فهرست مطالب

کودکان استثنایی - سال دهم شماره 1 (پیاپی 35، بهار 1389)
  • سال دهم شماره 1 (پیاپی 35، بهار 1389)
  • 110 صفحه،
  • تاریخ انتشار: 1389/06/10
  • تعداد عناوین: 9
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  • Zohreh Latifi, Mokhtar Malekpour, Sholeh Amiri, Hossein Molavi Page 1
    Objective
    The purpose of this study was to determine the effectiveness of behavioral intervention on interpersonal conflicts in students with learning disabilities (LD).
    Method
    Thirty students were randomly selected from the LD Center in Isfahan. They were randomly assigned into experimental and control groups. The experimental group received 10 weekly sessions of behavioral intervention in social skills, management of emotion and friendship. Some related checklists on reading, witting, mathematic and ambiguous provocation situations were administered to both groups before and after intervention.
    Results
    The results showed that behavioral training significantly reduced the interpersonal conflicts in the experimental group as compared with the control.
    Conclusion
    Accordingly, we can conclude that this method could be helpful for LD students who have depression, loneliness, and low self-esteem.
    Keywords: Learning disability, behavioral intervention, Interpersonal conflicts
  • Abbas Nessaeian*, Hadi Bahrami, Mahmood Mirzamani, Masoud Salehi Page 11
    Objective
    The aim of this research was studying the effectiveness of false belief training on acquiring theory of mind in 8-11 years old boys with intellectual disabilities (ID).
    Method
    Utilizing a quasiexperimental design, 30 students were selected after accomplishment of pretest (they did not have the ability to understand theory of mind). Then, they were randomly divided into two equal groups, after matching in age and intelligence. Experimental group was trained for 8 sessions. Post test was administered immediately after intervention and also after 2 week as a follow up stage.
    Results
    Data analysis using Kolmogorov–Smirnov test, independent t-test and revealed that the experimental group had a better result (pConclusion
    This study concluded that false belief training can enhancetheory of mind in students with ID.
    Keywords: False belief, theory of mind, intellectual disabilities
  • Fereshteh Baezzat, Razieh Eizadifard Page 21
    Objective
    The present study investigates the effect of self-regulation strategies on reduction of spelling errors in primary students with writing disorder in Tehran.
    Method
    in the first stage, 20 students with writing disorder answered identical tests (Wechsler children intelligence test, and writing disorder test), and then they were selected randomly according to multiple stage cluster sampling method. The evaluated sample was then randomly divided into two experimental and control groups. Experimental group received a related training package in 10 sessions, and the control group did not receive any intervention. Data was analyzed through covariance analysis.
    Results
    Research findings indicate that writing efficacy of experimental group was improved in comparison with control group.
    Conclusion
    This study concludes that self-regulation strategies have practical and beneficial effects in reducing spelling errors for these children.
    Keywords: Spelling errors, self, regulation strategies, writing disorder, students of primar school
  • Roghieh Vakili, Masoud Gholamali Lavasani*, Bagher Hejazi, Javad Ejei Page 29
    Objective
    The present research studies the relationship between goal orientation and learning strategies with test anxiety.
    Method
    120 high school students with vision loss (80 boys and 40 girls), were selected through convenience sampling. For goal orientation, the questionnaire draw up by Middleton and Midgley, for learning strategies, MSLQ and for test anxiety, Sarason test anxiety questionnaire were used.
    Results
    Analysis of variance and multiple regressions indicated that learning strategies, gender, mastery and avoidance goal orientations are able to predict test anxiety but functional goal orientation is not able to predict test anxiety. The findings also showed a significant difference (P<0.05) in test anxiety between girl and boy students.
    Conclusion
    Some clinical implications have been discussed.
    Keywords: Learning strategies, goal orientations, test Anxiety, vision loss
  • Fereadoun Yaryari, Gholamali Afrooz, Fatemeh Mirmohammadi Page 37
    Objective
    This research is an evaluation for the efficacy of a mathematics concepts teaching for students with Down syndrome (DS).
    Method
    utilizing an experimental pretest-post test control group design 30 students with DS were recruited and matched in Tehran. A researcher made test, demographics inventory, and Leither International Performance Scale were used to assess the related variables.
    Results
    Two and three ANOVA revealed that using the designed software in basic teaching concepts (P=0.000<0.001) and counting numbers (p= 0.009 <0.01) in students with DS is more effective than traditional method, and is similar in recognizing numbers.
    Conclusion
    Accordingly, this study suggests that the software is helpful in teaching mathematics to students with DS.
    Keywords: Mathematics concepts, Down syndrome, teaching
  • Azam Moradi, Mokhtar Malekpour, Abolghasem Noori Hosein Molavi, Sholeh Amiri Page 49
    Objective
    The purpose of this study was to examine and compare effectiveness of training achievement motivation, self-efficacy and self-esteem on quality of life of physically disabled females in Isfahan.
    Method
    For sampling 80 females aging 18-35 years old, members of Isfahanian Society of Disables were selected randomly, and after response to WHO'S Quality of Life Questionnaire (WHOQOL-BREF), forty of them whose quality of life scores were lower were selected as final sample and assigned randomly to three experimental groups and one control group. Afterwards, nine weekly sessions of self-esteem group training, self-efficacy group training, and achievement motivation group training were administrated for 1, 2, and 3 experimental groups respectively. Post-test of WHOQOL-BREF was administrated at the end of training sessions. Moreover, a demographic characteristics questionnaire was used to assess subjects’ demographic characteristics.
    Results
    Covariance analysis showed that achievement motivation group training and self-efficacy group training had a significant effect on quality of life's total score (P = 0/043 and P = 0/048 respectively), but self esteem group training did not have significant effect (P=0/193). Furthermore, there was no significant difference between the effect of achievement motivation group training, self efficacy group training and self esteem group training. The results also revealed a significant effect on achievement motivation group training (P = 0/049), self-efficacy group training (P = 0/005) and self esteem group training (P = 0/013) on mental health domain of quality of life; self esteem group training, self-efficacy group training and achievement motivation group training had no significant effect on physical health and environmental health domains of quality of life.
    Conclusion
    The utilized interventions this study could be effective on improving the quality of life in physically disabled individuals and consequently their rehabilitation.
    Keywords: quality of life, self esteem group training, self, efficacy group training, achievement motivation group training, physically disabled, females, mental health
  • Besharat. Mohammad Ali, Sareh Karami, Javad Ejei Page 65
    Objective
    The aims of this study was to investigate and compare personality characteristics including self-oriented, other-oriented, and socially-prescribed perfectionism and controlling styles including other-directed, inner-directed, lack of constraints on behavior and predictability of behavior in two groups of students from gifted and normal schools.
    Method
    The study group consisted of the students of first, second and third grades of high school in 3 main study majors including Mathematics, Natural Sciences, and Human Sciences, who were studying in academic year of 2007-2008 in Tehran. The study sample consisted of 193 students in gifted schools (110 female, 83 male) and 253 normal students (112 female, 141 male). All participants were asked to complete the Tehran Multidimensional Perfectionism Scale (TMPS; Besharat, 2007) and the Personal Behavior Inventory (PBI; Collins, Martin, Ashmore, & Ross, 1973).
    Results
    The results revealed no significant difference between normal and gifted students in self-oriented and other-directed perfectionism while a significant difference was found between the two groups in terms of socially-prescribed perfectionism. With regard to the controlling styles, the two groups were significantly different in terms of other-directed locus of control as well as predictability of behavior. No significant difference was found between the two groups in terms of inner-directed locus of control and lack of constraints on behavior.
    Conclusions
    It was concluded that gifted and on-gifted students were different in terms of sociallyprescribed perfectionism and controlling styles of other-directed locus of control and predictability of behavior.
    Keywords: Personality, Perfectionism, Controlling, Intelligence
  • Mehdi Dastjerdi Kazemi Page 81
    Objective
    Children with intellectual disabilities (ID) have learning and educational difficulties because of variant linguistic disorders such as phonological, morphological, lexical and syntactical. This research concentrates on the study and description of some syntactic characteristics in students with ID. These syntactic features include third person plural verbs, object marker (-ra), simple past tense verbs, personal pronoun, plural marker (ha-), prepositions, negative verbs, simple present tense, linking verbs, and subordination structures.
    Method
    seventy nine children were randomly selected from 700 students having ID in Tehran exceptional schools at 1382-3 years. The sample was made by multi-stage sampling. The apparatus used in this research was Test of Language Development –3 (TOLD-3) (The Persian version).
    Results
    Data analysis revealed which syntactic features are difficult and which ones are simple for production and perception for this group of students.
    Conclusion
    These results could be used in developing and improving the educational and rehabilitation programs and curriculums for children with ID.
    Keywords: syntactic features, mentally retarded children, language production, perception