نشریه تعلیم و تربیت استثنایی
سال بیست و یکم شماره 165 (آذر و دی 1400)

Behavioral emotional disorders are the result of a variety of psychological problems during the developmental period, especially early childhood, which lead to antisocial behaviors, dysfunction of academic and social performance at later ages. Interaction patterns of families with children are among the factors affecting the process of development and mental health of children in adolescence and adulthood, and interventions based on improving parent-child interactions are among the effective interventions in the treatment of these disorders. Thus, the purpose of this narrative review study was to investigate the evidence and the effectiveness of therapies based on parent-child interaction on various psychological disorders in children, as well as their dimensions and characteristics.

This study is a narrative in which the studies on the role of parent-child interaction in the improvement of various behavioral emotional disorders are analyzed, and at the end the necessary conclusions are made.

The results of studies conducted in this field indicate the effectiveness of treatment models based on the parent-child interaction on a wide range of internalzing and externalizing emotional behavioral disorders. Thus, interventions should emphasize the quality of the parent-child relationship to provide a treatment plan.Therefore, in this article, by expressing the characteristics of a child with behavioral emotional disorder and examining the quality of the child’s relationship with the parent, an effective and useful treatment model to improve interactions and relationships is presented that can be used as a complementary and preventive method in education and therapy.

Mathematics is one of the most important areas of the educational structure for students with severe and multiple disabilities, including autism spectrum disorder. Acquiring math skills for children with autism is much more difficult than reading and writing. These children have more difficulty processing mathematical information than reading and writing. Limitations in the field of identifying effective strategies to solve math problems in children and adolescents with autism and problems that most of these children and adolescents face in math-related skills, the need for research and increasing attention to this area Therefore, the purpose of this study was to investigate the effectiveness of teaching basic math concepts using the Applied Behavior Analysis (ABA) method on increasing the math skills of children with autism.

The present study is an applied goal and is among the quasi-experimental projects with a single case method. The design was AB and using available sampling method, 3 students with high performance autism spectrum disorder were selected. The measurement tool in this study was Garz questionnaire, K-Matt and Berge test.

The results of the present study show that the basic mathematical skills in each of the subjects increased after the intervention.

In mathematics education, based on the ABA method, it is possible to teach mathematical concepts in a microcosm. In this method, the use of reinforcements and educational cardboard makes the process of teaching mathematical materials less attractive and less tedious, which in turn causes the math skills to increase over time.

Autism Spectrum Disorder (ASD( identified via deficit of social communication, stereotyped movements and limited interactions. Postural instability is common in children with autism spectrum disorder. The purpose of this study is the effects of 8 weeks core stability training on trunk endurance in boys with autism spectrum disorder.

The research subjects include 32 boys, 6-10 years with autism spectrum disorder, which were randomly divided into 2 groups include experimental and control group. Core stability implemented for 8 weeks, 3 sessions per week, 45 minutes per session and individually in experimental group. To assess trunk endurance used to mcgill Protocol include trunk flexion, lateral flexion and Bearing-Sorenson test.

Data analysis derived from independent T-test showed, the 8 weeks core stability training has a significant effect on trunk endurance in experimental group boys with autism spectrum dsorder (p≤0.05).

Due to the postural instability in children with autism spectrum disorder and Since, The core Stability, causes decrease postural sway and preservation of correct alignment. Core stability training can be effective program for improvement core muscle endurance and trunk stabilization in the boys with autism spectrum disorder. Therefore it is recommended to perform core stability training on boys with ASD.

Students with mental disability have more of oppositional defiant disorder than normal children. So, The purpose of this study was to investigate the effect of parental management training on reducing the symptoms of oppositional defiant disorder in students with mental disability.

This research was a quasi-experimental method with pre-test and post-test with control and experimental groups. The statistical population of the present study included the parents of students with mental disabilities in exceptional schools in Salmas in 1397-1398. Thirty eligible individuals were selected by purposive sampling method and randomly assigned to the control group (n = 15) and the experimental group (n = 15). The Destructive Behavior Disorder Scale (1992) was used to collect data. In this study, the experimental group received 8 sessions of parental management training as a group and the control group did not receive any intervention.

Univariate analysis of covariance was used to analyze the research data. The results of research data showed that parental management training is effective in reducing the symptoms of disobediencestubbornness disorder (p <0.05).

Based on the findings, it can be said that parental management education is an effective method in improving the symptoms of oppositional defiant disorder in students with mental disabilities.

Many people with Down syndrome learn to read to some degree, but how they learn to read has been debated by researchers. Some researchers have argued that given the phonological deficits of people with Down syndrome and their stronger visual-spatial abilities, they rely on the “visual route” to learn to read, while others have shown that the “phonological route” is also involved in learning to read. The purpose of this article is to investigate and compare the role of “visual route” and “phonological route” in learning and teaching reading to people with Down syndrome.

The present study is a review, 50 pioneering and new related articles were reviewed from Springer, Wiley, Elsevier, Taylor and Francis, SAGE Publications and Emerald databases.

The results of this review showed that many people with Down syndrome can learn to read at least word. However, there are many variations in this area. Also, people with Down syndrome have difficulty using the “phonological route” to read, and they rely more on the “visual route” to read. However, both routes play a role in learning to read, although the role of the “visual route” is more prominent.

to teach reading to people with Down Syndrome, you can use both the whole word teaching method, which is based on the “visual route” and the phonetic method, which is based on the “phonological route”, but the combination of these two methods is more efficient; Because relying on the “visual route”, the child will only be able to read the taught words, but to read new words, he also needs letter-sound knowledge.

Birth and child is associated with pressure and difficulty for the mother, but if this child has a physical or mental disability, it will lead to consequences and reactions. Accordingly, the aim of this study was to investigate the structural pattern of resilience, optimism and life expectancy with posttraumatic growth in mothers with autistic children with the mediating role of religious beliefs.

The present research is of the correlation type. The statistical sample included 225 mothers with autistic children who were selected by purposive and available sampling from educational centers and the Autism Spectrum Children Association in 2019. The tools used in this research were Religious Attitudes Questionnaire (Serajzadeh, 1998), resiliency scale (Conner-Davidson,2003), optimism questionnaire (Scheier-Carrer, 1985), life expectancy Scale (Miller, 1988) and post traumatic growth questionnaire (Tedischi & Calhoun, 1996), and Pearson correlation coefficient, path analysis and bootstrap method were used to analyze the data.

The analysis of the findings showed that the structural model has a good fit and all predictor and mediator variables can predict 0.41 of the dependent variable changes. Thus, religious beliefs mediate the relationship between Resilience and hope and post traumatic growth, but do not mediate the relationship between optimism and post traumatic growth.

According to the findings, it can be said that religious beliefs can mediate the relationship between resilience and life expectancy with post-traumatic growth, but in the relationship between optimism and post-traumatic growth, religious beliefs do not play a mediating role.

The purpose of the current study was to investigate the effect of Badminton skill exercises on visual-motor integration in children with motor disability.

The participants of this study were 7-12 year old girls who had motor disability backwardness. After giving Henderson initial screening (MABC) test, 40 motor disability girls were chosen that were randomly assigned to experimental and control group. At the beginning and the end of the study, The Beery visual-motor integration test was used as pretest and posttest. The experimental group attended in training Badminton program for 12 weeks and 36 sessions.

The results of the covariance analysis showed that there is a significant difference between the participants of the two groups in the posttest, and the current intervention has significant effect on improving visual-motor integration in children with motor disability (p≤0/05).

The overall conclusion of the study was that it is necessary to emphasis on the need to compensate for motor disability at school age; and the impact of Badminton skills training on compensating the children’s motor skills activities is positive.