فصلنامه روان شناسی افراد استثنایی
پیاپی 49 (بهار 1402)

Down syndrome is one of the most common chromosomal disorders, and the birth of a child with this syndrome can greatly impact the psychological state of parents and other family members. The purpose of this research was to study the factors that affect the quality of life in families of children with Down syndrome, based on the lived experiences of both families and professionals in this area. The research method used was qualitative, and the study included 14 families and 15 professionals who shared their experiences through semi-structured interviews. Families were selected from the special education system, while professionals were selected via snowball sampling until saturation was reached. Data were coded in three stages (open, axial, and selective coding) and analyzed. The open codes consisted of 24 concepts, while axial codes included supports received, acceptance, coping skills, child performance (function), worry, and future security. The lived experiences of families and professionals showed that receiving support, accepting the child by families and community, family coping skills, child performance, and future security are all important factors for the quality of life in families of children with Down syndrome.

The aim of this study was to investigate the mediating role of problem-solving skills in the relationship between motivational structure and academic self-defeating behavior in gifted students. The method used for this study was descriptive and correlational. The statistical population of the study included second-year high school students from gifted schools in Tehran during 1399-1400. Participants were selected through a one-stage cluster sampling method. Data collection tools included an academic self-defeating behaviors questionnaire, Personal Concerns Inventory, and a problem-solving skills questionnaire. Data analysis was performed using the Pearson correlation method and structural equation modeling at a significance level of 0.05. The results showed that self-defeating behaviors had a negative relationship with adaptive motivational structure and problem-solving style of trust in problem-solving skills. Additionally, there was a significant positive relationship between self-defeating behaviors and problem-solving/avoidance and personal control style at the level of 0.01. Furthermore, problem-solving skills had a mediating role in the relationship between motivational structure and academic self-defeating behavior (p<0.01). Therefore, self-defeating behaviors in students can be predicted through their motivational structure and problem-solving skills, with problem-solving skills playing a mediating role. The results of this study can be used by educators to plan and design educational interventions aimed at reducing academic self-defeating behaviors in gifted students.

The aim of this study was to examine the impact of a child self-regulation program on the self-perception and friendship quality of children diagnosed with attention deficit/hyperactivity disorder (ADHD). The study employed a semi-experimental research design with a pre-test-post-test methodology and a control group. The statistical population for this research comprised all 9-12-year-old girls diagnosed with oppositional defiant disorder (ODD) in Tehran during the 2021-2022 period. The sample size consisted of 30 participants, with 15 assigned to the experimental group and 15 to the control group, selected from the statistical population using an available sampling method. While the control group remained on the waiting list, the experimental group received a child self-regulation program. The research instruments utilized were Harter's self-perception scale (2012) and Zohrevand and Hejazi's (2001) friendship quality assessment. The results indicated that the self-regulation intervention had a significant impact on enhancing self-perception and friendship quality during the post-test and follow-up stages. These findings provide valuable insights into the effectiveness of self-regulation programs, which can be utilized by counselors and psychologists to enhance self-perception and friendship quality among children with ADHD.

Intellectual disability is a type of neurodevelopmental disorder characterized by cognitive and communication impairments that can lead to limited social networks compared to the general population. Additionally, developmental changes during adolescence increase the vulnerability to loneliness in individuals with intellectual disabilities. The aim of this study was to explore the lived experiences of loneliness among adolescents with intellectual disabilities using an existential phenomenological approach. The research design was qualitative and hermeneutic, and data were collected through semi-structured interviews with 23 adolescents with mild and borderline intellectual disabilities. Data analysis was conducted simultaneously with data collection using the Dickelman method, resulting in four main themes: "Loneliness as an experience of separation," "Consequences of loneliness," "The nature of loneliness" and Loneliness as a fundamental experience of life." Each main theme was further analyzed to identify several subtopics. The results of this study, consistent with existing research on existential phenomenology, suggest that loneliness is an existential structure experienced by adolescents with intellectual disabilities. These findings provide valuable insights for educational and therapeutic professionals in planning programs for individuals with intellectual disabilities, highlighting the importance of addressing their understanding of existential loneliness.

This study aimed to determine the effectiveness of acceptance and commitment program training on social anxiety and academic resilience of students with stuttering disorder. The research design was quasi-experimental with two experimental and control groups. The statistical population of the study included high school students with stuttering disorder in Khoy city. In this regard, a sample of 32 students were selected by available sampling method and divided into two groups of 16, experimental and control, to participate in the training of life-based experience program of acceptance and commitment (Bardel et al., 2022) were assigned. Academic resilience scales (Samuels, 2004) and social anxiety questionnaire (Conner et al., 2000) were used before and after the test to collect data. Acceptance and commitment training program was implemented in 8 intervention sessions for the experimental group. Analysis of covariance showed that the training program has significantly improved the acceptance and commitment of academic resilience and social anxiety of students with stuttering disorder. Acceptance and commitment-based therapy by teaching and improving effective strategies and techniques allows students to take a realistic view of their problem and overcome the severe consequences of their disorder. Therefore, the implementation of this program is recommended for individuals with stuttering disorders and other developmental disabilities.

Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was conducted using an experimental design with a pre-test, post-test, control group, and follow-up stage. The study's statistical population included all elementary school students with learning disabilities in districts 2 and 5 of Tehran in January and February 2021. Thirty dyslexic students aged between 8 and 11 years, who met the inclusion criteria, were homogenized based on age, gender, and intelligence. They were then randomly divided into three groups of ten. Participants in the pre-test, post-test, and follow-up stages were evaluated using various tests such as WISC-4, dyslexia, n-back, and Sensory Profile 2. After four months, a follow-up stage was carried out. The first group received a computer-based executive function intervention, while the second group received a sensory-motor integration intervention for 20 sessions of 30 minutes. At the end of the study, the interventions were performed on the control group. Data were analyzed using two-factor analysis of variance. The results showed that there were significant differences between the three groups in both post-test and follow-up stages of dyslexia symptoms (p <.001). Both interventions were effective in reducing dyslexia symptoms, although sensory integration exercises had a more lasting effect on this disorder's symptoms. Finally, paying attention to sensory processing patterns and therapeutic strategies in diagnosing and educating dyslexic students could lead to effective results.

The purpose of this study was to investigate whether teaching story mapping strategies and comprehension can improve the reading skills of students with reading difficulties. This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade students with reading difficulties in Yazd during the 2020-2021 academic year. Due to the limitations imposed by the corona pandemic, only four male students were selected using convenience sampling, but one participant dropped out, leaving three participants who attended 12 sessions. The WISC-IV and NAMA tests were used to screen and establish baseline measures for the participants. Data were analyzed using percentage of recovery and index of stable change calculations. The research findings showed that six reading skills improved in the first and third participants, and eight skills improved in the second participant. All three participants showed significant growth in rhyming subtests, word comprehension, vowel removal, letter marks, and category marks. The first and second participants improved in reading non-words, while the second and third participants improved in comprehending text. These improvements were attributed to the teaching of story mapping strategies and comprehension. Overall, the results suggest that teaching story mapping strategies and comprehension can improve most reading skills in students with reading difficulties.

Depression is a mood disorder that results in persistent feelings of sadness and loss of interest. The purpose of this study was to compare the executive functions and sluggish cognitive tempo of individuals with depressive disorder to those who are normal. The present study utilized a descriptive causal-comparative method. The statistical population consisted of clients with depression disorder who visited Health Centers in Tabriz city. A total of 100 participants were selected to take part in the research. The executive skills questionnaire (Strait et al., 2019), Sluggish Cognitive Tempo questionnaire (Beker et al., 2017), and the depression screening questionnaire (PHQ-9) were used to collect data. The results of the multivariate analysis of variance indicated that individuals with depression exhibited weaker performance in all components of executive functions (planning, time management, emotion regulation, organization, and behavior regulation) compared to the healthy group (p < 0.001). Additionally, the Sluggish Cognitive Tempo component was significantly higher in depressed individuals than in normal individuals (p < 0.001). Therefore, based on the findings of this study, it can be concluded that individuals with depression experience serious deficiencies in executive functions and encounter more problems in the Sluggish Cognitive Tempo component than the healthy group.

Research has shown that children with separation anxiety disorder often struggle with self-regulation and emotional regulation. The purpose of this study was to investigate the impact of group play therapy, specifically painting-based therapy, on the emotional skills of children with separation anxiety disorder. The study utilized a quasi-experimental design with a pre-test-post-test approach and a control group. The study population included all sixth-grade female students with separation anxiety disorder in Ghaemshahr city during the academic year 1400. Thirty children were selected for the study and randomly assigned to either the experimental or control group. Data were collected using the Separation Anxiety Questionnaire (March et al., 1997) and Zeiman's (2001) emotion management scale. The experimental group received ten 45-minute sessions of painting-based group play therapy, while the control group received no intervention. The data were analyzed using univariate and multivariate analysis of covariance. The results showed that painting-based group play therapy significantly improved the emotional skills of children with separation anxiety disorder (P<0.001). Based on these findings, it can be concluded that group play therapy based on painting is an effective treatment method for promoting mental health and preventing psychological problems in children with separation anxiety disorder.