نشریه توانمندسازی کودکان استثنایی
سال سیزدهم شماره 4 (زمستان 1401)

The present study was designed to evaluate the effectiveness of cognitive computer games on risky decision-making in children with externalizing behavioral disorders. For this purpose, a quasi-experimental study with a pretest-posttest design with a control group was conducted. The population of this study included 8- to 11-year-old male students during the 2020-2021 school year. Their behavioral assessments were conducted by the Children's Behavioral Checklist (CBCL), and those with high scores for externalizing disorders were identified in Tehran. Furthermore, 20 of those with high scores in externalizing behavioral disorders were selected and divided randomly into experimental (10) and control (10) groups. For a month, the experimental group received 24 sessions of individual training. Risky decision-making was measured using the Balloon Analogue Risk Task (BART) by Lejuez (2002). The experimental group played cognitive games for 24 sessions. Meanwhile the control group received no intervention and waited in the waiting list to receive the intervention after the end of this study. The obtained data analyzed using Analysis of Covariance (MANCOVA). The findings showed significant differences between the experimental and the control group in risky decision-making in the participating students with externalizing disorders. Finally, the study indicated that cognitive games could decrease risky decision-making in students with externalizing disorders (maximum risky decision-making of 0.30 and minimum of 0.49). As a result, cognitive games can be used along with other interventions for children with externalizing disorders in different settings.

The present study aims to investigate academic optimism, identity, and buoyancy as predictors of school well-being (interest in school, perceived academic self-efficacy, and destructive behaviors) among male high school students in Izeh City, Iran. The study employed a descriptive methodology with a correlational research design, and the statistical population consisted of male high school students in Izeh City, Iran. Among all the students, 300 were selected using the multistage random sampling technique. The academic vitality and well-being (ABQ) and Academic Optimism Questionnaire (AIQ), Academic Identity Scale (AIS), and buoyancy were applied for data collection. Furthermore, the canonical correlation coefficient and regression analysis were employed to evaluate the data. The results indicated that there is a significant relationship (r = 0.46 and p ≤ 0.01) between academic optimism (Hoy & Hoy, 2010), academic identity (Woodruff, 2003), and academic buoyancy (Martin & Marsh, 2006) and components of school well-being (interest in school, perceived academic self-efficacy, and destructive behaviors). The results from stepwise regression analysis show that the predictor variables of academic optimism and buoyancy fulfilled school well-being to 70.61%. According to the research findings, it is essential to provide different education levels in lower educational stages and invest more deeply in academic optimism.

The purpose of this study was to investigate the relationship between emotional conflict and criticism in the family with self-silence in mothers of children with intellectual disability. A descriptive correlational study design using structural equation modeling was conducted. The statistical population of the study included all mothers with intellectually disabled children who supported by the welfare organization of Farsan City, Chaharmahal & Bakhtiari province which were approximately 850 mothers. A total of 200 mothers were selected using convenience sampling method. The research tools included the family emotional involvement and criticism scale (FEICS) and the self-silence scale (STSS) and the data were analyzed using structural equation analysis in AMOS software. The findings showed that there was a direct, positive and significant relationship between criticism in the family and emotional conflict. In addition, there was a direct, positive and meaningful relationship between emotional conflict and criticism in the family. Also, emotional conflict had a mediating role in the relationship between criticism in the family and self-silence (p<.01). The results indicated that as the criticism in the family increases, the emotional conflict in family with intellectually disabled children increases. In addition, as the emotional conflict and criticism in the family increases, self-silencing in mothers increased, and criticism in the family through emotional conflict leads to self-silence in the mother of children with intellectual disability.

The aim of the present study was to investigate the effectiveness of the E5 teaching design model (activation, exploration, explanation, elaboration and evaluation) on the executive functions of Intellectual disability male students in elementary school. The present study was a semi-experimental with an unequal control group design. The statistical population of this research consists of all male students with mild slowness in the second semester of 1401-1400 academic year in Mashhad, whose number is 650, and among these people, 34 were selected by random cluster sampling and randomly divided into 2 experimental groups. (17 people) and the control group (17 people) were replaced. For 20 sessions (during 5 weeks), each session of 30 minutes, the experimental group received the lesson of social studies and science of the fifth grade of elementary school with the E5 teaching model. In this research, London Tower (TOL), Wisconsin (WCST), Stroop (SCWT), continuous function (CPT), go no go test (GNGT) software were used to measure students' executive functions, and multivariate covariance analysis and spss-26 software were used for data analysis. According to the findings of the research, it can be explained that the E5 teaching design model can have a significant positive effect on the executive functions of Intellectual disability students.

The aim of this study was to determine the effectiveness of group play therapy on social skills of children with autism. The method of the present study was quasi-experimental pre-test-post-test with a control group. The statistical population of the study was all girls and boys aged 6 to 10 years with autism who were the children of Aftab in the city of Quds in the academic year 2019-2020. Available and selected randomly by lottery in two groups of control (n = 12) and experimental (n = 12). The experimental group underwent group play therapy training in 20 sessions of 60 minutes per week for 2 sessions per week, but the control group did not participate in any training classes during this period. The instruments used in the pre-test and post-test were the social skills assessment questionnaire of Stone et al. (2010). Data were analyzed using SPSS software version 22 and multivariate analysis of covariance at the significance level of 0.01. The results showed that the mean of the experimental group in social skills and its components (ability to understand the emotions and feelings of others, ability to start interacting with others, ability to maintain interaction with others and ability to respond to others) was higher than the control group (p <0.01). According to the results of the study, group play therapy was effective on social skills and its components in children with autism spectrum disorder.

In psychology, wisdom is considered as a personality trait, cognitive ability or a combination of both. There is a relationship between wisdom and God-awareness in various researches, and both of these are grounds for moral development in adolescents. The purpose of this study was to investigate the causal model of the notion of GOD and moral development with mediating role of wisdom of gifted students. The research method was correlation of the type structural equation modeling. The population of this study included all the population of this study includes all female high school students who were studying in the academic year 2021-2022. The statistical sample size was determined 160 people, which was done by Random cluster sampling method. The instruments used in this study were Wisdom Scale (SWS), Moral Development Scale (MDS) and Religious Status Inventory (RSI). Data analysis was performed using structural equation modeling statistical method. The proposed model had good fit (more than 90 percent). All direct correlations were reported significant. Moreover, indirect paths between the notion of God and moral development through the mediation of wisdom were significant (β=0/54, P >0/05). Therefore, to promote moral behavior, it is recommended to emphasize the strengthening of wisdom and the notion of God in education and training programs and particular counseling and God awareness of adolescents should be considered.