فصلنامه روان شناسی افراد استثنایی
پیاپی 46 (تابستان 1401)

Parental involvement at home is essential for the learning and success of children with learning disabilities. The purpose of the present study was to investigate the mediating role of parent participation in the relationship between the shame of having children with learning disabilities and the performance of students with learning disabilities. 140 students with learning disabilities were selected from all pupils of Tehran's primary school by the available sampling method. In this study, the Parental Involvement Scale of Olson Barnes (1992) was used to investigate parents' participation and the Parent's Attitude Scale (GOODNER, 2002) was used to investigate the shame of having a child with a learning disability. The results showed that the shame of having a child with a learning disorder has a direct and significant effect on the performance of students with learning disabilities and the effect of parent involvement on the performance is direct and significant (p<0.05). The more positive the parents' attitude towards their children, the more their involvement and participation in home and school activities will be. Also, the shame of having a child with a learning disorder has a significant effect on the student's performance due to the parents' participation. The model has a good fit and 17% of students' performance variance is explained by the research variables.

The aim of this study was to evaluate the effectiveness of self-compassion training on the quality of life of mothers of children with attention-deficit / hyperactivity disorder. In this study, a quasi-experimental method with a pre-test-post-test design with a control group was used and its statistical population also included mothers of children aged 5 to 11 years, boys and girls with attention-deficit/hyperactivity disorder in Rasht in 2020-2021. The study sample consisted of 28 mothers from the statistical population selected by convenience sampling method and randomly placed in experimental and control groups. The experimental group participated in the compassion training group as a group for 8 weekly sessions. Both groups were evaluated in two stages of pre-test and post-test with the Short Form Quality of Life Questionnaire (1996). The results showed that the self-compassion training intervention had a significant effect on the scores of quality of life components (physical health, psychological health, social relations, and environmental health), in the post-test stage the scores of quality of life of the experimental group increased significantly (p <0.001). Self-compassion training in comparison with other kinds of training can have very useful results for mothers, especially in order to increase their quality of life, and can be introduced and implemented as one of the axes of parental training in comparison with other methods and training.

Providing inclusive, sustainable, and accessible education for students with disabilities can be a result of recognizing and protecting their rights. The purpose of this study is to describe and understand the lived experience of students with physical disabilities from participation in inclusive education at the level of higher education. This research was conducted in the academic year 2019-2020 based on an interpretive paradigm and qualitative approach and using the phenomenological method of a psychological (scientific) type. From the community of physical students, 18 students with severe and very severe disabilities were selected using purposive sampling and participated in a semi-structured in-depth interview. Data analysis was performed manually, simultaneously with data collection, using the proposed Colaizzi model. Data validation strategies were performed using the methods of External checks, Member checks, allocating sufficient time for data collection, continuous conflict, and investigator triangulation. Findings were extracted in the main themes of "meaning of education", "barriers to accessibility", "education fees", "human relations" and "organizational role" and several other sub-themes. The results show that despite the strong internal motivation of students with disabilities to prove their abilities, as well as the supportive communication space in informal groups, this is a disabling academic environment and organizational neglect that is a strong barrier against students with disabilities and prevents the realization of the goals of the social model of disability and inclusive education. The results warn that the lack of adaptation of the university environment will lead to the failure of the experienced curricula of students with physical disabilities.

The aim of this study was to develop and determine the effectiveness of a virtual support program on challenging behaviors and social skills of children with high-functioning autism. The research method was combined. In the qualitative section, 14 experts were selected as participants by purposive sampling. Using the theoretical coding method, a virtual support program was developed for 11 purposes. In the quantitative part, the research method was quasi-experimental with a pre-test-post-test design and control group. The statistical population included all boys aged 7 to 11 years with autism referred to Padideh and Rahyab medical and rehabilitation centers in Tehran in 2020. Among them, 20 people were selected by purposive sampling method and randomly assigned to 2 experimental groups (10 people) and a control group (10 people). The experimental group received a virtual support program for 13 sessions (2 sessions per week); the control group was placed on a waiting list for 2 months. In order to collect information, the Challenging Behaviors Questionnaire of Budfish et al. (2000) and Gersham & Elliott's (1990) Social Skills Questionnaire, were used. Data were analyzed using univariate and multivariate analyses of covariance. Findings showed that the virtual support program had a significant effect on reducing challenging behaviors and improving the social skills of the experimental group (P <0.001). Therefore, it is suggested that psychologists and educators in the field of children with autism use the virtual support program to manage and reduce the psychological problems of these children and help their parents due to the prevailing conditions caused by the coronavirus.

The purpose of the present study was to investigate the effectiveness of emotion regulation training on adaptive/social behaviors of adolescents with separation anxiety disorder. The research method was quasi-experimental with pre-test and post-test design with a control group. Participants in the study were 20 adolescents with separation anxiety who were identified among the adolescents studying in the first and second grades of Tehran School of Art and Literature in the academic year 2019-2020 and were randomly assigned to two experimental and control groups of 10 adolescents. The experimental group received the Gross model emotion regulation training in 8 sessions of 90 minutes individually, but the control group did not receive any intervention. Data were collected using March et al.'s (1997) Separation Anxiety Inventory and Spence et al.'s (2002) Adaptive / Social Performance Questionnaire, in pretest and post-test. Research data were analyzed by univariate and multivariate analysis of covariance. The results of the analysis of covariance showed that emotion regulation training was effective in increasing adaptive/social behaviors in adolescents with a separation anxiety disorder (ρ <0.001). According to the findings, it seems that emotion regulation training can be used to manage anxiety and increase adaptive behaviors in adolescents with separation anxiety disorder as a complementary education program along with other treatment methods.

Reading is one of the ways of acquiring human knowledge. Every person in society has to read a number of writings, in most societies literacy is the key to educational success. Because one of the influential factors in reading is listening comprehension, the present study was conducted with the aim of the effect of teaching listening time perception on improving the phonological elimination skills of fourth-grade elementary students with special learning disabilities in reading. This research is a quasi-experimental study with pre-test and post-test, has an experimental group and a control group. The statistical population includes all students of fourth-grade elementary school boys in Saqqez with special learning disabilities in reading who were introduced to the centers of learning disabilities in the academic year of 1998-99. Using the available sampling method, a sample of 20 students from educational disability centers in Saqqez was selected. Then, 10 children in the experimental group and 10 children in the control group were randomly selected. The tools used in this study are the subtraction wave removal test, worm reading test and optical (2006). The number of educational intervention sessions includes 7 sessions for the experimental group. And the post-test was performed immediately on the experimental and control groups. One-way analysis of covariance was used to analyze the data. The results showed that the training of listening time perception in the experimental group compared to the control group had a significant effect on improving children's phonological elimination skills. Listening time training in students with special learning disabilities in reading leads to improved elimination skills and improves their reading performance.

This research was conducted with the aim of investigating to which degree the content of the first-grade Persian textbook in inclusive courses is adapted to the needs and abilities of students with hearing impairment. This research has been conducted using a qualitative approach and content analysis method strategies. Then, using the method of reflective analysis of Gall et al, the strengths and weaknesses of the content of the mentioned books were identified. Guba and Lincoln's indexes have been used to measure the validity of the findings. The Research findings confirm that the content of writing skills and Persian textbooks in the year 2020-2021, in the first grade of primary school, cannot meet the needs of students with hearing impairment in the "fundamental capabilities of functional emotion" desired by the integrated approach of evolutionary growth, especially the "creation and representation of ideas". From the analysis of the obtained data, it can be concluded that the mastery of the ability to "create and represent ideas" improves speech and the development of the vocabulary domain and thus strengthens the reading and writing literacy of people with hearing impairment and since this ability is the basis for learning other sciences, so the weakness in the ability to"create and represent ideas" can be a threat to people in the target community and put them in a failure cycle in education.

Family is known as the core of child and adolescent care and it plays an important role in the treatment of behavioral problems in children and adolescents. The aim of this study was to investigate the effectiveness of FCI on the behavioral consequences of Iranian children and adolescents. This study is a systematic review and meta-analysis of all published Persian or English articles (during the years 2011 to 2020) in the field of FCI in the Iranian child and adolescent community using an internal database such as SID, Iran Medex, MagIran, Civilica, Irandoc, and English Scopus, Web of Science, Pubmed, Science Direct and Google Scholar by combining the appropriate words. In this study, the Standard Mean Difference index (SMD) and STATA software were used to analyze the data. Among the 103 articles found in the initial search, only 38 articles (10 (26%) articles on adolescents, 28 (74%) articles on children) were eligible for inclusion in the study. The SMD index of FCI compared to the control group is generally equal to 1.60 with a 95% Confidence Interval (CI) (1.31 to 1.90) and in the child sample equal to 1.39 with a 95% CI (1.31 to 1.90). The adolescent sample was reported to be 2.18 with a 95% CI (1.44 to 2.91). The results of this study showed that FCI in children and especially Iranian adolescents have good therapeutic efficacy.