نشریه کودکان استثنایی
سال بیست و یکم شماره 4 (پیاپی 82، زمستان 1400)

The aim of this research was to compare the effect of comparison of the effect of Gestalt Play Therapy (GPT) and Lego Therapy (LT) on the social- emotional competence in deaf children.

The present research was a quasi-experimental study with pre-test, post-test design and control group. The sample size consists of 42 deaf children aged 4-6 years who were selected by convenient sampling method from the Ava Rehabilitation Center for mother and child with hearing loss in Isfahan, and they were randomly assigned into two experimental groups and one control group. Each group consists of 14 deaf children. Out of two experimental group, one group participated in GPT in 8 sessions (once weekly; each last for 45 minutes) and the other participated in LT in 10 sessions (once weekly; each last for 35-40 minutes), while the control group did not participate in these programs and participated in the common program of center. Social-Emotional Assets and Resiliency Scale (2013) was used for assessment of all participants. The research data were analyzed by univariate and multivariate analysis of covariance.

The findings showed that the GPT and LT had a positive and significant effect on the social- emotional competence in deaf children (P < 0.001). In addition, the results of comparing the both approaches of play therapy showed that there is no significant difference between the effect of the GPT and LT in terms of the social- emotional competence in deaf children (P > 0.05).

The GPT and LT led to improve of the social- emotional competence in these children. Our findings suggest that the GPT and LT programs have positive and effective outcomes for deaf children.

One of the most common childhood disorders is Attention Deficit Hyperactivity Disorder (ADHD), which can be caused by a lack of self-regulation. Therefore, the present study aimed to compare the effectiveness of self-regulatory behavioral interventions with self-regulatory motivational behavior on reducing the ADHD symptoms in elementary school students.  

The present study was a pretest-posttest experiment with a control group. The statistical population included all children aged 7 to 12 years old with attention deficit hyperactivity disorder that referred to counseling and psychology centers in Tehran's District 5 in the academic year 2019-2020 and were receiving Ritalin medication. First, they were screened by the Pediatric Symptom Inventory (CSI-4). Then, 45 students with the highest level of ADHD were randomly selected and assigned to three groups (two experimental groups and one control group). Data were analyzed by multivariate analysis of covariance and Bonferroni posthoc test.

The results showed that the two experimental groups had a significant increase in post-test compared to the control group (p<0.001). In addition, there was no significant difference between the mean of ADHD group of self-regulatory behavioral interventions and the mean of ADHD group of self-regulatory motivational behavior. In other words, the effect of the two treatments in reducing ADHD is the same (p<0.01).

Based on the results, it can be concluded that training in motivational and behavioral self-regulatory processes can significantly help reduce the symptoms of ADHD in these children (p<0.01).

The present study was conducted to evaluate and compare sensory processing, academic help seeking and problem-solving strategies in children with Attention Deficit/Hyperactivity Disorder, (ADHD) children with special learning disabilities, and normal students.

In the present comparative scientific type study, among all 10-12 years old students of Shiraz, 150 people (50 people with (ADHD), 50 people with special learning disabilites and 50 normal people) were selected by purposive sampling and considering the entry and exit criteria. SNAP (Parent Form) Sensory Processing Scale, Academic Help Seeking Scale, and Problem-Solving Strategies were used to assess the participants. Data were analyzed by multivariate analysis of variance (MANOVA).

The results showed that all three groups of students had significant differences in the components of sensory processing, academic help seeking and problem-solving strategies.

The findings of this study provide evidence of sensory processing problems, academic help seeking, and problem-solving strategies in students with ADHD and, special learning disabilities. Therefore, it is necessary to consider psychological interventions and training in order to improve and correct the problems of these students.

The purpose of this study was to investigate the effect of rehabilitation program based on Spark motor method on the motor skills and emotional intelligence of students with visual impairment in Isfahan in 2020.

In this quasi-experimental study, which was performed as a pretest-posttest with a control group, 30 students with visual impairment in Isfahan (mean age 12.17 years) were selected by using available sampling method. Then randomly divided into two groups of experimental (n=15) and control (n=15). The rehabilitation program based on physical activity (Spark movement method) was performed for eight weeks, three sessions per week and 60 minutes each session for the experimental group. The control group did not receive any exercise during this period. At the beginning and the end of the rehabilitation program, motor indexes and emotional intelligence skills in both groups were evaluated using the standard emotional intelligence shot questionnaire (Shot et al. 1998) and Bruninks-Oseretsky test of motor proficiency (1972) in similar conditions. Data were analyzed using covariance and multivariate covariance analyses.

The results showed that physical activity-based rehabilitation programs had a significant effect on motor skills indices in students with visual impairment in Isfahan (P≤0.05). Also the effect of exercise program on emotional intelligence was significant (P≤0.05).

The research findings indicated that physical activity-based rehabilitation programs are effective on motor skills and emotional intelligence indices in students with visual impairments. Therefore, it is recommended that visually impaired practitioners, coaches, parents, and comedians use this method to develop and improve student’s sports performance and intelligence.

The aim of current study was to study the challenges of students with learning disability.

This is a qualitative phenomenological study. The population of the research included 14 female students with specific learning disabilities, who selected by purposive sampling semi-structure interview from Tabriz city.

Data analysis by Smit Method and recognition of the main and subsidiary themes revealed that the concerns faced by the students were emotional responses (stress, worry, tension, anger, humiliation, feeling of soleness, emotional exhausted, and self-criticism), psycho-academic response (dependence in doing home works, discrediting the education, aggressiveness, learned helplessness, test anxiety, low self-esteem and low self-confidence( and social responses (embarrassment, feeling of rejection by peers and teachers and seclusion).

The present study findings could be helpful for further studies regarding specific learning disabilities as the obtained results require developing and evaluating the effectiveness of treatment methods, which could cover different dimensions of problems experienced by the students.

The present study aimed to assess the effectiveness of mindfulness training on the cognitive flexibility and resilience of students with visual impairment (Low vision and Blind) in Yasuj City.

The method of this research was semi-experimental and pre-test-post-test with control group. The statistical population included all students with visual impairment studying in Yasuj's Shaghayegh School in the academic year of 2018-19. The research sample also included the entire statistical population (10 students recieved mindfulness training and 10 students recieved no intervention by available sampling method). The used instrument, were Mindfulness Intervention Training, Connor and Davidson Resilience Questionnaire (2003) and Martin and Rubin Cognitive Flexibility Questionnaire (1995). The mindfulness intervention was performed within 8 sessions of 90 minutes for the experimental group. The data were analyzed by using the SPSS21 software and covariance analysis.

After comparison of the post-test cognitive flexibility and resilience components in the two groups with controlling the effect of pre-test, and also, after participation of the experimental group in the mindfulness intervention sessions, it was rejealed that the scores of the experimental group students in cognitive flexibility and resilience were significantly higher than those of the control group students (P≤0.05).

Mindfulness training can be an effective approach in improving the cognitive flexibility and resilience of low vision and blind people.

The aim of this study was to compare the effect of SNARC between people with hyperactivity, and attention deficit and healthy people in Iranian adolescents.

The research design was descriptive and causal-comparative. Statistical populations of the study were 10-15 years old adolescents of Tehran. The sample group consisted of 30 individuals with hyperactivity, 30 individuals with attention-deficit, and 30 normal individuals who were selected by convenience and targeted manner sampling method. All of them responded to Magnitude Judgment Task (Georges, 2017).

The results showed the significant effect of SANRC in adolescents with the hyperactivity, group attention-deficit, and normal people, so that the highest amount was in hyperactivity and the lowest amount was in the normal group. This effect was seen as a representation of small numbers on the right side, and large numbers on the left side. Also the normal group gave the most correct answers and the attention-deficit group gave the least number of correct answers. The reaction time of the attention-deficit group was the highest, and the hyperactive group had the lowest.

These results imply that SANRS has an inverse reaction time. effect in Persian-speaking Iranians, and a greater effect in people with ADHD disorder.

The aim of this study was to evaluate the effectiveness of computerized training of visual-motor skills on motor impulsivity and response inhibition in children with attention deficit/hyperactivity disorder (ADHD).

The design was experimental with pretest-posttest and a control group. The statistical population of the study consisted of all male students with attention deficit/hyperactivity disorder, who were studying in the elementary school of Mashhad during the academic year 2019-2020. First, 450 students were selected via cluster sampling and screened by the Connor's teacher rating scale. A total of 56 students had a score above 26, which 30 of them were randomly selected and assigned to two experimental groups and one control group. The researcher-made computer game Rayapoya modeled on the German software Cog Pack (The Cognitive Training Package) (Marker, 1987-2007), Conner's Teacher Rating Scale (CTRS) (1969), O’Connor Dexterity Test (1920), and Stroop Test (1935) were employed to collect the required data. To analyze the data, multivariate analysis of covariance (MANCOVA) was applied.

The (MANCOVA) results showed that after controlling the pre-test scores, there was a statistically significant difference between the mean post-test scores of the experimental and control groups on the attention deficit/hyperactivity disorder variable.

This study showed that computerized cognitive training of visual-motor skills is a promising learning method that improves motor impulsivity and response inhibition in children with attention deficit/hyperactivity disorder. Therefore, it can be used as an alternative or complementary method for common attention deficit/hyperactivity disorder interventions.

The purpose of this study was to investigate the effect of choice theory training on neuropsychological problems and cognitive emotion regulation of bullying students with ADHD disorder.

This research was a quasi-experimental study with control group, pre-test and post-test with random assignment. The statistical population included all bullying students with ADHD disorder in Ardakan City in the academic year 2019-2020. Using convenience sampling, 26 individuals were selected and randomly assigned into two groups of 13 (experimental and control). All participants answered the standard questionnaires of Conner’s Psychological Neurological Problems (2004) and the Garnefsky, Crich and Spinhauem’s Cognitive Emotion Regulation Questionnaire in the pre-test and post-test stages. The experimental group received the theory of choice in 12 sessions of one hour and two sessions per week, while the control group did not receive any intervention during the study period. Finally, the data were analyzed by multivariate analysis of covariance (MANCOVA)at the significant level of 0.005.

The results showed that the mean scores of neuropsychological problems and cognitive emotion regulation in the experimental group were significantly different in the post-test stge (p<0.001).

According to the results of this study, teaching the theory of choice can be considered as an effective intervention method in reducing the psychological problems of bullying students with ADHD disorder.

The purpose of this study was comparing the effect cognitive load and meta-cognition intervention on the symptoms of internalized behavioral problems in first-grade female high school students.

This was a quasi-experimental study with pre-test and post-test design with control group and two experimental groups. The research population included all high school first grade girl students in Isfahan. Then the teachers of the cognitive and metacognitive groups were trained. For sampling, at first, three schools were randomly selected by multistage random sampling method from among the six education districts in the city. Then three schools were selected from District three with a total of 320 students. Then, using the Achenbach’s child behavior checklist, 60 students were selected through purposeful sampling and were randomly assigned to two experimental groups (cognitive load training and metacognitive training) and one control group (without educational intervention). The data were analyzed using multivariate covariance analysis (MANCOVA).

It was revealed that cognitive load training and metacognitive training had a significant effect on decreasing the symptoms of students with internalizing problems. However, cognitive load training was more effective in reducing the students, internalized behavioral problems Comparing to meta-cognitive training.

The research findings showed that cognitive load training and its use in teaching by teachers can be used to reduce the symptoms of students with internalized behavioral problems. There was a difference between the marks of the symptoms of students with internalized problems between the cognitive load and control groups and between the metacognitive and control groups. In other words, metacognitive education affected the symptoms of students with internalized problems. In addition, teaching cognitive load and metacognitive learning were able to reduce the symptoms of students with internalized problems. The difference between the marks of the students' symptoms with internalized problems in the control and metacognitive education groups was significant, which in the favor of the students in the cognitive load group. Based on the findings of this study, homework-related education in cognitive load has an easy-to-difficult hierarchy that can improve anxiety and stress symptoms in students with internalized behavioral problems. Educational planners are suggested to use the findings of this study to promote the mental health of these students in their executive programs.