فهرست مطالب

  • سال دهم شماره 3 (پیاپی 37، پاییز 1389)
  • تاریخ انتشار: 1389/10/11
  • تعداد عناوین: 8
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  • Maryam Esmaeilinasab, Hamid Alizadeh Page 227
    Objective
    This study compared the effectiveness of two Adlerian and behavioral parent training approaches to reduce the severity of conduct disorder symptoms in children.
    Method
    For this purpose, Barkley’s behavioral parent training program and STEP (Adlerian approach) were considered. Five schools were selected randomly from region 7 in Tehran and 60 parents whose 7-11 year old boys had received the highest scores on Child Symptom Inventory (CSI-4) were randomly assigned into Adlerian, Behavioral, and control groups. In order to analyze the data, Analysis of Covariance test, two-way ANOVA and Tukey and Bonferroni follow up tests were used.
    Results
    Analysis of research findings showed that both Adlerian and Behavioral groups could, in comparison with control group, ameliorate severity of conduct disorder symptoms, but no significant difference was observed between the two experimental groups.
    Conclusion
    Accordingly, we can suggest that these two parent training approaches are effective interventions for children with CD.
    Keywords: Adlerian parent training, Behavioral parent training, STEP, Barkley program, Conduct Disorder
  • Shirin Valizadeh, Azita Davoudi Far Page 237
    Objective
    The purpose of this study was to examine the effectiveness of group coping skills training on stress and hopelessness level in mothers of children with intellectual disabilities (ID).
    Method
    In this quasi experimental research, mothers of children with ID referred to Welfare Organization Centers, and 44 mothers from this population having the required criteria were randomly selected, and randomly assigned into experimental and control groups. Experimental group received 12 session for coping skills training (each session 90 min), while the control group received no intervention. Research instruments were Questionnaire on Resources and Stress (Fredric, 1983) and Beck Hopelessness Scale.
    Results
    The results showed that coping skills training could decreased stress and hopelessness level of mothers of children with ID.
    Conclusion
    Coping skills training could be suggested as a treatment for these mothers.
    Keywords: Stress, Hopelessness, Coping skills, Mothers, Intellectual disabilities
  • Hadi Bahrami Ahsan, Yaser Reza Por Mirsaleh Page 245
    Objective
    The purpose of this study is to assess the relationship between coping style, religiosity and personality with mental health of mothers with children of mental retardation.
    Method
    The sample consisted of 95 mothers with children of mental retardation, selected with convenience sampling model. Data were collected by means of ways of coping questionnaire (WOCQ), Islamic Religiosity Scale (IRS), revised NEO five factor inventory (NEO FFI-R) and General Health Questionnaire (GHQ) and then analyzed with statistical ways of correlation and regression.
    Results
    The results show coping style, religiosity and personality are capable of predicting the significant percentage of variance of mental health of children with intellectual disabilities. Furthermore, from 17 subscales used for predicting of variance of mental health of mothers with children of mental retardation, only religiosity and neuroticism were significantly capable of accounting for mental health of mothers.
    Conclusion
    We can conclude that training mothers of children with ID to accept their child, to find meaning of their life and to strengthen religious beliefs can have great effect on promotion of their mental health.
    Keywords: Coping style, Religiosity, Personality, Mental health, Mental retardation
  • Mahdi Abdollahzade Rafi, Hadi Bahrami Page 259
    Objective
    The aim of this study was to investigate development of theory of mind (TOM) in students with intellectual disabilities (ID) and its association with verbal and nonverbal abilities.
    Methods
    This correlation study included all ID students in the range of 8-14 years old (59 persons) of Torbat-e Heidaryyeh. In order to collect data of TOM, unexpected content and 38-items TOM test were used. Also data related to verbal and nonverbal abilities were gathered by Wechsler Intelligence Scale for Children –Revised (WISC-R).
    Results
    The findings showed that level 1 and 2 of ID students` TOM grew to age 12 (p< 0/05) then fixed (p= 0/87). But the TOM assessed by unexpected content task went permanently ascending (p< 0/01). Also there was a positive correlation between verbal abilities and TOM1 (P<./001) and TOM2 (P<./001) and between nonverbal abilities and TOM1 (P<./01) and TOM2 (P<./001).
    Conclusion
    Development of TOM in ID students differed on the basis of task kind could be considered in assessment processes. Also, the claim of “Theory Theory” approach and “modular” approach could receive approval.
    Keywords: Theory of Mind, Intellectual Disability, Verbal, Nonverbal Ability
  • Sara Fasihani Fard Farzane Michaeli Manee Page 269
    Objective
    This study examines the effectiveness of tree educational-therapeutic model based on phonological processing model on reading speed and accuracy of dyslexic children.
    Method
    The sample included 30 dyslexic students from Urmia elementary schools. Subjects were randomly assigned to 3 groups. Phonological awareness measures, rapid automatized naming test and phonological working memory test were administered as the pretest and posttest. t-student test and ANOVA were used to data analysis.
    Results
    The results showed that there was a significance difference between the effectiveness of tree educational-therapeutic model based on phonological processing model on reading speed and accuracy (p<0/01).
    Conclusions
    Therapeutic model based on phonological processing model could improve speed and accuracy of reading in children.
    Keywords: Reading, Phonological Awareness, Rapid Automatized Naming, Phonological Working Memory
  • Shima Nabifar, Shahla Raghibdoost Page 283
    Objective
    This study discusses the models of reading with regard to the role of phonological and syntactic processing in the cognitive process of reading. Research literature indicates that syntactic and especially phonological processing are identified as critical factors for the explanation of many reading problems such as dyslexia. The main concern of this paper is to determine how critical these two components are with regard to reading problems and to decide which of them is more determinant in the explanation of reading problems. The other question is how the role of these two components is shown in the models of reading.
    Method
    There are 2 main hypotheses explaining the role of phonological and syntactic awareness, accounting for the problems of reading. The 2 hypotheses are “processing limitation hypothesis” and “structural lag hypothesis”. The hypotheses are explained and the models of reading are discussed and analyzed with regard to them. The models which are investigated in this paper include word recognition models and the models of reading process in general. From among the word recognition models, dual-route models are chosen to be studied since, they are considered as the most crucial ones. The models of reading process also include bottom-up and top-down models, interactive-compensatory model, connectionist models, balanced model of reading, verbal efficiency and phonological capacity models. Results and
    Conclusion
    Finally it is indicated that there is not a unitary model in which the role of both phonological and syntactic awareness is clearly defined. Depending on the practical objects of the models, they might focus either on phonological level of processing (e.g., Phonological Capacity Model) or syntactic level of processing (e.g., Balanced Model of Reading).
    Keywords: Models of reading, Phonological processing, Syntactic processing, Reading problems, Processing Limitation Hypothesis, Structural Lag Hypothesis
  • Hooshang Dadgar, Zahra Shahrivar Page 299
    Objective
    This study presents an autistic child with Hyperlexia that shows reading ability at lower age and unlike expected level of cognitive and language abilities.
    Method
    Twenty word and nonword, 6 irregular Persian words and 5 sentences were used for evaluation of reading ability of a child with autism aged 4.3 years.
    Results
    The child has maximum error in nonword reading; in addition he showed 4 errors in reading of regular word.
    Conclusion
    we can conclude that reading ability in autistic children could be considered as a useful way to communication.
    Keywords: Hyperlexia, Reading, Autism, communication disorders