فصلنامه روان شناسی افراد استثنایی
پیاپی 4 (زمستان 1390)

The objective of this study is to compare the rates of depression and aggression among healthy siblings of 6-12 years old children with autism and Attention Deficit Hyperactivity Disorder. The study is a survey. The statistical population consists of all healthy siblings of 6-12 years of age of the children with autism and Attention Deficit Hyperactivity Disorder in Tehran city. Seven siblings were chosen from each group, so the total sample size was 14. The research tool was the ASEBA test. Data were collected through the Child Behavior Checklist. T (p= 0/05) test was used for data analysis. The results showed that the rate of depression and aggression in siblings of autistic children is more than the siblings of the children with attention deficit hyperactivity disorder. Given the fact that the amount of aggression and depression were higher among siblings of autistic children in comparison to the other group, training and consulting services should be available to the parents of autistic children in order to reduce or prevent aggression and depression among their not effected children.

The purpose of this research is to assess the effect of traditional teaching and multimedia on the learning and retention of mathematics in autistic students of the fifth grade of elementary school in the city of Tehran. In this research, 8 autistic boy students of the fifth grade of elementary school were selected and assigned randomly into control and experimental groups, 4 students in each group. To start a test of homogeneity between the groups was made. After assuring the homogeneity of the two groups the experimental group was taught via a researcher made multimedia package while the control group undergoes the traditional and teaching. The time plan for each instruction method for each group has been 4 sessions. In each group four learning and retention posttests of the content about diamond and trapezoid were conducted. Data analysis via using t-test showed that applying the multimedia is more effective than the traditional teaching of mathematics concerning autistic students. In other words the results indicated that teaching via multimedia has a meaningful effect on the learning and retention of the autistic student. Vaster application and use can be made of the multimedia modus of teaching autistic students.

In addition to physical defects, Poor social skills in exceptional children can be the source of many behavioral disorders. This study investigated the impact of social skills training on reduction of behavioral disorders among exceptional children. The research is a quasi- experimental study (pre-test and post- test) with a control group. Statistical population was all fifth grade exceptional students in Kosar mixed elementary school in Zahedan in the 2010-2011 year. 24 exceptional students (boys and girls) fifth graders were tested in two stages (before and 45 days after social skills training). The questionnaire consisted of two parts: demographic information and part of the SCL-90-R test to measure aggression and anxiety. For data analysis, T test was used. The results show that the children, who were trained, compared with the untrained children had fewer behavioral disorders. A proper and continuous social skills training, especially in the Components: Cooperation, assertiveness, and self-control, can be the perfect solution for reducing behavioral disorders of exceptional children.

The purpose of this study was to investigate the effects of Stress inoculation training on three different measures: the amount of Self-Assertion, the amount of non assertion Risk behavior and the degree of discomfort of physically-motor handicapped girl Students. This study is a semi-experimental investigation. The statistical population is all physically -motor handicapped girl Students of high schools isfahan in 1389. Twenty one students were sampled and via random method were grouped and assigned in two groups. The experimental group (10 people) and the control group (11 people). In order to collect data the questionnaire Gambiril-Richi has been used. Prior to the first meeting planned for the Stress inoculation training, Pre-test was conducted by Self-Assertion questionnaire. Then for the experimental group, 8 weekly/ 90-minutes each training sessions was held. In each of these meetings one of the fundamental skills was taught in the Meichenbaum model and immediately after that, test was conducted on both groups. For the data analyses covariance analysis was used. The results of the analysis indicate that Stress inoculation training has led to significant increase in Self-Assertion (p<0.01) and led to decrease Risk behavior (p<0.01) and the degree of discomfort (p<0.01) on physically-motor handicapped girl students. findings of this study lead to the conclusion, that Stress inoculation training enhances the self-assertion of the physically- motor handicapped girl students. Therefore, such programs can be applied to increase student's exceptional abilities to work in all professions which require such social abilities and so to enhance their life quality and future perspectives.

The aim of the study is to investigate and compare multiple talents of the sighted and blind male students in Tehran’s guidance schools. This study is a survey. The statistical population of this study includes all the sighted students and blind students of Tehran’s Guidance schools. Stratified sampling for the sighted and available sampling for the blind has been used in this study (60 blind and 60 sighted students). Gardner multiple talents questionnaire has been applied. The obtained data was analyzed and compared using the independent t-test between two groups. The results show that no statistically significant differences exist between the two groups regarding their talents (p>%5). The blind, though lacking visual ability, are able to compensate for the deficit through other senses. It is highly recommended that the blind’s capabilities be identified and taken into account in education.

The purpose of the present research is to study the relationship amongst personality traits, coping style and social anxiety in blind and normal sighted students in Fars province universities in academic year 1386-87. A group of 35 blind and normal sighted students were selected. To assess the rate of social anxiety, the Watson and Friend 58 item questionnaire was used. For the assessment of personality traits NEO-FFI questionnaire and to assess the coping styles, Endler and Parker questionnaire with 48 items was applied. The results showed that there is a meaningful relation between personality traits and social anxiety in blind and normal sighted students. There is also a meaningful relationship between the coping styles and social anxiety in blind students. And also there is a meaningful relation between the coping styles and social anxiety in normal students. There are significant correlations between coping styles and social anxiety. But between personality traits of the blind and normal sighted students, there are also significant differences. Neuroticism factor of the blind students is meaningfully higher than the normal sighted students; also the extraversion, openness and conscientiousness factor of the normal students is meaningfully higher than the blind students. There is no meaningful difference between two groups in agreeableness factor. The findings also showed that in coping styles there is no meaningful difference between the blind and normal sighted students. Regarding the social anxiety there is difference between blind and normal students and also social anxiety in the blind students is more than normal students. These findings exemplify the need for paying more attention to the enhancement of the necessary skills for the blind students.

The aim of this study was to adapt and evaluate the psychometric properties of a Persian version of Developmental Coordination Disorder Questionnaire (DCD-Q) in Iran to identify children at risk for Developmental Coordination Disorder (DCD). We examined the internal consistency, test-retest reliability construct validity, and concurrent validity of the DCD-Q using a large, primary school-based sample of boys and their parents’. A total of 922 parents completed the DCD-Q and 15 parents repeated it after 2 weeks for test–retest reliability. Scores on the DCD-Q were compared to performance on the Test of Gross Motor development-2 (TGMD-2). Concurrent validity was examined by calculating correlations between scores of the DCD-Q, and the TGMD-2. Two items deleted after the evaluation of the internal consistency. Deletion of these items increased Cronbach’s α to. 85 and test–retest reliability to. 93. Explanatory and confirmatory factor analysis showed that the DCD-Q was multifactorial and this version is compatible with the original version of the DCD-Q. Finally, high correlations were observed between the DCD-Q with the TGMD-2 subscales: locomotion (r =. 65), object control (r =. 60). These results support the validity and reliability of the Persian version of the DCDQ as a screening instrument for identification of children at risk for DCD in Iran.