نشریه تعلیم و تربیت استثنایی
سال بیست و سوم شماره 177 (آذر و دی 1402)

Cerebral palsy is a group of permanent non-progressive motor disorders caused by congenital anomalies or brain damage in the early stages of development. The aim of this study was, the effect of two protocols exercise therapy with and without massage on the Lower Extremity range of motion in children with spastic cerebral palsy

In this study, 22 children spasmodic cerebral palsy with an average age of 5.25±1.56, height 102.44±6 and weight 44.7±4.67 were randomly selected from children with cerebral palsy. They were randomly divided into two groups Movement therapy and combined (movement therapy and massage). Movement therapy group, for 6 weeks 3 sessions per week and 40 minutes) had no massage program, and the combined group simultaneously underwent a therapeutic and massage program (20 minutes of treatment and 20 minutes of massage after massage). In this study, the range of motion of the ankle before and after the intervention was evaluated using Gynaemtram yagamy. For data analysis, SPSS software and dependent t test and factor analysis of variance analysis were used at a significant level of P <0/05.

Based on the results, the movement therapy protocol alone has only significantly increased the range of motion of ankle Dorsi flexion (P=0.001), but the combined method has significantly increased Dorsi flexion (P=0.003). ankle Plantar flexion (P=0.001), knee flexion (P=0.008) and knee extension (P=0.002).

According to the results of this research, therapists are suggested to use massage with exercise therapy to increase the range of motion of the joints for better treatment results.

Jasper is a purposeful intervention through play that is used to increase interaction, play, and social communication skills. Therefore, the present study was conducted to investigate the nature and application of Jasper intervention for children with an autism spectrum disorder.

Systematic review was used for the data analysis in the present study. The methodology was also based on the collection, classification, and summarization of the findings of research articles on Jasper in 2020- 2006, derived from the foreign databases including Eric, Ebsco, Google Scholar, Scopus, Science Direct, and PubMed using the keywords: intervention, Jasper, children with autism spectrum disorder and related words. At the initial search, a total number of 70 articles were selected, of which 5 article was excluded due to review, and 3 article was excluded for duplication in several databases, 51 were excluded due to inconsistency with Jasper's intervention and inconsistency with the research topic. Finally, 11 articles were selected to be investigated.

The results showed that Jasper intervention leads to more diversity in play, the beginning of shared attention, and joint engagement of children with autism.

By reviewing the studies, it can be concluded that Jasper's intervention has good flexibility with other interventions, and this flexibility allows Jasper to be easily used in different environments such as inclusion and special education classrooms and daily activities at home. Also, the results showed that Jasper's intervention improves problems of joint attention, play, cognition, language and better interaction with parents.

One of the most obvious ways to change behavior in children is play therapy. The purpose of this study was to investigate the effectiveness of play therapy based on parent-child relationship on social adjustment and social skills of intellectual disability students with Visually impaired.

In this research, single case research method with A-B-A design was used. The statistical population included all Intellectual disability students with Visually impaired in the elementary school in Isfahan city in 2020, and three of them were selected using available sampling method. After three baseline sessions, the mothers of the students received a play therapy program based on the parent-child relationship in 10 sessions of 120 minutes, and one month after the end of the intervention, they underwent a follow-up test in three sessions. The tools of this research included the California Social Adjustment Questionnaire and the Gresham and Elliott Social Skills Questionnaire. In order to analyze the research data, visual analysis, trend index and stability index, effect size, percentage of overlapping and non-overlapping data were used.

The results of data analysis showed play therapy based on parent-child relationship has been effective on social adjustment and social skills of intellectual disability -blind students. The non-overlapping percentage of social adjustment and social skills data in two baseline and intervention situations for three subjects is 88% and 100% and the recovery percentage index was 14.04 and 22.41 respectively. This effectiveness was still evident in the 30-day follow-up phase.

Based on the findings of this research, it can be said that play therapy based on parent-child relationship can play an important role in increasing the social adjustment and social skills of intellectual disability students with visually impaired.

The present review research was conducted with the aim of examining the critical analytical study of different approaches in the treatment of anxiety in children and adolescents.

In the present study, using the keywords treatment, anxiety, disorder, randomized controlled trial, 3 to 19 years old, in English databases such as Google Scholar, PubMed, Scopus in the period 2020 (January) to 2021 (to December), were searched.

The studies indicated the effect of cognitive behavioral therapy, goal-based therapy, and faceto- face therapies on reducing anxiety in children and adolescents with anxiety disorders. Also, the treatment of attention control training and modulation of attention bias was effective in reducing the anxiety of children and adolescents resistant to cognitive behavioral therapy. The antidepressant sertraline also did not reduce anxiety disorder. Various distraction methods such as distraction cards, virtual reality, video games, audiovisual distraction with a headset, psychological preparation before surgery through booklets and pictures, and educational games and art therapy such as painting and music therapy were also effective in reducing situational anxiety.

According to the results of the research, various treatments can be used to reduce children's anxiety according to the age and conditions of the clients.

Living with a child with intellectual disability is very challenging for parents, especially mothers as the main caregivers. The purpose of the present study was to determine the effectiveness of emotion regulation training on parent-child interaction and rumination of mothers with children with intellectual disabilities.

The current study was a quasi-experimental type with a pre-test and post-test design with a control group. The statistical population included all mothers with children with intellectual disabilities who referred to Exceptional schools in Rasht city in the academic year of 2018-2019. Among these, a sample of 30 people was selected by the available method, taking into account the entry and exit criteria, then they were randomly assigned to two experimental (n=15) and control (n=15) groups, and completed the parent-child interaction questionnaires of Pianta (1994) and rumination questionnaires of Nolen- Hoeksema (1991). The intervention program was based on 8 sessions of 90 minutes of emotion regulation training based on Gross's (2002) emotion regulation model, which was implemented by the researcher for mothers of children with intellectual disabilities. The obtained data were processed using Univariate and Multivariate covariance analysis.

Emotion regulation training was significantly effective on increasing parent-child interaction and closeness component and reducing conflict and dependence components of mothers with children with intellectual disabilities (P<0.05). Also, this training was effective in reducing the rumination of the mothers of these children (P<0.01).

These results have important direct and implicit clinical applications in the field of increasing parent-child interaction and reducing rumination in mothers with intellectual disabilities children through emotion regulation training.

Stubborn-disobedient students start quarrels and argue with their parents and act in a spiteful manner. The aim of the current research is to analyze the teachers' lived experiences of the phenomenon of students' stubbornness and disobedience.

The research method was based on qualitative approach and phenomenological method. The statistical population of the research included teachers with teaching experience in exceptional schools. 8 teachers were selected for the interview with available sampling method. A semi-structured interview was used to collect data and continued until data saturation, and after recording, the interviews were converted into text and the main and secondary themes were extracted. Collaizi method was used to analyze the data.

The three main components are antecedents (problems in interacting with the teacher, arguments with classmates, hunger, the degree of difficulty of the task and disinterest in the content of the class), consequences (academic failure, rejection, anger and aggression, and problems in interpersonal relationships) and controllers (Computer games, punishment, using token and reward, playing, watching movies and theater, reading stories, sand play and discipline program) were very important findings of this study.

Stubbornness-disobedience has a significant impact on the lack of academic progress and the occurrence of communication problems in the classroom, and therefore they should be examined, diagnosed and intervened in a timely and appropriate manner.