criteria, three individual among the autistic children’s mothers were selected through purposeful sampling method. Mothers of autistic children completed Beck Depression Inventory (BDI-II) and Beck Anxiety Inventory (BAI) in the pre-treatment (baseline) stage, during the treatment (fourth, sixth and eighth sessions) and one month follow-up, and received acceptance and commitment therapy for 8 sessions, 60 minutes for each session. Data were analyzed using the improvement percentage and effect size as well as charting and visual evaluation.

The results of the analysis showed that acceptance and commitment therapy could reduce depression and anxiety of autistic children’s mothers. So, participants reported significant decrease in the assessment stages during the treatment and one month follow-up after the treatment, compared to baseline.

The results of this research confirmed effectiveness of acceptance and commitment therapy in reducing depression and anxiety in the autistic children’s mothers.