نشریه اختلال های عصبی تحولی
سال یکم شماره 1 (بهار 1401)

Children with Autism Spectrum Disorder pose a serious problem for family members. Therefore, interventions that help to improve this situation are necessary. The aim of this study has been to determine the effectiveness of relationship improvement education on marital intimacy of couples with children with autism spectrum disorder.

The research is quasi-experimental with pre-test-post-test design with control group. 28 couples were selected by available sampling method from couples with children with autism spectrum disorder in Sanandah city in 1400 (2021), and randomly assigned to the experimental and control groups. The relationship improvement training program was implemented in 8 sessions on the experimental group while the control group did not receive any intervention. Walker Marital Intimacy Questionnaire was used to collect data.

The results of univariate analysis of covariance showed that relationship improvement training is effective on marital intimacy of couples with children with autism spectrum disorder.

Relationship improvement training leads to better family relationships.

Conflicts are an unavoidable part of life and occur in different dimensions, such as family, work, and interpersonal relationships, and need to be solved. The aim of this study was to determine the effectiveness of metacognitive strategies training on work-family conflict and psychological improvement of female trainers in specific learning disorders centers.

The research is quasi-experimental with a pretest-posttest design with a control group. The statistical population included all female educators working in special learning disability centers in Tehran in 2021-22, from which 60 people were selected using the available sampling method and randomly divided into two experimental and control groups (each group includes 30 people). The instruments used included the Carlson et al. (2000) questionnaire and the Spritzer (1995) Psychological Competence Questionnaire completed by the experimental and control groups in pre-test and post-test. The experimental group took part in metacognitive strategies training for 8 sessions. Data was analyzed using SPSS26 software and Two-way mixed analysis of variance (MANCOVA).

The results indicate the significant effect of teaching metacognitive strategies on work-family conflict and psychological empowerment of female educators working in special learning disability centers (P≥0.05).

Metacognitive strategies training, as a practical skill, is recommend for female trainers working in specific learning disorder centers.

One of the areas in which children with ADHD are challenged is cognitive emotion regulation. The current study defines as its purpose the comparison of Cognitive Emotion Regulation in Children with and without ADHD.

This study is a survey conducted through the descriptive research methodology. The statistical population includes all children with and without ADHD currently (2021-2022) studying in the city of Tehran. Of these children, 100 have been selected through purposive sampling (50 regular children and 50 children with ADHD) ranging from 14-18 years old. To collect the study’s data, the shortened version of Garnefski et al.’s Cognitive Emotion Regulation Questionnaire (2006) has been employed. The data has been analyzed through SPSS V.26 and independent t-test.

The results of the independent t-test shows that the difference between cognitive emotion regulation of children with and without ADHD is statistically significant (P<0.05).

According to the results, it could be concluded that in the process of assessment, diagnosis, and treatment, the difficulty of cognitive emotion regulation in children with ADHD should be carefully observed.

Applied Behavior Analysis (ABA) is founded on behaviorism approach, which holds significant applications in the field of behavior change. The current study aims to investigate the efficacy of Applied Behavior Analysis (ABA) method intervention on cognitive and social skills of children with Autism Spectrum Disorder (ASD).

The current research was conducted as a semi-experimental study with a pretest-posttest control group design. Statistical population includes all children aged 7- 14, diagnosed with autism with a record in Tehran Autism Association. Of these, 30 were selected and placed randomly in two experimental and control groups (15 in each group). Research tools included Ehler et al.'s (1999) ASSQ (Autism Spectrum Screening Questionnaire), Stone et al.'s Social Skills Assessment Questionnaire (2010), and the 5th edition of Wechsler Intelligence Scale for Children.

The findings of the research depicted that the Applied Behavior Analysis method has a significant effect on the cognitive and social skills of children with Autism Spectrum Disorder (P> 0.05).

Educating parents in ABA method could effectively help develop these children in the fields of Cognitive and social skills.

Depression and Anxiety are among the most important psychological disorders entangling a wide range of individuals. The purpose of this research is to determine the effectiveness of Reality Therapy on reducing depression and anxiety of mothers with children with special needs who have been a patient at Parand city clinic in 2021.

The current research was a semi-experimental type with a pretest-posttest control group design. The statistical population of the research includes all mothers with children with special needs in Parand city, of which 30 were selected by convenience sampling method and randomly divided into two experimental and control groups (15 in each group). The participants initially took the Beck’s Questionnaire (1996), Goldberg's General Health Questionnaire (1979), and the Spielberger’s Anxiety Questionnaire (1971). Subsequently, the Reality Therapy package was implemented for the experimental group whereas the control group did not receive any training. Finally, both experimental and control groups were reevaluated. Results were analyzed by SPSS24 and through univariate analysis of variance.

The results showed that Reality Therapy can in fact reduce depression and anxiety of mothers with children with special needs (p> 0/05).

Based on the results, it is concluded that Reality Therapy can be implied for mothers with children with special needs to decrease their depression and anxiety.

Attention and emotion regulation issues are considered among the major problems of children with attention deficit/hyperactivity disorder (ADHD). The present study was conducted with the aim of investigating the effect of family-oriented cognitive rehabilitation program on attention and emotion regulation of children with Attention Deficit/Hyperactivity Disorder (ADHD).

The current research is a semi-experimental study. The statistical population includes all children aged 8-12 with combined ADHD currently living in Sanandaj city, of which 40 children were randomly placed in two groups (20 each) based on convenience sampling. Initially, the participants completed the Digit Span Test and Shields and Cicchetti’s Emotion Regulation Checklist (1997). Having gone through cognitive rehabilitation training for the intervention group, the two groups were reevaluated and the obtained results were analyzed by SPSS26 software through covariance analysis method.

The results showed that the family-oriented cognitive rehabilitation program improved the attention and emotional regulation of children with ADHD at a significant level (P<0.05).

Based on the results, it is concluded that the family-oriented cognitive rehabilitation program can be employed for children with ADHD in the fields of attention and emotion regulation.

Mathematical learning disability is one of the most common neurodevelopmental disorders which causes math education in elementary school to be one of the most highlighted problems that teachers face; a problem that turned into a serious challenge in the COVID-19 pandemic virtual education. The current research was implemented with the aim of investigating the effectiveness of virtual teaching based on manipulative mathematical learning of 5th grade male students with learning disabilities during the pandemic period.

The current research was a semi-experimental study with a pretest-posttest control group design. The statistical population includes all elementary school boys in the 5th grade of Karaj city in the academic year of 2021-22 with a math learning disability. The statistical sample includes 20 5th-graders from “Bistom-e-Farvardin” primary school in Karaj city, randomly selected and placed in two experimental and control groups (10 in each). The tools for collecting research data included the Wechsler IQ test for children (1949), Keymath test (1988), and researcher-made math learning test. The data was examined using univariate covariance analysis, and analyzed by SPSS26.

The results showed that virtual teaching based on manipulative mathematical learning method significantly affects the mathematical learning of students with this specific disability who participated in this program as when compared to students who had not received it, resulting in an 81% increase in the math scores of the experimental group compared to the control group (P>0.0001, F=8.946)..

Applying manipulative mathematical learning method is effective on math learning of students with this disability in the 5th grade of elementary school in virtual education period.

Mindfulness-Based Cognitive Therapy is effective on a wide range of mental disorders such as panic and test anxiety.The purpose of this research is to investigate the effect of mindfulness-based cognitive therapy on panic and test anxiety of students with panic disorder in Kashan city.

The current research was a semi-experimental study with a pretest-posttest control group design. The statistical population includes all students suffering from panic disorder in Kashan city in 2021-22, from which 30 students were chosen through convenient sampling method and randomly placed in the experimental and control groups (each group included 15 people). Participants first completed Spielberger's test anxiety questionnaire and Gutenberg's panic questionnaire (1989) and were both subsequently reevaluated once the experimental group had gone through mindfulness-based cognitive therapy. Data was analyzed using SPSS26 and by covariance analysis method.

The results showed that, when the significance level is 0.05, a significant difference in the test anxiety and panic was reported between the two groups of participants in the research (P<0.05).

Mindfulness-based cognitive therapy increases awareness towards physical and mental feelings and leads to trust and true acceptance of life events which reduces panic disorder.