نشریه تعلیم و تربیت استثنایی
سال بیست و دوم شماره 172 (بهمن و اسفند 1401)

Mentally retarded children are children who differ from normal children in at least one area of mental characteristics, sensory abilities, communication skills, social behavior, and physical characteristics.

The aim of this study was to the effectiveness of Fordyce Happiness Education on resilience and psychological well-being of parents with mentally retarded children.

The present study was a quasi-experimental with a pretest-posttest design with a control group and a one-month follow-up period. The statistical population of the study included all parents with children with mental disabilities in Gonbad Kavous. 30 parents with children with mental disabilities were assigned to the experimental and control groups by voluntary sampling method (15 parents in each group). The experimental group underwent Fordyce Happiness training for 8 sessions of 90 minutes for two months. In this study, Connor and Davison (2003) Resilience Questionnaire and Reef Psychological Welfare Questionnaire (1988) were used. The data were analyzed by repeated measures analysis of variance.

The results showed that Fordyce happiness training has a significant effect on resilience and psychological well-being of parents with mentally retarded children. Thus, Fordyce Happiness Education has been able to increase resilience and improve the psychological well-being of these parents.

According to the results of the present study, Fordyce happiness training by using the technique of expressing emotions, avoiding worrying thoughts, living and getting acquainted with a healthy personality and parenting competency training can be an effective way to increase resilience and well-being. Psychology of parents with mentally retarded children.

To compare the effectiveness of memory work and critical thinking training of children's movement regulation with special methods.

The current research was a semi-experimental research with a pre-test, post-test and control group design. The statistical population included all students aged 9 to 12 who referred to the center for special problems in Tabriz district in 2021. Among these, 60 people were selected by purposive sampling and randomly assigned to two experimental groups and one control group. The tools used in the research were Garnevsky's cognitive emotion regulation strategies questionnaire, children's version, along with the implementation protocol of interventions to strengthen working memory and critical thinking training. In order to analyze data from covariance and multivariate covariance, hypotheses were analyzed.

Examining the effect size showed that the biggest difference is in the re-evaluation strategy with a coefficient of 0.347 and the positive re-selection strategy with a coefficient of 0.254. The trained examinees found that the two components of positive re-examination and positive re-evaluation in the critical thinking group were significantly different from the memory enhancement group, and it can also be said that the three components of self-blame, skepticism, and catastrophizing in the critical thinking group mean less than the working memory enhancement group. was (p>0.05).

In the critical thinking group, the use of adaptive strategies (positive refocusing and positive re-examination) increased significantly and there are significant differences between the effectiveness of critical thinking training and strengthening memories to increase the use of adaptive strategies and decrease the use of maladaptive cognitive-emotional regulation strategies.

The aim of research was determine the social anxiety model of parents of children with intellectual disability: The role of parenting styles with mediation of cognitive emotion regulation strategies.

The present study was descriptive from correlation type. The research population was parents of intellectual disability elementary students of Urmia city in 2020-21 academic years. The sample size based on Krejcie and Morgan table determined 200 people who according to prevalence of covid-19 were selected by available method. The research tools were social anxiety inventory (Connor et al., 2000), parenting styles questionnaire (Baumrind, 1991) and cognitive emotion regulation questionnaire (Garnefski et al., 2001). Data were analyzed by structural equation modeling method in SPSS-26 and LISREL-8.5 software.

The findings showed that permissive parenting on positive strategy of cognitive emotion regulation, authoritarian and authoritative parenting on positive and negative strategies of cognitive emotion regulation, and positive and negative strategies of cognitive emotion regulation and permissive and authoritarian parenting on social anxiety had a direct and significant effect (P<0.05), but permissive parenting on negative strategy of cognitive emotion regulation and authoritative parenting on social anxiety didn't have a direct and significant effect (P>0.05). Also, authoritarian and authoritative parenting with mediation of positive and negative strategies had an indirect and significant effect on social anxiety (P<0.05), but the permissive parenting with mediation of positive and negative strategies had no indirect and significant effect on social anxiety (P<0.05).

According to the findings, for reduce social anxiety can provide basis for modifying parenting styles and cognitive emotion regulation strategies.

The aim of this systematic review was to investigate the characteristics of deaf and hard of hearing students with reading difficulties.

The research method was a systematic review of the statistical population including all internal and external researches that used the keywords of deaf and hard of hearing students and reading problems in the databases of the Comprehensive Humanities Portal, Information Center Database. University Jihad, Noor Specialized Journals Database, Google Scholar, Iran Information Science and Technology Research Institute Database and Iranian Publications Database and searched in foreign databases Magiran, science direct, springer, Iran doc and Google Scholar Using purposive sampling method, 72 researches were found and finally 26 articles were selected in accordance with the purpose of the research and the selection criteria and research findings. Out of 10 articles (38%) comparing reading comprehension in hearing-impaired people with normal people, 5 articles (19%) about the etiology and prevalence of the disorder, 3 articles (11%) about the use and non-use of rehabilitation and educational aids in Learning to read by hearingimpaired students, 2 articles (7 percent) comparing the integrated and non-integrated hearing-impaired students' reading comprehension and learning, 6 articles (23 percent) examining the effect of education on the reading comprehension of hearing-impaired students The hearing was paid. They were examined in the period of 2003 to 2023, and in this article, we will seek answers to five questions by reviewing the published research in the field of reading problems in hearing-impaired students.

The results showed that deaf students have significant reading gaps. Hearing loss affects a variety of levels of reading comprehension. Students who are hard of hearing know no less than students who are hard of hearing. On the contrary, they use fewer words in the context of a sentence. Auditory damage eclipses learning skills, including reading. To reduce the education gap for hard-of-hearing students, early interventions and improvement methods should be implemented to strengthen reading.

The aim of this research was to determine the effectiveness of Kephart's visual-motor method on writing skills of students with writing problems.

The research had a quasi-experimental-clinical design with pre-test, post-test and follow-up. The intervention was based on the Kephart's visual-motor method. The subjects were selected among the students with writing problems who were referred to centers for specific learning disorders in Rafsanjan in 2018 and were diagnosed based on the tests conducted in the centers. In this study, ten students were selected through random sampling. The interventions were administered in ten sessions (one session every week). To evaluate the writing skills, the translated and adapted version of Orton Gillingham's writing assessment questionnaire was administered. The data were analyzed using SPSS software (version 22) and Friedman's non-parametric test.

The findings showed that Kephart's visual-motor method was effective on improving visual clarity (pvalue=0.00), visual completion (pvalue=0.018), visual form and context (pvalue=0.018) and passive learning (pvalue=0.002). But, it was not effective in the other twelve subscales. The pairwise comparison of means in the Wilcoxon test showed the stability of the improvement in most of the pairwise comparisons of post-test with pre-test, follow-up with pre-test at a significance level of 0.05. But the stability of the effect was not significant at the 0.05 level by examining the pairwise comparison of follow-up and post-test.

Students with intellectual disability have less adaptation in the school and home environment than normal students, and the behavioral problems of these students are more compared to normal students. Also, these students have defects in executive functions such as attention, inhibition, and active memory, which has a negative effect on their cognitive, behavioral, and academic performance. Therefore, the aim of the current research was the effect of parenting training for mothers with children with intellectual disabilities was on increasing executive functions (attention, inhibition and working memory) and reducing the behavioral problems of these children.

The current research was conducted using a semi-experimental method with a pre-test and posttest with a control group. The statistical population of the study included mothers of children with intellectual disability in exceptional schools in Shiraz in 2021-2022. 20 qualified mothers were determined by the purposeful sampling method. Rutter's behavioral problems scale (1967) and Gioia et al.'s (2000) behavioral rating scale of executive functions were used as pre-test and post-test in this research, and using random assignment, they were divided into two experimental and control groups (15 people for each group). they got. The experimental group received 11 sessions of parenting training (attention, inhibition and active memory) as a group, and the control group did not receive any intervention. SPSS 21 software was used for data analysis and multivariate covariance analysis test was used for data analysis. Probability values less than 0.05 were considered statistically significant.

The results of this research showed that parenting training increased the attention, inhibition and active memory of these students (p<0.001). Also, parenting training reduced behavioral problems and dimensions of aggression, depression and anxiety, social incompatibility, antisocial behaviors and lack of attention of children with intellectual disabilities (p<0.001).

The results of the research showed that the behavioral problems of children with intellectual disabilities in a group of mothers who received parenting training, compared to the group that did not receive any training, were reduced and the executive functions of these children were also improved.