فهرست مطالب

  • سال دهم شماره 4 (پیاپی 38، زمستان 1389)
  • تاریخ انتشار: 1389/12/25
  • تعداد عناوین: 9
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  • Kamran Ganji (Phd), Ali Delavar (Phd), Hassan Ahadi (Phd) Page 321
    Objective
    The purpose of this research was to determine clock drawing pattern in children with and without attentiondeficit/ hyperactivity disorder (ADHD), and to evaluate the usage of clock drawing as a neuropsychological measure forthe Iranian children.
    Method
    In this ex post facto research, 161 children with ADHD and 161 normal children, ageing 6-12 years were matched from a grid of sectors of 19different educational areas in Tehran through a multi-steps random sampling. Conceptualization of time and construction of the clock face were assessed separately using Cohen & et al., (2000) scoring system normed on school-age children.
    Results
    Children with ADHD, regardless of subtype, performed significantly poorer than controls.Furthermore, children with combined subtype of ADHD, performed poorer than two other subtypes. The qualitative analysis of performance revealed errors that weresubsequent to poor planning during task execution, consistent with executive dysfunction commonly present in children with ADHD.
    Conclusion
    Accordingly, we canconclude that clock drawing test is a useful screening tool, as well as a valuable addition to a comprehensive neuropsychological evaluation in children with ADHD.
    Keywords: ADHD, Clock Drawing Test, Neuropsychological Assessment, Executive Functioning
  • Maryam Farabi, Mohhamad Hossein Bayazi (Phd), Saeed Teymori (Phd) Page 335
    Objective
    This study examines the impact of phonological awareness training on reading skills in male students suspected for having dyslexia.
    Method
    In this quasiexperimental research, first the students suspected for having dyslexia in the second grade of elementary school in Mashhad were chosen, and assigned randomly into two experimental and control groups (each group consisted 20 students). In this study, Phonological Awareness Test (Dastjerdi & Soleymani), and Reading Diagnosis Test(Fallahchay) were used before and after training. In addition the experiment group received phonological awareness training.
    Results
    The results revealed that phonological awareness skills training could increase reading skills in comprehension and not word-recognition.
    Conclusion
    This study stress that training phonological awareness can improve reading abilities.
    Keywords: Phonological Awareness, Reading Ability, Dyslexia
  • Alireza Agha Yousefi (Phd), Ahmad Alipour (Phd) Page 343
    Objective
    This study executed to evaluate the effectiveness of Music-Harmonic Movement therapy on aggressive behaviors in children with moderate to severe intellectual disability (ID).
    Method
    In this semi-experimental Participants recruited from a daily care-training rehabilitation center under supervision of Qom's Welfare Organization in 2009. Forty children with moderate to severe ID were selected, and randomly assigned in two experimental and control groups. Aggressive behaviors recorded based on a researcher-made checklist. Beethoven's third symphony and harmonic movement protocoladministered three times per week on participants.
    Findings
    Data analysis by ANCOVA showed that Music- Harmonic Movement Therapy could decrease aggressive behaviors.
    Conclusion
    Music-Harmonic Movement Therapy can be useful for aggression treatment in children with ID.
    Keywords: Music, Harmonic Movement Therapy, Moderate to Sever Mentally Retarded Children, Aggression
  • Maryam Hassanzadeh Aval, Hadi Bahrami (Phd), Taherh Sima Shirazi, Mehdi Abdulahzade Rafi, Masod Salehi (Phd) Page 351
    Aim
    The aim of the study is to consider the effect of Sina educational instrument on reading accuracy of educable mentally retarded students.
    Method
    This study is experimental pretest – posttest design with control groups. Statistical universe included all educational mentally retarded studying in 3-5 elementary grade in Boujnurd city. the samples include 28(14 and 14 with subject in control) selected after considering of interring criteria. The sample consist of 28 (14 in experimental and 14 in control) selected considering internal criteria.
    Results
    the means of marks in experimental group in teams of substitutions, wrong pronunciation, Omission of a letter and word, addition and Transmission were lower than in control group (p<. /05) but in items addition of a letter and word, and correctional repeat there was not any statistically significant difference (p>. /05).
    Conclusion
    The use of Sina educational instrument was effective on reading accuracy of educable mentally retarded students.
    Keywords: reading accuracy, mentally retarded students, Sina educational instrument
  • Roohollah Fathongharib Bidgoli*, Saeid Hassanzadeh Page 359
    Objective
    The aim of this study was to examine the principal's attitude toward inclusive education of students with special needs in Qom province.
    Method
    A sample consisting of 113 principals of elementary and middle schools was selected randomly. Using the inclusive education Attitude- Assessment Questionnaire(saeidy & solymanvandi, 1386), attitudes toward inclusive education and related factors were measured. For statistical analysis, one sample t-test, Kruscal-Wallis, and U Mann- Whitney were used.
    Results
    Obtained total score indicated a positive attitude towards inclusive education as a (p≤ 0.001); however, among related sixfactors (i.e., inclusion philosophy, competency sense, relationship between students with and without special needs, provided support for inclusion, learning climate and outcomes of inclusion), only the last twoones gained positive attitudes. Also, results revealed that experience in education of students with special needs, as well as in-services education regarding inclusion education, were positively related to the principal's attitudes, but the school area (city or country) and the certificate degree had no significant impact on their attitudes.
    Conclusion
    It could be concluded that principals who are experienced in special education might be more competent in education of students with special needs. In addition, it would be useful to plan and present workshops regarding inclusive education.
    Keywords: Attitude, Principals, Inclusive Education, Students with Special Need
  • Atousa Rostambeik Tafreshi*, Ahmad Ramezani Vasookolaee Page 369
    Objective
    The present study was conducted to analyze and compare the written discourse of EMR students according to experiential metafuntion introduced in Halliday’s systemic functional grammar.
    Method
    The present research follows a descriptive method. The informants (311 students) were chosen among the primary, prevocational guidance school, and vocational high school students in 2009. The informants were chosen according to multi stratified cluster sampling. A written test in the form of picture stories was administered to 311 students.
    Results
    At first, the data (consisted of 2407 clauses and 10861 words) was analyzed concerning the type of process (verbs) used in clauses. Material (58%) is the most frequent process in all grades. Behavioral, relational and verbal clauses happened in 13%, 12%, and 10% of the clauses. Existential process is the least frequent one (0.1%).
    Conclusion
    Nonparametric statistical test (x2 test) shows that even when p≤0/001, x2 value rejects the null hypothesis. In other words the two variables in the research (different grades of EMR students and their use of different processes) are not independent; hence the grades of EMR students and their use of different processes in their writings are related. The frequency of different processes varies in different grades. Also the frequency of material process decreases as the grade increases, and frequency of mental processes increases as the grade increases. EMR primary school students mostly use relational and material processes in their written discourse. EMR guidance and high school students use material, behavioral and mental and verbal processes more than the primary school students. It seems that the findings are compatible with Piaget's cognitive development and accredit it.
    Keywords: systemic functional grammar, written discourse, mentally retarded, experiential metafunction, process
  • Mina Ahmadi Kahjoogh*, Mojgan Farahbod, Hossein Soortigi, Mehdi Rassafiani Page 385
    Objective
    In this review article, evidence about patterns of sensory processing in children with autism disorder from the perspective of Winnie Duun model is presented.
    Method
    First, we provided a discription of autism disorder and sensory processing model then the studies and results of them are expressed. Results and
    Conclusion
    The evidence demonstrated that children with autism have differently patterns from children without autism. The most difficulty of children with this type of developmental disorders, was in Auditory filtering that is relative to learning difficulties and attention deficient, which finally these problems affect optimal social participation and occupational performance of them.
    Keywords: Sensory processing pattern, Sensory profile, children with Autism, Dunn