نشریه کودکان استثنایی
سال هفدهم شماره 4 (پیاپی 66، زمستان 1396)

the present study was performed to determine effectiveness of positive psychotherapy intervention on stress in mothers of intellectually disabled children.
In this study, 30 mothers with intellectually disabled children were selected and then assigned equally into an experimental and control group through random assignment method. The assessment tool was parental stress scale. First questionnaires were implemented as pretest and then positive psychotherapy intervention was performed for experimental group in 8 two-hour sessions. At the end of the course, participants were reevaluated using parental stress scale. Data were analyzed using multi-variable variance analysis.

The present study was conducted to identify the difference between personality, psychological response, perceived social support and defensive styles in the parents of physically and physically disabled children in Isfahan.
This research was a causal-comparative study. The statistical population of the study was all parents of healthy and physically disabled children in Isfahan. A sample of 30 children with physically and mentally handicapped children and 30 parents of healthy children were selected via convenience sampling from the Welfare centers of Isfahan. Then, filled in Penner State-personality tests, multi-dimensional perceived social support scale of Zimm et al., Hong and Pae's Psychological Response Questionnaire and Andrews et al.'s defense styles questionnaire.
The results of MANCOVA showed that there is a significant difference between the two groups in terms of family support, support of friends, and sensory orientation. So that the amount of family support in the parents of children with physical and mental disabilities is both sensationalized and the charity community is more personal than parents with healthy children. Also, the support of friends in parents of physically and mentally handicapped children was lower than that of parents with healthy children, but no significant difference was observed among other variables.
According to the results of the research, the role of perceived social support and personality socialization in parents of children with physical disabilities were confirmed. And it is recommended to design health promotion interventions for parents of children with mobility impairment.

The purpose of this study was to evaluate the acquisition and learning task of over hand throwing accuracy in children with autism in different training conditions.
This research benefited a semi-experimental method. The population of this study included male and female children with a diagnosis of autism aged 5 to 7 years old in Darrehshahr. A convenient sample of 18 children with autism was recruited. Based on their pre-test scores they were divided into three different groups of constant practice, blocked variable practice and random variable practice. The participants performed the over hand throwing task on the goals which put on their front wall with a distance of three meters away of them. Constant practice group performed current task onto target which had 60cm×60cm length whereas blocked and variable practice groups performed onto targets which had 30×30 cm, 60×60 cm and 90×90 cm length. Acquisition phase consisted of 6 blocks with each 6 trials performed during 3 days. Retention test performed after 24 hours of last session of acquisition and then transfer test performed after 10 minutes of retention test with making change in targets length.
The results of the acquisition phase showed that three groups had improved performance. However, it was not significant (P≥0/05). The performance of constant practice group compared with other groups improved in retention test (p≤0/05) but nobody of three groups revealed no significant difference in transfer test (P≥0/05).
The current finding detected using constant practice in children with autism can contain effectively effect on the learning of over arm throwing task. Also practice specificity principle is confirmed in children with autism. According to these findings it suggests to coaches and trainer who are engage with such people to use constant practice for learning of motor skills like this.

This survey was done in order to consider the impact of transcranial direct current stimulation on the auditory/ verbal working memory in the area of dorsolateral prefrontal cortex. This survey plan was experimental in the kind of pretest/after test together control group and arbitrary selection. The study sample contains 20 boy students with dyslexia with 8 to 10 years old that have inclusion criteria in this study. Two kinds of anode and sham stimulation, with 1.5 mA circuitry for 20 minutes and 15 minutes phonological awareness training on 20 participants in 10 sessions were presented.
The participants before and after stimulation with N- Beck task were tested.
The covariance results showed that anode stimulation has a significant impact on improving performance in the auditory / verbal aspect of the working memory compared to the sham stimulation.
Overall, this study showed that the anode stimulation increased and improved individual performance on tasks involving auditory working memory.

Attention-Deficit/Hyperactivity Disorder (ADHD) is the most common neurodevelopmental diorder and its worldwide frequency at school age is 5%. Impaired symptoms could be persist throughout the lifespan and diagnosed in 65% individuals received ADHD diagnosis in childhood. Both genetic and environmental factors play an important role, leading to alterations of multiple circuits in the brain and creating various pathways to symptoms, different individual deficit pro­files and resulting impairments. The Diagnostics and Statistical Handbook for Mental Disorders (DSM-5) defines three ADHD clinical phenotypes: attention difficulties, hyperactivity/impulsivity and the combined subtype. However, many studies have investigated the brain activity in ADHD patients compared with normal ones through electroencephalography so that underlying neurophysiology could be identified and examine the presentations regarding prognosis. Recently, a QEEG spectrum classification of ADHD population has been developed defining four main subtypes: I subtype (abnormal increase of delta-theta frequency range centrally or centrally-frontally), II subtype (abnormal increase of frontal midline theta rhythm), III subtype (abnormal increase of beta activity frontally), and IV subtype (excess of alpha activities at posterior, central, or frontal leads). Although this classification has been implied in various studies, comprehensive investigation is needed so that it could be established in diagnosis. The present review illuminates the theoretical and experimental basis of the QEEG spectrum classification of ADHD.

The aim of this study was to investigate the effects of hope training on decrease academic Burnout of Exeptional Girl Students (mental retardation) of Khoramaabad Second Level of middle school.
It is a experimental design with pre-test, post-test and control group. The sampling population of the present study included all exceptional girl students of Khoramaabad second level of middle school in the academic year of 2014-2015. By means of random selection number of 30 exceptional girl students were selected as samples of the present study and randomly assigned to two groups of experimental (n=15) and control group (n=15). The participants of experimental group were instructed about hope for nine sessions, yet the participants of control group received no intervention. Eventually, both groups took the post-test. The instrumentations were academic burnout questionnaire developed by Breso (2007). Subsequently, the data of this study were analyzed through multivariate analysis of covariance and by means of spss software version 19.
The results revealed that hope instruction can reduce academic burnout and its dimensions (P Accordingly, it is recommended to teachers to embark on teaching hope students who are experiencing academic burnout during their training period to students.

The aim of this research was to investigate the effects of teaching self-compassion on the happiness and quality of life of mothers of children with autism spectrum disorder. Method. The population comprised 60 mothers of children with autism spectrum disorder, from among which 30 were recruited through convenience sampling and randomly divided to experimental (n=15) and control (n=15) groups. The experimental group received eight 90-minute instructional sessions while the control group received no treatment. The effectiveness of this intervention was examined in pretest, posttest, and follow-up phases using the Oxford Happiness Questionnaire and the World Health Organization Quality-of-Life Scale. Data analysis revealed that teaching self-compassion increases the happiness and quality of life of mothers of children with autism spectrum disorder. Results showed that teaching self-compassion increases the happiness and quality of life of mothers of children with autism spectrum disorder, with improvements retained on follow-up.

The present study aims to compare the effectiveness of teaching social cognitive skills with the cognitive behavioral game therapy on the social skills and social acceptance of children having behavioral disorders in the city Karaj. This research was of a semi-experimental study with a pretest-posttest and a control group. The study population included all first and second grade primary school children in 1,2,3 district of city Karaj in 1395. 46 children were selected by convenient sampling method and were placed randomly into three groups (two experiment and one control). The first experiment group received 10 half an hour cognitive social skills sessions and the second the same numbers for cognitive behavioral game therapy ones. The questionnaire of child symptoms inventory, the scale of social skills and social acceptability questionnaire were used. The MANOVA revealed that there is no significant difference between the two groups regarding the intensity of the two effects, however both interventions namely cognitive social skills and cognitive behavioral game therapy contribute to the development of social skills and social acceptance in the two groups. Teaching cognitive social skills and cognitive behavioral game therapy seems to have a positive influence on the development of social skills and social acceptance in the children with behavioral disorders and could be applied.

The objective of this stady is trying to find ananswer to this question;"is there a significant difference between mothers with exceptional children with mothers of normal children in terms of mental health?" Respondents for this survey include 516 mothers with exceptional children (202 mental retardness,63 deef children, 58 blind children ,94 motor- phisical disorder and 99 multi disabled children), that all of them were collected and counted ,as well as 69 people of mothers with normal children that were selected randomly ,the instrument has been employed in this study was general health questionnaire(GHQ) that composed of 28 question ,our research proposal is causal comparative method.
Findings and Our statistical findings show that generally there is a significant difference between mothers with exceptional children with mothers of normal group in terms of depression and physical signs.
In terms of insomnia and anxiety there is no significant difference among mothers with multi disabled children, retardness children ,motor-physical,blind and sight disorders. And ear and ear problems children . there was a significant difference between mothers with normal children with mothers with multi disabled children and retardeness children in terms of insomnia and anxiety.while there was no difference between mothers with normal kinds with mothers with deaf and blind kind in terms of insomnia and anxiety.
There was no significant difference among mothers with multi disabled kids,retarded kids, motor-physical disorder kids,blind and deaf kids in terms of social functions.however there was a significant difference between mothers with normal kids and the ones with retarded,multi disabled,motor-physical disorder and deaf kids in terms of social function.wile there was meaningful difference between mothers with normal kids and mothers with blind kids.

The primary purpose of this study was to assess the effectiveness of Schema Broadening Instruction (SBI) for 2nd graders with math disabilities. in this quasi-experimental study 8 students with mathematics disability (cutoff scores first quartile in 5 subtests of NAMA reading test full Intelligence Quotient scores in the normal range (> 85) were participated in one by one tutoring program on word problems (i.e., Pirate Math). Control group (n=8) have received no tutoring.
Pirate Math has focused on the foundational skills of Number Combinations, procedural calculations, and algebra. Tutoring occurred for 5 weeks, 3 sessions per week and 20–30 min per session. Results of repeated measure analysis provide support for the effectiveness of Pirate Math. Relative to the control condition, Pirate Math enhanced word problem skill (ŋ2 =.66 vs. ŋ2 =.02 ) as well as, procedural computation ( in addition ŋ2 =.87 vs. ŋ2 =.25; in subtraction ŋ2 =.97 vs. ŋ2 =.16), and algebra (ŋ2 =.78 vs. ŋ2 =.28) in experimental condition. Schema Broadening Instruction has considered Principles of Effective Intervention for students with mathematics disabilities. Results demonstrated the efficacy of these tutoring protocols for remediating key deficits of students with mathematics disability. So, it can be used in math instruction for this group of students.