نشریه اختلال های عصبی تحولی
سال یکم شماره 3 (پاییز 1401)

Hearing problems often make the social life of hard of hearing children difficult. Therefore, it is important to deal with solutions that help these people.The present study was conducted with the aim of comparing the effectiveness of two storytelling methods through visualization and pantomime on the emotional and behavioral disorders of students with hearing problems. For this purpose, from the statistical population of all deaf female students aged 14-17 years in the 20th district of Tehran in 1400-1401, a sample of 24 people was selected in an accessible and purposeful way and randomly divided into three groups (8 people in the group under Storytelling training through visualization, 8 people in the training group were replaced by pantomime and 8 people in the control group. In this research, Achenbach's Child Emotional Behavior Inventory were used. The data from the questionnaires were analyzed by SPSS22 software. The findings showed that storytelling through pantomime reduces law-breaking behaviors (one of the components of emotional and behavioral disorders) (P < 0.05) and storytelling through imagery and pantomime to the same extent reduces aggressive behaviors (one of the components of disorders emotional/behavioral) (P < 0.05). it is affect Therefore, the use of storytelling through visualization and pantomime is recommended to reduce the law-breaking behaviors, and aggressive behaviors in students with hearing problems.

This research was conducted in order to investigate the relationship between attachment style, emotional intelligence and metacognitive belief with self-esteem, considering the importance of these variables in the mental health and academic performance of children and adolescents.

The current research was of a descriptive-correlation type. The people of the sample group (120 students) were randomly selected. The people of the sample group were controlled in terms of gender, age and education. The people of the sample group completed the emotional intelligence questionnaires of Barr-On (1980), Hazen and Shaver (1987), Metacognitive Belief Catritt and Wells (2004) and Cooper-Smith (1967) self-esteem. Multiple regression statistical test was used to analyze the data.

The findings showed that there is a significant relationship between attachment, emotional intelligence and metacognitive belief with self-esteem (sig<0.05).

The research results showed that between 15% of self-esteem is explained by positive belief about worry. As a result, the research hypothesis was confirmed only regarding one of the components of metacognition.

The aim of this study was to the effect of art therapy (drama therapy and music therapy) on increasing children's self-confidence in speech therapy centers in Isfahan.The research method was quasi-experimental (pre-test-post-test with control group) and the statistical sample was 30 children with stuttering who were selected using available sampling method from speech therapy centers in Isfahan and randomly divided into two equal experimental groups.  And controls were divided and tested in twenty sessions.Data collection was done using both library and field methods and the data collection tool was a questionnaire.Data were analyzed using SPSS software.  In order to analyze the data, descriptive statistics including mean and standard deviation and inferential statistics including Pearson and Spearman correlation were used.  The results of data analysis showed that there is a positive and significant relationship between the use of art therapy (drama therapy and music therapy) and children's self-confidence in speech therapy centers in Isfahan.

Considering the many problems that exist among parents of children with autism, this research was conducted with the aim of group education of the concepts of choice theory on the marital satisfaction of parents with children with autism who refer to rehabilitation centers in Tehran. Is.

This research was conducted using a quasi-experimental method with a pre-test and post-test design with a control group. The statistical population includes parents of autistic children in Tehran who visited rehabilitation centers in Tehran. The sample size included 24 couples with autistic children who had referred to rehabilitation centers (Hes Khoob, Zafar, Mehr Clinics, as well as Mehand Zaiba Autism School) for treatment and were selected by purposeful sampling and randomly divided into two groups ( Each group consisted of 12 people including 6 couples. To determine their marital satisfaction, Enrich couple scale was used as pre-test and post-test for both groups. For the experimental group, 8 training sessions were conducted on the concepts of choice theory, while the control group did not receive any training.

Data analysis was done using SPSS21 statistical software and covariance test to check the differences between the two groups. The findings of this study showed that teaching the concepts of choice theory was significantly effective in improving marital satisfaction and communication, as well as reducing conflicts and ideal distortions of couples in the experimental group (P<0.01).

According to the results of this research, it can be said that teaching the concepts of choice theory increases the marital satisfaction of parents with children with autism, so the method used in this research can be considered as a suitable method for psycho-educational, counseling and Treating couples who have marital problems.

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.

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.