فهرست مطالب

  • سال یازدهم شماره 1 (پیاپی 39، بهار 1390)
  • تاریخ انتشار: 1390/02/18
  • تعداد عناوین: 8
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  • Neda, Safarpour Dehkordi*, Maryam, Vafaee, Golamail Afrooz Page 1
    ,Received: 29.2. 10 Revised: 31.1.11 Accepted: 16.4. 10Abstract
    Objective
    This research compares the Naming Speed and performance in three components of working memory in dyslexic and normal children.
    Method
    The studied participants consists of 60 male students (30 normal, 30 dyslexia) from three grade of primary school, selected via cluster accidental sampling, from six district of Tehran. In this pursue, data was collected with Number Naming Speed Test for evaluating the skill of Number Naming (Denckela, Rudel,1974, 1976) and working memory tests; the latter includes Forward Recall Digit test for examining phonological loop, Backward Recall Digit, and Counting Recall test for evaluating central executive, block recall test for evaluating visual-spatial sketch pad (vssp) and Wechsler verbal intelligence on children for evaluating verbal intelligence of participants(Shahim, 1373).
    Results
    The result revealed that there is a meaningful difference in performance of each of dyslexic and normal groups on three of working memory tests (except Block Recall Test).
    Conclusion
    We can conclude that comparing with normal, dyslexic ones have much slower performance on naming speed, and on working memory test.).
    Keywords: Rapid naming, Working memory, Dyslexia
  • Fatemeh Bahrami*, Fatemeh Adamzadeh, Samaneh Mokhtari Page 23
    Objective
    The aims of this research were analyzing and comparison of the effectiveness of the intervention methods of written expression on students in elementary schools with learning disorder.
    Method
    Two Englert’s Power and Sexton’s Tree methods were utilized. In this experimental study, the participants were randomly chosen and assigned by several stages to 8 groups that each group was included 5 individuals. Each of educational methods was presented for 35 sessions. For gathering of data 2 questionnaires were used. The participants were assessed for 3 times. Pre and post education and 3 weeks later of the education period (follow-up).
    Results
    Analysis showed that the Power and Tree methods were both effective on improving of writing statement for elementary school students with learning disorder.
    Conclusion
    Accordingly, these two methods could be suggested to treat the related difficulties.
    Keywords: Writing Disorder, TREE Method, POWER Method
  • Leila Sadat Karimi*, Hossein Zare, Habib Hadianfard Page 33
    Objective
    The aim of this research was to study the impacts of music therapy on selective attention of children with attention deficit/hyperactivity disorder (ADHD) in Shiraz.
    Methods
    This was an experimental design, study. Thirty male elementary students with attention deficit/hyperactivity disorder were diagnosed based on DSM-IV criteria and selected. The participants were assigned randomly to case and control groups. A series of musical activity interventions (including a music therapy program based on Orff-Schulwerk’s theory) were performed on the students of the case group. This study was performed for twelve sessions, ninety minutes per session. To assess the selective attention, both groups underwent a selective attention test (Stroop), which was available as software, before and after the interventions. The multi variable variance analysis and dependent t-test were used for data analysis.
    Results
    The results demonstrated improvement in the post-intervention scores (the intervention score and the time of reaction) was more significant in the study group. Furthermore, there was a significant difference in the time of matched intervention (P<0.01), the time of non-matched intervention (P<0.01) and the intervention score (P<0.007).
    Conclusion
    The results suggested a positive impact of music therapy on the selective attention of children with attention deficit-hyper activity disorder.
    Keywords: ADHD, Attention Deficit, Hyperactivity, Music Therapy, Selective Attention
  • Mehrnaz Saadat Page 45
    Objective
    The aim of this study was to examine the effectiveness of play therapy, yoga, and a combination of both to reduce inattention and hyperactivity symptoms in children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) in Shahid Tahvili center in Shiraz.
    Method
    The studied participants consisted of 80 male and female students ageing 9 to 12 years. Pre-test and post-test symptoms were rated by parents using the Child Symptom Inventory-4 (CSI-4).
    Results
    MANCOVA analysis indicated that all three interventions yielded significant amelioration for both inattention and hyperactivity symptoms as compared to the controls. Subsequent descriptive discriminate analysis suggested that reduction occurred in both inattention and hyperactivity symptoms equally.
    Conclusion
    Accordingly, this study concludes that play therapy and yoga intervention can be used to ameliorate ADHD symptoms
    Keywords: ADHD, Inattention, Hyperactivity, Yoga, Play Therapy
  • Ali, Mohammadzadeh* Page 57
    Objective
    The aim of this study was to investigate psychometric properties of Schizotypal Trait Scale (STA) in adolescents.
    Method
    This survey study was conducted on a group of 400 normal adolescents in Tabriz schools.
    Results
    Principal Component Analysis with promax rotation for STA extracted three factors which were labeled unusual perceptual experiences, magical thinking and paranoid suspiciousness/social anxiety factors respectively. However for this scale other type of validity (correlation between subscales and the whole scale and among subscales) and test retest internal constancy reliabilities were reported.
    Conclusions
    The factor analysis demonstrated a different factor structure for STA to that previously found in studies of adults. Accordingly, it was concluded that STA can be used, as a valid measure for schizotypal and schizophrenia difficulties.
    Keywords: Schizotypal, schizophrenia, Schizotypal Trait Scale (STA)
  • Kazem Barzegar Bafrooee*, Hassan Khezri Page 69
    Objective
    The main purpose of this research was studying influential factors on teacher's occupational stress in special schools of Yazd.
    Method
    A total of 93 teachers were employed in this section were tested. Due to small population size, all the statistical population chosen as sample and were participated in the study. For assessing research variables were used scales and questionnaires such as Perceived Stress Scale (PSS, Cohen and Colleagues), Locus of Control(Rotter’s scale,1966), Type A Behavior (Bortner Scale), Kiryaco’s 10 Item Questionnaire for assessing neurotic personality, and School Climate Scale.
    Results
    The results revealed that 35.5% of the studied teachers had very high stress, 57% had medium stress, and 7.5% of them were The results demonstrated that, from among 4 variables, only neurotic personality variable and the variable of the climate dominating the school with Beta have the most fundamental role in predicting special teachers’ stress in special schools of Yazd.
    Conclusion
    According to Findings from the study d creating a positive climate in special schools and teaching skills and strategies to deal with dysfunctional personality characteristics can be exceptional teachers stress levels decrease dramatically.
    Keywords: Neurotic Personality Type, Type A, External locus of Control, School Climate, Teacher Stress
  • Seifollah, Agajani, Mohammad, Narimani*, Saeid, Ariapooran Page 83
    Objective
    The purpose of present research was Comparing of perfectionism and tolerance of ambiguity in gifted and non-giteed girls’ student.
    Method
    71 gifted girls’ students in Farzanegan school of Ardabil and 77 non-giteed girls’ students randomly selected and filled the perfectionism and tolerance of ambiguity scales.
    Results
    Results of multiple analysis of variance (MANOVA) indicated that mean of positive perfectionism, tolerance of ambiguity and negative perfectionism is differ in gifted and normal students. Thus, positive perfectionism and tolerance of ambiguity in gifted were higher than normal students and negative perfectionism in normal students was higher than gifted students (p<0/05).
    Conclusion
    results support the difference of perfectionism and tolerance of ambiguity in gifted and normal students and attention to this variables in gifted students has specific importance.
    Keywords: Perfectionism, Tolerance of Ambiguity, Gifted Students