نشریه تعلیم و تربیت استثنایی
سال بیست و چهارم شماره 180 (خرداد و تیر 1403)

The purpose of this study was to investigate the role of time perspective and self-compassion in the happiness of exceptional teachers.

This research is a descriptive-correlation type. The statistical population of the research is made up of all the teachers of the exceptional schools of Mashhad in the academic year of 2020-2021, numbering 240 people. The statistical sample of this research included 240 exceptional teachers of Mashhad city using the full number sampling method. To collect information, the Oxford happiness questionnaires of Michael Argyle (1989), self-compassion - long form of Neff et al. (2003) and Zimbardo and Boyd's time perspective inventory (1999) were used. Research data were analyzed using Pearson correlation coefficient, regression, independent t-test and analysis of variance in SPSS 26 software.

The findings showed that there is a positive and significant relationship between all dimensions of self-compassion and happiness (r=0.47 and P<0.01). Also, between happiness and positive past time perspective (r=0.23 and P<0.01), hedonistic present (r=0.35 and P<0.01) and future (r=0.42 and P<0.01) There is a positive and significant relationship between happiness and negative past perspective (r=-0.16 and P<0.05) and the present destiny (r=-0.22 and P<0.01). And there is meaningful. The dimension of self-kindness against self-judgment (ꞵ=0.001, p≤3.65, t=0.28) and the dimension of compassion against extreme assimilation (p≤2.83, t=21/0.01) ꞵ=0) significantly predict happiness in exceptional school teachers.

The perspective of time and self-compassion is effective in the happiness of exceptional teachers, and the authorities of exceptional education can increase the happiness of teachers by holding self-compassion training courses.

The problems of children with oppositional defiant disorder are largely related to the parent-child relationship, therefore in the current research, based on the research synthesis method, a comprehensive implementation model for parent education is presented. The aim of the research is to identify the components and elements of positive parenting for the families of children with oppositional defiant disorder, develop the program and evaluate its content validity.

The research method is qualitative and research synthesis type. The statistical population included all articles and research related to positive parenting. The sample size was 92 articles that were published between 2010 and 2023. Using the CASP checklist and Based on the entry and exit criteria, first 27 and then after studying the abstract of the documents, the quality of the articles and the degree of relevance, 12 cases were selected as the research sample. Petticrew & Roberts(2006) six- stage model was used for data analysis, and Content Validity Index method was used for content validity.

According to the findings of the research, positive parenting is based on six main theme including: mutual respect and equality, use of natural and logical consequences, psychological autonomy, inductive discipline, parental warmth, acceptance, and sensitivity. The content validity was based on the content validity index of 0. 86, which indicates the acceptable content validity of the program.

Considering that oppositional defiant disorder is more influenced by the interaction of the individual with the social environment, especially the family, and the parenting style is effective in the occurrence of the disorder, the designed program can be used to improve existing interventions and design new interventions.

Challenges caused by continuous care, maintenance and support of a child with autism spectrum disorder affect the social relationships of these mothers and these mothers feel inferior and powerless, self-blame because of their child's inappropriate behavior and the society misunderstands these children. They have resistance to negative experiences. Therefore, this research was conducted with the aim of determining the effectiveness of mindfulness self-compassion training on feelings of loneliness, internalized shame, experiential avoidance and cognitive fusion in mothers with children with autism spectrum disorder.

This research was a semi-experimental method with pre-test and post-test with experimental and control groups. The statistical population of the present study included mothers with children with autism spectrum disorder who attended one of the psychological clinics in Yazd. Thirty qualified people were selected by purposeful sampling based on the entry and exit criteria and were randomly replaced in the control group (15 people) and the experimental group (15 people). The experimental group received ten mindfulness selfcompassion sessions as a group, and the control group did not receive any intervention. The research tools included Russell, Curtona & Peplau (1993) loneliness scale, Cook's internalized shame (1993), experiential avoidance and Greco, Lambert & Baer (2008) cognitive fusion scale. The research data was analyzed through multivariate and univariate analysis of covariance with spss 24 software.

The results of the research data showed that conscious self-compassion is effective in improving the feeling of loneliness, internalized shame and its components such as self-esteem and shyness, experiential avoidance and cognitive fusion. (p<0.001).

Based on the findings, it can be said that conscious self-compassion is an efficient method in improving the feeling of loneliness, internalized shame, experiential avoidance and cognitive fusion in mothers with children with autism spectrum disorder. Therefore, this method can be considered as one of the useful and practical treatments for these mothers.

People with autism spectrum disorder have problems with cognitive flexibility so that their daily life is also affected by the consequences of this problem.. This research was conducted with the aim of the effectiveness of transcranial direct electrical stimulation on the cognitive flexibility of children with autism spectrum disorder.

The research was semi-experimental and according to the pre-test-post-test design. The statistical population of the research included all children aged 7 to 10 years who were suffering from autism spectrum disorder and had referred to treatment centers and clinics in Urmia city in 1401-1402. 30 children with autism were purposefully selected and randomly divided into two groups (15 people in the experimental group and 15 people in the control group). Subjects in the experimental group were subjected to transcranial anodic direct current (positive pole) stimulation on the head for 15 minutes. Research tools included Gilliam's autism diagnosis scale, Wisconsin card sorting test. To analyze the research data, multivariate covariance analysis method was used in SPSS software version 23.

The results showed that transcranial direct current stimulation method was effective on cognitive flexibility and significantly improved cognitive flexibility.

Considering the problems that autistic children have in the field of cognitive flexibility, transcranial direct current stimulation can be a useful supplement to improve the cognitive flexibility of autistic children.

The most common type of specific learning disorder is dyslexia, the main characteristic of which is that a person has difficulty reading correctly, reading quickly, and understanding material, and it does not correspond to chronological age, intelligence, and educational conditions. This research was conducted with the aim of the effectiveness of immunization training against stress on academic motivation and academic self-regulation of male students with dyslexia.

The research method was semi-experimental with a pre-test-post-test design and control group. The statistical population of the research included all male students of the first secondary school with dyslexia who referred to the learning disorders center in Birjand city in the academic year of 2021- 2022. Among the statistical population, 28 male students with dyslexia were selected by available sampling method and randomly assigned to experimental (14) and control (14) groups. The experimental group was trained for 8 sessions of 75 minutes. In order to collect research data, academic motivation questionnaire, academic self-regulation questionnaire and stress immunization training were used. The research data were analyzed using multivariate and univariate analysis of covariance.

The results of the analysis of the research hypotheses showed that stress immunization training is effective on academic motivation and academic self-regulation of students with dyslexia (p<0.005).

According to the findings of this research, it can be said that: one of the useful teaching approaches to increase the academic motivation and academic self-regulation of students with dyslexic boys is stress immunity training.

The acquisition of motor skills in mentally retarded children is slow. Therefore, it is important to identify efficient and effective methods for teaching motor skills to these people in order to acquire and improve the implementation of motor skills. Therefore, the aim of the present study was to investigate the effect of variable training with different arrangements on the consolidation (based on improvement) of the motor memory of mentally retarded children.

For this purpose, 56 mentally retarded girls were placed in four groups of fixed training and variable training with blocked, random, and blocked-random arrangements based on the pre-test scores. On the first day, the subjects practiced the basketball pass in 3 blocks of 12 attempts based on the training method of their group. At the end of the training session, the subjects immediately participated in the acquisition test, consisting of a block of 12 target throwing attempts. In the morning of the second day, after a night's sleep, a memory test similar to the acquisition test was performed. For data analysis, a mixed analysis of variance (2x4), a dependent t test, and a one-way analysis of variance were used.

The results of the present study showed that before and after night sleep, there is a statistically significant difference in the passing accuracy scores of the two groups of random variable training and blockedrandom variable training. However, no difference was seen between the performance of the two groups of random and blocked-random training after night sleep.

Therefore, in mentally retarded children, the method of variable training with random and blockedrandom arrangements can be used to improve the consolidation of motor memory.