نشریه توانمندسازی کودکان استثنایی
سال سیزدهم شماره 1 (بهار 1401)

The aim of this study was reaching the causative modeling of Attention Deficit Hyperactivity Disorder (ADHA) symptoms based on the character traits and impulse control of mothers with the mediating role of parenting styles. The method of the present study was descriptive-correlational with using of structural equation modeling method. The statistical population included 1324 mothers of elementary school students with symptoms of ADHD in Tehran in the academic year 2019-2020, of which 480 mothers were selected by purposive sampling. Four questionnaires including Connerss Parents (Connerss, 1999), Impulsivity Scale (Lynham, 2006), Temperament- Character Inventory (Cloninger, 1994) and Parenting Styles Questionnaire (Bumrind, 1972) were completed by mothers and for data analysis in addition to descriptive statistics, the structural equations method bu utilizing LIZREL 8/85 software was used. The results showed that mothers' personality characters and impulsivity have a significant relationship with the symptoms of ADHD in children. According to the results, it can be concluded that some harmful characteristics of mothers can predict the symptoms ADHD in children. Findings showed that in the treatment of children with ADHD, attention to the personality traits and parenting style of parents can be effective in the treatment process.

The aim of this study was to investigate the role of problem-solving skills in predicting mathematical motivation and mathematical self-efficacy in children with Special Learning Disorders such as mathematics in Tehran. The research method was descriptive-correlational. The statistical population of the study consisted of all students with learning disabilities in the first year of elementary school in Tehran in the academic year 2020. For the research sample, 90 students with math learning disabilities were selected by convenience sampling method. Data were collected through Hepner Problem Solving Skills Questionnaires (1988), Usher & Pajares Mathematical Self-Efficacy (2009), Corter Mathematical Motivation (2005) and Iran Mathematical Test by K Matt Grenus, Naji Man and Pritchett (1976). The data obtained from the implementation of the questionnaires were analyzed by regression statistical method. Findings showed that there is a positive and significant relationship between the components of problem-solving confidence, attitude-avoidance style and personal control with mathematical motivation and mathematical self-efficacy. The results of regression analysis also showed that problem solving skills are strong predictors of mathematical motivation and mathematical self-efficacy. Considering the role of problem-solving skills in creating and expressing mathematical motivation and mathematical self-efficacy in students with special learning disabilities such as math, it is possible to prevent math-specific learning disabilities by identifying them in a timely manner.

The present study was conducted to investigate the effectiveness of child-based mindfulness training on the happiness and social anxiety in hearing-impaired children. the present study was quasi-experimental with pretest, posttest, control group and forty-five-day follow-up design. The statistical population included all 86 eight-to-eleven-year-old hearing-impaired children in academic year 2018-19 in zones 2, 3, 5, and 6. 30 hearing-impaired children were selected through purposive sampling method and were randomly accommodated into experiment and control groups (each group consisted of 15 children). The experiment group received ten seventy-five-minute child-based mindfulness intervention sessions during two-and-a-half months. The applied questionnaire in this study included Happiness Questionnaire (HP) and Multidimensional Scale of Children's Anxiety (MSCA). The data from the study were analyzed through repeated measurement ANOVA via SPSS23 software. The result showed that child-based mindfulness training has significant effect on the happiness and social anxiety in hearing-impaired children (p<0.001) in a way that this intervention led to the increase of happiness and decrease of social anxiety in these children. according to the findings of the present study it can be concluded that training child-based mindfulness can be applied as an efficient therapy to improve happiness and decrease social anxiety in hearing-impaired children through employing techniques such as mindful thoughts, emotions and behaviors and being present in the moment.

Attention Deficit /Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects parenting styles as well as parent-child interaction. The present study aimed to investigate the parenting styles among the mothers of children with ADHD. For this purpose, a search of internal databases including Scopus, Eric, PubMed and Google Scholar databases engine obtained 92 articles with parenting style in mothers of ADHD children. Based on the systematic review study protocol, the full text of the 11 final papers that were selected for meta-analysis. Then, the full text of the selected articles was fully reviewed and the related information was extracted. This information included the characteristics of the research identity card, the research method (community, sample and sampling method) and then the determination of parenting. Mothers of children with ADHD are more commanding, less rewarding, and less likely to interact with their children. Negative, demanding, and critical parental behaviors in response to ADHD are more common than the parents with normal children and use more authoritarian parenting practices given that children with this kind of disorder may have academic behavioral problems and inattention.

The objective of this study was to examine effectiveness of visual-spatial working memory intervention on mirror writing performance of  pre-school children. This was a quasi-experimental study with pre-test, post-test design and a control group. The statistical population of the present study consisted of 20 students (13 girls and 7 boys) who were studying in preschool centers and kindergartens in Tehran (District 14) in 1395-96 school year and they were diagnosed with mirror writing by their teachers. From amont them 20 students with mirror writing performance were selected through purposive sampling method and were randomly divided into control and experiment groups (each group n=10). The experiment group participated in 12 therapy sessions of visual-spatial working memory program, each session took 60 minutes for 3 month (12 weeks). Tehran-Staford-Binet Intelligence Scale (T-SB(  was used to assess IQ and Researcher-made mirror writing test was used to assess mirror writing. The data resulting from the study were analyzed by SPSS22 and t-Test. The analysis of the data resulted from researcher- made mirror writing test showed that experiment group participants compared to control group have significant difference in the results of the test after participating in the intervention (Mean Difference =2/5, N =10, p = 0/001). It can be concluded that visual-spatial working memory program lead to performance improvement of the student’s mirror writing. Regarding the findings of the current study, the interference of the spatial-visual working memory may impact on mirror writing performance of pre-school children and it can use to decrease the mirror writing errors

The purpose of this study was to investigate the effectiveness of multiple intelligence training package on social skills of slow-paced boys. This quasi-experimental study was performed with pre-test and post-test design and a control group. The statistical population of the study consisted of 150 slow-paced children, who were studying in exceptional school of Hazrat Fatemeh in Karaj in the 2020 academic year. among them, 20 students were selected and randomly assigned to two experimental and control groups (10 boys in each group). The Gersham and Elliott Social Skills Rating System (SSRS) was used to assess social skills. Multiple intelligences training package for the experimental group was presented as a group in 10 sessions of 45 minutes. Data were analyzed using Analysis of Covariance. The results showed that there was a significant difference between the mean scores of the two groups (05 / 0> p), and the intervention program was effective in impoving cooperation, assertiveness, self-control and general social skills for the students in the experimental group (p <0.05). Based on the findings, it can be concluded that the multiple intelligences training package can be used to increase the social skills of slow-paced children.

The aim of this study was to compare the effectiveness of executive functions training based on computer games with the training of sensory integration exercises on word reading and text comprehension symptoms in dyslexic students.The study method was quasi-experimental with pre-test, post-test design and a control group and follow-up stage. The statistical population included all students with elementary school learning disability in districts 2 and 5 of Tehran (128 persons) in 2020-2021. 30 dyslexic students in the age of 8-11 (19 boys, 11 girls) were selected by available sampling and randomly assigned to three groups of 10 people. The experimental groups underwent intervention for 20 sessions of 30 minutes. The control group did not receive any intervention. Pre-test and post-test were performed, then after 4 months the follow-up test was performed again. Assessment tools included the Wechsler Intelligence Scale for Children-Revised- Forth Edition (WISC-4), Reading & Dyslexia Test (NEMA), N-back Test, Sensory Profile 2 (SP2). Data were analyzed by Two-factor mixed ANOVA method using SPSS23 software. The results showed that there was no significant difference in word reading score between computer experimental groups and sensory integration (p>.05). There is a significant difference between the comprehension scores of these two groups (p<.001). Based on the results, both interventions were effective, but there was a notable difference between the effectiveness of these interventions on reading symptoms and comprehension of dyslexic students (p<.001). In a 4-month follow up the Sensory integration practice intervention had a lasting effect that could be used as a useful intervention to help dyslexic students in learning disabilities centers.

This study aimed to determine the effectiveness of mindfulness on flexibility and parent-child interactions in mothers of a child with ADHD. The present study was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population included all mothers of a child with ADHD in Tehran, from among whom 30 mothers of a child with ADHD were selected by available sampling method as a research sample and were randomly divided into experimental and control groups (15 people in each group). The experimental group received eight sessions of mindfulness-related therapeutic interventions and a 90-minute session per week for two months. The control group did not receive any intervention. At the end of the sessions, post-test was taken from all two groups. Cognitive Flexibility Questionnaire (CFI) and Parent-Child Relationship Scale (PCRS) were used to collect data. Data were analyzed using Multivariate Analysis Of Covariance (MANCOVA) by SPSS20 software. The results showed that mindfulness led to a significant increase in flexibility (P <0.01) and parent-child interactions (P <0.01) among mothers of a child with ADHD. According to the research findings, the use of mindfulness to promote flexibility and parent-child interactions of mothers of a child with ADHD is recommended to promote their mental health.

The aim of this study was to investigate the psychometric properties of Lecavalier Behavioral Inflexibility Scale in autistic children. Research method was descriptive survey of instrument standardization type. The statistical population consisted of 1400 autistic children aged 3 to 12 years in Isfahan, from among whom 450 children were randomly selected and 430 of them were included in statistical analysis according to inclusion and exit criteria of the study. In exploratory factor analysis, 230 individuals and confirmatory factor analysis 200 autistic children aged 3 to 12 years were included separately. Research instruments were GARS Autism Symptoms Diagnostic Scale and Lecavalier Behavioral inflexibility Scale. Data were analyzed with SPSS26 and AMOS24 software using correlation coefficient, heuristic and confirmatory factor analysis. Results of exploratory factor analysis showed six factors respond to changes, which were routines and rituals, tendency to be restrictive, response to novelty, response to uncertainty, oversensitivity to ambient events with specific values ​​higher than one that 55.986% of  total variance of structure explain behavioral inflexibility. Results of first-order confirmatory factor analysis showed all indices were PCFI = 0.851, PNFI = 0.809, CMIN / DF = 1.876, RMSEA = 0.051, IFI = 0.954, CFI = 0.954, GFI =0.920 confirmed proper fit of final model so factors obtained from the scale were appropriate. Internal stability of components of Behavioral Inflexibility Scale was higher than 0.7, indicating acceptable consistency of components of structure. Convergent validity of proposed model scales (CR >0.60), divergent validity (AVE> ASV and MSV) were appropriate. Persian version of Lecavalier Behavioral Inflexibility Scale had acceptable validity and reliability and measures 6 factors.

Disorder in attachment relationships by distrust can lead to psychocognitive disorders in child. The aim of this study was to explain the effectiveness of  interactive Theraplay play therapy on child's quality of attachment relationships with the parent. Research method in this study was experimental of a single-subject with AB designs. The study population consisted of children 5 to 8 years old with attachment pathologies that attended psychological centers in Tehran in the academic year 2020-2021 and the number of children was 10. From among them, 3 children (two boys and one girl) were selected based on entry and exit criteria and by purposive sampling. The intervention of theraplay for each child was done according to the instructions of Booth and Jernberg (2010), performed in 2 sessions (45 minutes) per week for 10 weeks (21 sessions) during two and a half months. The research instruments were Marschak Interaction Method (MIM) and Theraplay Behavioral Checklist (made by a researcher). Data were analyzed using visual analysis at both within-condition and between-condition levels based on three indicators of level, trend and stability. The findings showed that intervention of oriented theraplay- focused play therapy had a significant effect on child' quality of attachment relationships with parents (P<0.05). According to the findings of the study, was confirmed the effectiveness of intervention of oriented theraplay- focused play therapy on improving child' quality of attachment relationships with parents. Therefore, this method can be considered as one of helpful and applicational treatments for these children.