فصلنامه روان شناسی افراد استثنایی
پیاپی 47 (پاییز 1401)

The aim of the present study was to investigate the effectiveness of a music-based developmental relation therapy program on the promotion of the mother-child relationship of children with an autistic spectrum disorder. The statistical population of this study consisted of all primary school children with level 1 autistic spectrum disorder (Requiring support) that referred to the Autism Charity Center of Tehran. Sixteen boys with autistic spectrum disorder and their mothers were conveniently selected and randomly divided into experimental and control groups (N=8). ATEC, GARS-2, and MCRE questionnaires were used to diagnose autism disorder and the effectiveness of the intervention program. The results of one-way ANOVA (between groups) showed that there was a significant difference between the study’s groups in Overprotection (F28,1=13/26, p=0/001, η^2=0/32 ) and Acceptance, F28,1=9/38, p= 0/01, η^2=0/25 ). Indeed, the average of the intervention group in the Overprotection and Acceptance subscales were lower and greater than the control groups respectively. Conclusion The results showed that the music-based developmental relation therapy program significantly increased the mother-child relationship of children with an autistic spectrum disorder.

The present study aimed to compare the efficacy of cognitive-behavioral play therapy and narrative therapy on assertiveness of students with an educable intellectual disability. This study followed a quasi-experimental research design with a pre-test, post-test, and a control group. The statistical population included all students with an educable intellectual disability enrolled in Tabriz elementary schools, of whom 45 male students were randomly assigned to two experimental and one control groups (15 per group) using convenience sampling. The Gmbryl and Ritchie’s Assertiveness Questionnaire (1975) were used to collect data. After the pre-test, one of the experimental groups received a play therapy program while the other group received narrative therapy. Afterward, all the groups sat for a post-test. Moreover, although the control group did not receive any therapy, they were required to participate in pre-and post-tests and complete the questionnaires. The covariance analysis revealed a significant difference in assertiveness between cognitive-behavioral play therapy, narrative therapy and the control groups (p<0.001).Narrative therapy was more effective than play therapy at increasing assertiveness, with an effect size of 69%. Thus, narrative therapy and cognitive-behavioral play therapy can be used in conjunction to alleviate psychological problems in students with educable intellectual disabilities.

The aim of this study was to compare the effectiveness of positive parenting programs and distress tolerance skills on the psychological well-being of mothers with children with attention-deficit/hyperactivity disorder. The research design was a quasi-experimental and pretest-posttest one with a control group. The statistical population of this study included all mothers of children aged 7 to 11 years with attention-deficit/hyperactivity disorder in Tehran in 2021-2022. The sample size included 45 students who were selected from the statistical population by the available sampling method (n=15). For the first experimental group, a positive parenting training program was implemented and for the second experimental group, a distress tolerance training program was implemented while the control group did not receive any training. The research instrument included the Psychological Well-Being Scale (Reef, 1989). The results showed that both interventions had an effect on improving the psychological well-being of mothers with children with Attention-Deficit/ Hyperactivity Disorder. (P<0.001). Evidence shows that positive parenting programs and distress tolerance skills are effective in increasing mothers' psychological well-being and the difference between positive parenting groups and distress tolerance skills is not significant (P <0.05). Overall, it can be concluded that a positive parenting program and distress tolerance skills can lead to the improvement of the psychological well-being of mothers with children with attention-deficit/hyperactivity disorder.

Comorbidity between ADHD and substance use disorders (SUDs) is an area that has attracted the attention of clinicians, researchers, and public health in recent years. The aim of this study was to investigate the most basic issues related to epidemiology, screening, and therapeutic interventions for ADHD co-occurring with substance use disorders. Using the research method of reviewing data related to the use of keywords Attention Deficit Hyperactivity Disorder, substance use disorders, and comorbidities in Google Scholar and PubMed search engines as well as in NOORMAGS, SID, and Irandoc databases were searched. The data showed that ADHD is a risk factor for SUDs and the prevalence of ADHD is significant among adolescents and adults with SUDs, especially in inpatient settings. Comprehensive ADHD + SUD assessment by a trained clinician in the areas of addiction, differential diagnoses of ADHD, and specific populations, conducting a standard diagnostic interview for a complete clinical history of ADHD before and during withdrawal, and also, a general history of mental and physical health and psychosocial functioning are suggested guidelines for assessing ADHD + SUD. While pharmacotherapy is the first line and the most effective treatment for ADHD, various psychosocial interventions can be performed in combination with medication, including CBT, psychoeducation, metacognitive education, mindfulness training, coaching, and behavioral modification, as well as motivational interviewing. Overall, the evidence suggests that treating ADHD in early childhood can reduce the risk of later substance use at older ages.

The present study aimed to compare the effectiveness of self-compassion training and emotion-focused therapy in decreasing psychophysical vulnerability in mothers of children with a learning disability. The method was quasi-experimental and with a pre-test, post-test design, and two-month follow-up. The control group was the population that included mothers of children with a learning disability who were referred to the Payvand counseling clinic in 2020-2021 in Melard city. Through purposeful sampling, 45 participants were selected and randomly assigned to one group of EFT, one group of SCT, and one group of control, n1=n2=n2=15. Derogatis & et al’s (1974) SCL-25 questionnaire was administered on three groups and Gilbert’s (2014) SCT on one group and Goldman and Greenberg, s (2015) EFT on one group, and data were analyzed using repeated measurement analysis. Results showed that SCT and EFT had significantly decreased psychophysical vulnerability (P<0.01). EFT had more effect and these effects remained at follow-up. Since SCT and EFT likely lead to modification, experience, and acceptance of emotions, psychophysical vulnerability decreased. Hence, these can be used as efficient packages for improving the health of mothers of children with learning disabilities.

The birth of a disabled child can have severe negative effects on mothers; Because they have to fulfill more demands. The aim of this study was to investigate the effectiveness of positive thinking training on hope and life satisfaction in mothers with disabled children. The research method was  quasi-experimental with pre-test, post-test and follow-up design and control group. The research sample consisting of 30 mothers with disabled children under the auspices of Shahinshahr Welfare Organization in 2016 was selected by purposive sampling and randomly divided into experimental and control groups. Participants completed the Hope Scale (Schneider et al., 1991) and Life Satisfaction Questionnaire (Diner et al., 1985) at the pre-test, post-test, and follow-up stages. Experimental group was trained for 8 sessions of 60 minutes per week in positive thinking training and the control group did not receive any training. Data analysis was performed using repeated measures analysis of variance. The results showed that in the variable of hope, time factor (p<0.05, F=16.907), group factor (p<0.05, F=19.864) and time and group interaction (p<0.05, F=17.996) and in life satisfaction variable, time factor (p<0.05, F=8.757), group factor (p<0.05, F=8.806) and time and group interaction (P<0.05, F=9.543) are significant that these findings indicate that there is a significant difference between the two groups in the three stages of research on the factor of hope and life satisfaction. Therefore, positive thinking training in psychological centers can be used as an effective treatment to improve the hope and life satisfaction of mothers with disabilities

The purpose of this study was to investigate the psychometric properties of the two-factor questionnaire of executive dysfunction among adolescents. The method of the research was descriptive and psychometric research. The statistical population of the research consisted of all the male students aged 12 to 18 years of East Azerbaijan province in the academic year of 1401-1401 in Iran. From this population, 1000 students were selected by multi-stage random sampling method, and their parents completed the two-factor questionnaire of adolescent executive dysfunction (TEXI) and also the behavior rating inventory of executive function, second edition. Finally, the questionnaire of 602 parents was analyzed. In order to check the reliability, the method of internal consistency, Cronbach's alpha, and the correlation coefficient between the questions and the total score were used, and to measure the validity, confirmatory factor analysis and criterion validity were used. The results of the research showed that the two-factor questionnaire of executive dysfunction has good reliability and validity. Also, the criterion validity of the questionnaire was confirmed (p<0.05). Therefore, it can be concluded that the present questionnaire is a suitable tool for evaluating executive dysfunction among adolescents.

The present study was conducted to codify parents’ psychological empowerment package and evaluate its effectiveness on the positive and negative emotions of adolescents with inefficient parent-child interaction. The research method of the present study was thematic analysis through a comparative method in the qualitative part and quasi-experimental with a pre-test, post-test, control group design, and two-month follow-up period in the quantitative part. The statistical population included adolescents with inefficient parent-child interaction in the city of Tehran who were selected through the purposive sampling method and randomly accommodated into experimental and control groups (each group of 20 people). The adolescents' parents in the experimental group received ten sessions of psychological empowerment package during two-and-a-half months. 4 people in the experimental group and 3 in the control group quit participating in the study. The applied questionnaires in this study included the parent-child relationship questionnaire (Fine, Moreland, Schwebel, 1983) and the positive and negative emotions questionnaire (Watson, Clark, Tellegen, 1988). The data from the study were analyzed through the mixed ANOVA method via SPSS23 statistical software. The results showed that the psychological empowerment package enjoys suitable content validity from the experts’ viewpoint. Moreover, this package has had an effect on the positive (F=67.56; Eta=0.64; P<0001) and negative emotions (F=51.37; Eta=0.61; P<0001) of adolescents with inefficient parent-child interaction. According to the findings of the present study, the psychological empowerment package can be used as an efficient method to increase positive emotions and decrease negative emotions in adolescents with inefficient parent-child interaction through employing mental flexibility, training normal parenting style, and emotional participation with the child.

The purpose of this research was to compare the effectiveness of teaching two methods of image exchange communication system and matrix teaching on language skills and social skills of children with autism spectrum disorder. The method of this research was a semi-experimental method with a pre-test-post-test design along with a control group. The statistical population includes all children referred to autism centers in Qom city in 2021 who had symptoms of the disorder according to DSM criteria and were diagnosed with autism disorder according to the centers and experts. 45 people (9 girls and 36 boys) were randomly selected from autism centers in Qom province and randomly divided into two experimental groups and one control group. The experimental groups were subjected the 6-step treatment of the picture exchange communication system and matrix training individually for 3 months and 4 sessions of 15 to 20 minutes each week, and the control group did not receive any intervention. In this research, expressive and receptive and speaking language tests of Nyusha Development and Autism Social Skills Profile were used to collect data. SPSS 26 software was used for data analysis and the statistical method of multivariate covariance analysis was used. The final results showed that there was a significant difference between the two groups of matrix training and PEX treatment (p<0.05). Based on the results, both interventions were effective, but it can be said that the communication system of image exchange is more effective in the language skills and social skills of children with autism spectrum disorder.