نشریه کودکان استثنایی
سال بیست و دوم شماره 2 (پیاپی 84، تابستان 1401)

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that is challenging for the family members to manage. Some of patients' behavioral characteristics make them be adaptive rather than disruptive. To introduce the psychological characteristics of people with ADHD using a positive approach to their abilities.

With Google search, the Persian and English keywords of positive features in ADHD people in domestic databases of Iranmedex, Irandoc, Magiran and SID and international databases of PubMed, Springer, ProQuest, Scopus, Elsevier, MEDLINE, and Cochrane were collected and reviewed through a systematic review.

A total of 103 articles published in English and Persian on the subject of a positive approach to the psychological characteristics of ADHD between 1992 and 2020 were obtained, of which 36 articles had the inclusion criteria. This study showed that creativity, hyperfocus and entrepreneurship are positive traits confirmed in people with ADHD.

Many researchers, by examining the symptoms of ADHD, believe that there are abilities in these people that are an advantage and skill and can be a strategy to compensate for the deficiencies in people with this disorder.

The purpose of this study was to investigate the effectiveness of hope training on academic engagement, academic burnout and academic optimism in students with learning disorder.

This study was a semi-experimental design with pretest-posttest, control group and follow-up period. The study population consisted of all students referring to the Center for Learning Disabilities of Boushehr Province. The research sample consisted of 40 students who were selected by available sampling method and randomly assigned to the two groups of experimental and control. The measurement tools were Academic Engagement, Academic Burnout and Questionnaire. The experimental group received 9 sessions (60 minutes each) of group training of Snyder's Theory of Hope Protocol. For statistical data analysis, mixed variance analysis with repeated measures design was used.

The results showed that hope training had an effect on academic engagement (p≤0/001), academic burnout (p≤0/001) and academic optimism (p≤0/001) in students with learning disorder. This effect remained unchanged in the two-month follow-up phase.

Hope training, as an effective and functional intervention, could be used to improve academic engagement, academic burnout and academic optimism in students with learning disorder.

The goal of the present research was to study the effect of transcranial magnetic stimulation of the brain over selective attention and continuous function of children suffering from specific learning disability disorder.

The method of the present research was semi-experimental that was conducted by pre-test, post-test along with the control group. Twenty-six first to third-grade children suffering from specific learning disability disorder participated in this study, from the fifth district of the City of Tehran as a sample. In the pre-test stage, all participants were subjected to continuous and selective attention test, and then they were put in two groups of experiment and control. The participants of the experimental group were subjected to the intervention of transcranial magnetic stimulation. The duration of stimulation was 20 minutes for each session and the intensity of stimulation was set at 7 milliamperes. After the end of the intervention, the post-test stage was conducted and a covariance analysis test was used to analyze the data.

The results illustrated there is a significant difference between two groups of experiment and control in the variable of selective attention (f-50/20, p—0/001), and the variable of a continuous function (f-24/80, p-0/001), that according to the difference of means, the function of experiment group is better than the control group.

we can say that the use of approach of transcranial direct-current stimulation during 5 sessions can lead to improving selective attention and continuous function in children suffering from specific learning disability disorder.

Objectiv:

 The aim of the present researh was to develop a Family Education Program based on the model of Behavior Management for Parents and study its effectiveness on reducing the clinical symptoms and improvement of educational performance in their children with Attention Deficit Hyperactive Disorder (ADHD).

This was a quasi-experimental study with pre-test post-test design and a control group. The statistical society of the study included all children with ADHD and their parent, in the primary schools of Qazvin City. population, of which 40 ADHD students were chosen as a sample using the random multistage cluster sampling model. The subjects were selected and randomly assigned into experimental and control groups (20 each). To evaluate the clinical symptoms, Teacher and Parent Rating Scale (SNAP-IV) was used. To assess the school performance, the researchers developed and used an assessment tool. intervention package consisted of a ten-session treatment protocol on the parents’ behavior management based on behavioral model. To analyze data, Multivariate Analysis of Covariance (MANCOVA) was utilized.

The research findings showed that intervention of teaching behavioral management for the children with ADHD is significantly effective in reducing clinical symptoms (P < 0.001) and improving school achievement (P < 0.001).

Counclusion: 

Thus, this program can be implemented to improve clinical symptoms and school performance in the target group, and planning is essential for its implementation.

The purpose of this study was to examine the structural model of the relationship between resiliency and academic achievement with the mediating role of self-regulation and self-esteem strategies in high school students with cerebral palsy.

For this purpose, 151 high school students with cerebral palsy were selected using the convenience sampling method among the students studying at special schools in Isfahan as the research sample. All participants answered to the Connor-Davidson Resilience Scale (CD-RISC), Cooper-smith Self-Esteem Inventory, Bouffard's Self-Regulatory Strategy Scale and Demographic Questionnaire. Data were analyzed using structural equation modeling (SEM) using AMOS-24 software.

The results showed that the conceptual model of the research with empirical data has a good fit. It was also revealed that the coefficients of all direct and indirect paths of the model are significant, and self-regulation strategies and self-esteem can mediate the relationship between resiliency and academic achievement in students with cerebral palsy.

In general, resiliency in students with cerebral palsy affects, both directly and indirectly, their academic achievement through self-esteem and self-regulatory strategies. This result can have important implications for improving the academic achievement of students with cerebral palsy.

The present study aimed to compare the effectiveness of Fredrickson’s positive thinking with Dweck’s mindset program on the copying styles of gifted students.

This is a quasi-experimental with pretest-posttest with control group. The population of the study consisted of all 450 gifted female students in the ninth-grade of Isfahan City, Iran. After screening the students using the Test Anxiety Inventory (TAI), a sample of 45 students, who obtained higher scores, were selected and then randomly divided into two experimental groups, one for Fredrickson’s positive thinking (n=15) and one for Dweck’s mindset program (n=15) and one control group (n=15). Each of the experimental groups received eight sessions of intervention, while no intervention was given to the control group. All participants completed the Ways of Coping Questionnaire at pre-/post-test. Data were analyzed using the MANCOVA and SPSS-22 software’s.

The findings indicated that both of the experimental groups were equally effected in terms of emotion-focused, problem-focused and avoidant coping styles than the control group, and the effects were maintained at follow-up.

Using the Dweck’s mindset program and Fredrickson’s positive thinking, we can improve the copying styles of students, which in turn, can increase progress of students. Furthermore, there was no significant difference between the effectiveness of Fredrickson’s positive thinking and Dweck’s mindset program.

The purpose of this study was to analyzing the Teachers' Views on Schools Student with Special Needs in Order to Provide Policy Advice.

The present study was conducted using a qualitative approach with the aim of analyzing the views of school teachers teaching special need Students in East Azerbaijan Province. Data were collected by semi-structured interviews from 16 teachers by targeted sampling method and analyzed by thematic analysis method.

The research findings indicated that the views of school teachers on students with special needs can be categorized into four main themes and 18 sub-themes. The main topics include issues related to school teachers, students with special needs, characteristics of students with special needs, educational constraints, and socio-cultural issues. Sub-topics are also described in detail in the text of the article.

According to the research findings, the measures taken in the field of general education policy have not gone well and the advancement of issues in this field requires the serious attention of the officials.

The aim of the current research was to introduce new strength-based assessment approach and comparing it with the deficit -based approach in the developmental disabilities area.

Review method and key words including strength- and deficit- based approaches or assessment and developmental disabilities, from Latin web the Dada (PubMed, Elsevier, Science direct, Google Scholar) The findings and the desired information were analyzed to achieve the goal of the research.

Through the study of the strengths-based approach, research evidence reveals positive attributes such as emphasis on attributes include At-potential, Strengths, engage Persistently, Understand, Opportunity, time-in, adapt to, empower, Process-focused, dynamic, movement, unique, avoids imposition, validates people's experience, Identifies and build on strengths, client-centered, professionals adapt to clients, Meet clients in their environment, flexible, People are inherently social/good, Client-determined, supportive, inclusive.

to achieve the desired results in the field of developmental disabilities, developing and implementing research programs and interventional programs are recommended.

The purpose of this study was to investigate the effect of cognitive-emotional self-regulation training on self-efficacy and emotional failure in students with learning disabilities.

The research method was quasi-experimental with pretest-posttest design with control group. The statistical population of the study consisted of all students with dyslexia in the sixth grade of elementary schools who were in educational disabilities centers in districts 2, 3 and 5 of Tehran province in the academic year of 2019-2020. The number of these students was estimated at 230. Statistical population was the sample of 30 students (13 male students and 17 female students) selected by multistage cluster sampling. The experimental cognitive self-regulation training program was administered to the experimental group in 8 sessions of 90 minutes (2 sessions per week), while the control group did not receive any intervention. Schwarzer and Jerosalem Self-efficacy Questionnaires and EBSIs were used to collect data. Multivariate analysis of covariance was used to analyze the data. .

The results of the analysis of the data showed that there was a significant difference between self-efficacy and emotional failure scores in the experimental and control groups in the post-test.

Therefore, it can be said that cognitive-emotional self-regulation training has an effect on increasing self-efficacy and improving emotional failure in students with learning disabilities.

The purpose of this study was to examine the effect of computer-mediated instruction (CMI) on conversation skills of low-functioning autistic students studying at seventh grade in pre-secondary education in comparison to textbook instruction (TI).

This study was a mixed-method study with a single subject design. The study population was selected from specific schools for autistic students with higher levels of teachability during academic year 1400-1401. Among them, six students were selected through purposive sampling. To select the homogeneous students, the Kaufman Assessment Battery for Children (2004), Second Edition (KABC-II) was used. These students were randomly assigned into experimental and control groups. Each student in experimental group distinctly received four sessions of CMI. Students in control group similarly passed through the phases of the study using TI.

Results demonstrated significant increases in the variables: sentence imitation, diagnosis of characters’ roles and diagnosis of setting in experimental in comparison to control group. The follow-up posttest results showed the permanency of this effect. Qualitative analysis of the parents’ responses to interview questions revealed the effectiveness of CMI on increasing motivation in students’ participation in English conversations.

Considering the deficits of autistic students in conversation skills as a social communication and the positive effects of CMI in this study on their English conversation skills and their motivation in engagement in conversations, the implication of the CMI may be recommended for teaching EFL conversation skills to autistic students.