نشریه توانمندسازی کودکان استثنایی
سال سیزدهم شماره 2 (تابستان 1401)

The aim of this study was to evaluate the effectiveness of Fernald's multisensory training on increasing the performance of reading components of Dyslexic students. The study was quasi-experimental with a pretest-posttest design design and a control group. The statistical population included all dyslexic girl and boy students from the first to the fourth grade in the city of Babol. From among the research population, 44 individuals were selected from Babol Learning Disabilities Centers using the available sampling method based on Karami and Moradi reading and dyslexia questionnaires and were randomly placed in experiment (22 people) and control (22 subjects) groups. At first, both groups were evaluated by Karami and Moradi Reading and Dyslexia questionnaire (2008). The experiment group received 45 minutes of Fernald's Sensory Training twice a week in 15 sessions. Finally, both groups were re-evaluated. Data were analyzed using analysis of covariance and SPSS24. The results of this study showed that teaching Fernald's multisensory method was effective on increasing the performance of word chain components and text comprehension (at the level of P <0.05) and components of rhyme test, eliminating sounds, reading quasi-words, letter signs and category signs (at the level of P <0.01). In Fernald's method, the student uses his visual, auditory, and kinetic-tactile senses while learning words, and engages with words to construct sentences, thus making learning and reading more productive.

The aim of this study was to compare the efficacy of parent-child communication package with parent-child interaction therapy on Affective/Behavioral Disorders and sustainability in children with Attention Deficit/Hyperactivity Disorder (ADHD). This study was of quasi-experimental one-subject design. In this study, 12 measurements (4 times as baseline, 4 times during treatment and 4 times as follow-up) were performed. The statistical population included all children with ADHD in Isfahan City in 1400. From among mothers of 6-12-years-old children with ADHD referred to Isfahan Health Centers with their children, 6 mothers and children (12 individuals) were selected by purposive sampling method and randomly divided into closed parent-child communication package group and parent-child interaction therapy group. The tools included Achenbach Child Behavior Inventory (EBPL) and the Child Sustainability and Perseverance Scale (PS). The intervention was then administered for 11 sessions of parent-child communication package for the first group and 12 sessions of parent-child interaction therapy for the second group. In this research, data effect coefficients was used, and the ups and downs of the dependent variable were considered as the basis for judging the amount of change. Data were analyzed using SPSS22 software. Results showed that parent-child communication package and parent-child interaction therapy had no effect on internalizing and externalizing disorders in children with ADHD, but the parent-child interaction package and parent-child interaction therapy were effective on the sustainability of children from 6 to 12 years-old with ADHD. Based on the results, only the parent-child communication package had lasting effects. Therefore, the parent-child communication package can play an important role in sustained recovery in children with ADHD from 6 to 12 years-old.

he aim of the present study was to develop a parenting training package based on executive functions and to investigate its effect on parental stress and mental health of mothers of children with neurodevelopmental disorders. In the present study, a pre-test-post-test pseudo-experimental design with a control group was used. The statistical population of this study included all mothers of children with neurodevelopmental disorders in Tehran City (950 people). 30 mothers of students with neurodevelopmental disorders were selected through targeted sampling and were randomly divided into control and experiment groups (each group included 15 people). The experiment group participated in 10 60-minute sessions for 5 weeks in the parenting training course, which was derived from Barkley, Gordon and Drikouras' seven-step parenting training program. In order to measure the mental health of parents, the General Health Questionnaire (GHQ) was used, and in order to evaluate the stress level of mothers, the Parental Stress Index (PSI) was used. The data obtained from the educational effect of parenting based on executive functions on parental stress and mental health of mothers were analyzed using SPSS-26 software and analysis of covariance (ANCOVA). The parenting training package based on executive functions was prepared in seven steps and its content validity was checked and confirmed by experts. Also, the findings showed that this educational package had a significant effect on reducing parental stress and increasing the mental health of mothers of children with neurodevelopmental disorders (P<0.05). The results showed that parenting training based on executive functions had a positive effect on improving the mental health and reducing the stress of mothers with children with neurodevelopmental disorders.

The aim of this study was to determine the effectiveness of treatment based on acceptance and commitment on the difficulty of emotion regulation and character ability of mothers of children with Attention Deficit Hyperactivity Disorder (ADHD). The method of the present study was quasi-experimental with pre-test-post-test design with a control group and 6-week follow-up. The statistical population included 40 mothers with children with ADHD in the city of Bukan in 1399-1400. From among them 24 people (12 people in the experimental group and 12 people in the control group) were selected as the research sample using purposive sampling method. emotion regulation questionnaires Gratz and Roemer (DERS) (2004) and Character Strengths Questionnaires (VIA-IS) (2004) were used to collect data.The collected data were analyzed using repeated measures analysis of variance test in SPSS-26 software. Findings showed that acceptance and commitment therapy has a significant effect on the difficulty of emotion regulation and its dimensions in mothers of children with ADHD (p< 0.05). Also, the findings of the study showed that the treatment of acceptance and commitment significantly affects the ability of the character and its dimensions in mothers of children with ADHD (p< 0.05). Based on the results of the present study, it can be seen that treatment based on acceptance and commitment is a useful and effective intervention to improve the difficulty of emotion regulation and strengthen the ability of character in mothers of children with attention deficit hyperactivity disorder.

The aim of this study was to investigate the effectiveness of assertiveness skills on the academic self-concept of students with learning disabilities with a sense of high and low suspension to school. Research method was semi-experimental with pre-test and post-test design. The statistical population of the study included all students referred to Mehr Learning Special Medical Center in Tuyserkan, in the academic year 2019-2020; So that 32 stdents were selected as the sample by available sampling method from among student with special learning difficulties. The research tools included Academic Self-concept (ASC) and Student Sense of Connectedness Scale (SSCS). The sample was divided into two groups of 16 people with low and high sense of school connectedness based on Student Sense of Connectedness Scale. Then the individuals underwent 8 sessions of assertiveness skills training. Data were analyzed using paired t-test and one-way analysis of covariance using SPSST-23 software. The results showed that the teaching of assertiveness skills is effective on the academic self-concept in both groups with a sense of high and low connectedness to school. Also, the results of experiments and data analysis showed that teaching assertiveness to the students with high sense of connectedness was more effective in increasing the feeling of connectedness to school .Therefore, it is recommended that school counselors and the Rehabilitation and Education Center teach students with learning disabilities to learn spesific learning difficulties in educational and therapeutic situations.

The purpose of the present study was to investigate the effectiveness of self-healing training on self-worth and psychological distress (depression, anxiety and stress) among family of children with Specific Learning Disorder (SLD). The research method was quasi-experimental with a pretest-posttest design and a control group. The statistical population of the research was 1235 families of elementary school students with SLD in Isfahan City in the academic year of 2018-2019. 40 individuals who were willing to participate in the project were selected through a public announcement in the education learning disorder centers in order to conduct the research. Then, they were randomly assigned to the experimental group (n =20) and the control group (n =20). Contingencies of Self-Worth Scale Crocker et al., (CSWS) and Depression, Anxiety and Stress Scale (DASS-21) were conducted as a self-worth and psychological distress pretest and then the experiment group attended fourteen sessions (30 minutes per week) of self-healing training and post-test for both of the groups was performed after completing the training. Multivariate analysis of covariance and SPSS-24 were used for data analysis. The results demonstrated that self-healing training had significant impacts on increasing self-worth and improving the participants’ psychological distress (depression, anxiety and stress) (p<point zero five). According to the results of the research, self-healing educational method could be used as one of the new positive approaches for promoting the psychological health of families of children with specific learning disorder with relatively lasting effects, in order to increase self-care skills.

The aim of this study was to examine the Effect of Acceptance and Commitment Intervention on Perceived Social Support, Cognitive Flexibility, and Emotional exchange in mothers of children with Autism Spectrum Disorder (ASD). This study was semi-experimental with pretest-posttest design and a control group. The statistical population includes 70 mothers and a random sample of 34 mothers with autistic children aged 5 to 8 years in the Autism Rehabilitation Center of Ayat city of Shahriar selected from the total population, randomly assigned in the control group (n=17) and the experiment group (n=17). Data were collected using Multidimensional Scale of Perceived Social Support (MSPSS), Denis Cognitive Flexibility Questionnaire (CFQ), and McMaster family assessment device  (Affective exchange) (CFI). The experiment group received acceptance and aommitment therapy for 9 sessions of 90 minutes twice a week. Data were analyzed by Multivariable Analysis of Covariance (MANCOVA) using SPSS23 software. The results showed significant differences between the components of affective exchange, perception of behavior justification, perception of control-ability, perception of substitutes for human behaviors, total cognitive flexibility, family support, friends’ support, other’s support, and total perceived social support  in the experimental group were higher (P≤0.05). The findings of the current research showed that acceptance and commitment therapy can be used to boost mental health level and cognitive/social components of mothers with autism spectrum disorder.

The present study was conducted with the aim of examining the effectiveness of sensory-motor integration exercises and computerized cognitive rehabilitation on executive functions (working memory, response inhibition and cognitive flexibility) of children with Attention Deficit/Hyperactivity Disorder (ADHD). The present research was a semi-experimental type with a pre-test-post-test design and a control group. The statistical population included all children suffering from ADHD in Hamedan City, numbering 300 people in the academic year of 2021-2022. The research sample consisted of 33 children with ADHD who were randomly assigned to two intervention groups and one control group (11 people in each group). The tools of this research included Wisconsin Cards Test (WCST), N-Back Test and Dual-Task Stroop (DTS). The interventions of this research included Captain Log's Computerized Cognitive Rehabilitation Protocol (CLCCRP) and sensory-motor integration training sessions. The collected data were analyzed using multivariate covariance model and SPSS26. The average scores of cognitive flexibility, active memory and response inhibition were measured on two occasions, which showed that in the post-test, the average scores of cognitive flexibility and response inhibition increased and active memory scores decreased, while no change was observed in the control group. The results showed that after controlling the effect of the pre-test on the post-test to compare the scores of cognitive flexibility, working memory and response inhibition among the three groups, there was a significant difference in the error level (0.05). According to the sessions and results obtained from computerized cognitive rehabilitation treatments and sensory-motor integration exercises were effective in improving cognitive flexibility, working memory and response inhibition.

The present study was conducted to investigate the effectiveness of mindfulness based stress reduction on negative automatic thoughts of female students with difficulty in emotional regulation. The present study was quasi-experimental with pretest, posttest and control group design and three-month follow-up stage. The statistical population of the study included 228 female high school students with difficulty in emotional regulation in Tehran in the academic year 2020-21. 31 student were selected through purposive sampling method and were randomly accommodated into experimental and control groups. The experiment group received mindfulness based stress reduction in 10 online sessions of 75 minutes in one month. The applied questionnaires in this study included Automatic Thoughts Questionnaire  (NATQ) (Hollon, Kendall, 1980) and Difficulties in Emotion Regulation Scale (DERS) (Gratz, Roemer, 2004). The data were analyzed through Mixed ANOVA. The results showed that mindfulness based stress reduction has significant effect on the negative automatic thoughts and difficulty in emotional regulation of female students with difficulty in emotional regulation (p<0.001). According to the findings of the present study, it can be concluded that mindfulness based stress reduction can be used as an efficient treatment to decrease negative automatic thoughts and difficulty in emotional regulation of students with difficulty in emotional regulation through employing techniques such as a gain awareness of the five main senses of the body, emotions, muscle function and awareness of the present.