فصلنامه روان شناسی افراد استثنایی
پیاپی 25 (بهار 1396)

Teachers spend significant hours of a day with intellectually disabled students; thus suitable and valuable information can be extracted from their lived experiences. Present study was conducted to explore lived experiences of teachers of students with intellectual disabilities in terms of characteristics, behaviors, reactions and interactions between themselves and students with intellectual disabilities. Present study employed a phenomenological research conducted via the semi-structured interview technique of data collection. Therefore, 19 participants were selected based on the inclusion criteria among teachers of students with intellectual disabilities. To analyze data, Colaizzi’s method was employed. After extracting themes and categorizing them, 5 main themes including changes in beliefs, the lack of coordination in providing services, the effect of career stress on personal life , coaching requirements and parents’ expectations as well. Moreover, fifteen subthemes were identified. The relationship of the main themes and subthemes are presented in the article. Exploring lived experiences of teachers indicated that this affected group are influenced by their students with intellectual disability in one way or another way may influence the students in different ways. Thus the teachers’ lived experiences can be used for solving students’, parents’, and teachers’ problems.

The present study is aimed to determine the relationship between motor skills with social skills and challenging behaviors in children with Autism Spectrum Disorder (ASD). Descriptive- correlation research method has been used in this study. Statistical population includes all of boy children with ASD were accepted Autistic centers located in Tehran in1395-1396. A total of 50 boy children with ASD between the ages 5-14 years were selected as a sample by cluster sampling method. The participants completed Test of Social Skills Rating Scale teacher's form Gresham and Elliot (1999), Repetitive behavior scale from Bodfish (2000) and Ulrich Gross Motor Development (2000). Pearson's coefficient of correlation, regression and T statistical tests used to analysis of data. The result revealed that there were a positive significant relationship (P

This study was aimed to examine the effectiveness of linguistic plays program on reading performance of male students with dyslexia. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of the study included 30 subjects (15 for experimental group and 15 for control group), were selected by purposive sampling Method, among 8 to 12 age elementary students in Rodaki Learning Disorders Center. Subjects randomly assigned in experimental and control groups. Reading Distinction Test of Shirazi and Nilipour were used as a tool of data collection in before and after intervention. Experimental group sequentially received 16 sessions of linguistic plays program in 8 week. The data were analyzed by using of multivariate analysis of covariance (MANCOVA). The results showed that the linguistic play program have a significant effect on reading performance (reading comprehension skills, reading speed and reading accuracy skills) of male students with dyslexia (P

Dyslexia is the most common category of learning disability that related to delay and insufficiency in reading ability, and is diagnose with significant insufficiency at appearance of vocabulary recognition skills and also understanding readied concepts. Therefore, the aim of present research was to study the effectiveness of self- instructional technique on reading skill and academic self-efficacy in dyslexic students. The research method of the present study was quasi experimental. Statistics population in this research were include of all dyslexic primary students between third and fourth grade students of Karaj city, in 2015-2016 academic year. 30 of these students were selected via multi-stage randomized method and randomly placed into experimental and control groups. The data collection instruments of this study include the Wechsler Intelligence Scale for Children (Wechsler, 1969), Dyslexic check list (Aziziyan and Abedi, 2003), Academic self-efficacy questionnaire (Bandura, 2001) and reading performance test (Yarmohammadian et al., 1394). Multivariate covariance analysis was used to analysis of data . The research results showed that self-instructional technique training was effective in their reading performance, reading speed, concept perception, academic self-efficacy improvement. Also training led to decrease reading errors in dyslexic students. Therefore, according to this findings we offer to use from this technique to reading performance improvement and self-efficacy at this group of children at schools. Also we recommended to use from this technique for increase of educational performance and and educational difficulties at schools at this group of children.

The aim of this study was to design a model of professional development for elementary teachers of special schools of students with mental retardation in Tehran. The Mixed method was conducted. In the qualitative study, the population was consisted of all the education experts. A purposive sampling of 15 experts were selected. The statistical population in the quantitative study was all elementary school teachers who were in Tehran (N=347). Cochran formula was used, and 200 teachers (n=200) were selected by simple random sampling. To collect data, semi-structured interviews and questionnaires were used. To analysis of qualitative data, thematic analysis, and for quantitative data partial least square method were used. The results showed that the model of elementary teachers professional development, includes three components of content, context and process. Content component with factor loading (.439) was in the first position, the context component (.309) had the second position and process component (.291) was in third rank. The indicator predictive (.631), showed that these components are strong predictors for teachers professional development.

The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) that studied at exceptional schools of Khomeynishahr city in 2016. The sample included 30 children with their parents that were selected by Simple Random Sampling from this society and then assigned in two groups of 15 people (experimental group and control group). The experimental group parents received the incredible years program (Webster-Stratton, 2011) in 12 sessions and one session in per week. The study data collected by Social skills rating system-SSRS (Gresham and Elliott, 1994). MANCOVA analysis was used to analysis of data. The results showed efficiency of incredible years program on social skills and Subscales (self-Control, Assertion and cooperation) is significant in α=0.05 level. Therefore incredible year’s program can be used to increase social skills in children with intellectual disability.

The main purpose of this study is to predict behavioral self-regulation by language development and secure attachment based on mediation role of private speech in cochlear implanted children. In this correlation study 114 available cochlear implanted children in the age range of 3-7 years that at least one year has passed from the Cochlear Implant program were selected with available sampling method. Test of language development (Newcomer and Hammill, 1997), Disturbances of Attachment Interview (Smyke & Zeanah, 1999) and Structured Observation of Behavioral Regulation (Ponitz and et al, 2008) were administered on children, and their mothers responded to Private speech scale (hassanzadeh and Amraei, 2016). Path analysis was employed in order to analyze the data. The results of the study showed that language development (b= 0/37, P

This research has been conducted with the aim of understanding the developmental-interactive implications in the education of of students with hearing damage. In this case study, the qualitative approach has been selected. To gather the data, two students with hearing damage were selected by the technique of "Most Similar/Most Different". The Data was collected through reviewing films, the documents and semi-structured interviews obtained from the people around them in their house and school. Trustworthiness is being taken in order to make the data reliable with respect to credibility, transferability, dependability, confirmability criteria. As a result, the understanding and the redrawing of participants’ experience allowed us to express that despite the same amount of hearing damage and possibility to benefit from integrative education, the cases had different academic achievement. The reason for this difference, which stemmed from parental interactive patterns and the way people achieve Functional Emotional Developmental Capacities, contrarily to common belief, is not subject to hearing reinforcement.
The implication of the study is that the difference between the hearing impaired considering the level of mastering Functional Emotional Developmental Capacities, distinguishes the nature of their needs in educational environment not only from other exceptional individuals but also from each other. In order achieve educational justice, it is suggested that during implementing interventions and determining characteristics of curriculum elements, more attention should be paid to quality improvement and understanding of their experience in mastering Functional Emotional Developmental Capacities when interacting with family and educational contexts, especially in primary school.

This study was conducted to determine the effect of oriented problem solving training on behavioral problems among students. Research design was real experimental, of a kind pretest, posttest, follow-up with the control group.
Total of 120 students with an average age and grade 11 and 5 were selected by random sampling method and with random assignment were divided into two experimental groups (n=60) and control (n=60). After 10 training sessions to parents and teachers, the experimental group was trained family/school oriented problem-solving program for three months. For data collection were used from grading scale behavioral problems (Gresham & Elliot, 1990) in the three forms of students, parents and teachersAccording to the report's students, parents and teachers in three step pre-test and posttest (on three months) and follow-up (on one month) that in the experimental group there was a significant difference between the scores of pretest and posttest scores on the subscales of behavioral problem, but there wasnt a significant difference between the scores of posttest and follow-up on the subscales of behavioral problem. So family/school oriented problem solving training impact on student's behavioral problem and problem solving training has great importance as a preventive program.