نشریه کودکان استثنایی
سال بیست و یکم شماره 3 (پیاپی 81، پاییز 1400)

Stuttering is a disorder that affects speech or speech. Stuttering begins in childhood and negatively affects a personchr('39')s social relationships and self-esteem. The purpose of the present study was to the intervention effect of puppet play therapy on the inferiority of students with stuttering in Sari.

This research is in the framework of a quasi-experimental research method with a single-subject design structure using a multi-step baseline design. The sample group was selected by convenience sampling method. The subjects had three boys and a girl who stuttered with a feeling of inferiority. The tool for measuring the improvement (or reduction) of feeling inferior was the feeling of inferiority questionnaire. This questionnaire was completed by the subjects in three stages of baseline, intervention and follow-up.

To analyze the data, visual review of graphs (ups and downs of the dependent variable), indicators of recovery percentage, reduction percentage of scores, variability and effect size were used. Visual review, charts, trend change indicators, gradient, and effect size indicated a decrease in stuttering studentschr('39') inferiority.

Puppet play therapy intervention can be effective in reducing the feeling of inferiority of students who have stuttering and can be used as an effective and desirable strategy in this field.

The purpose of this study was to investigate the effectiveness of brain-based learning on problem-solving skills and visual-spatial working memory in preschool boys with specific learning disabilities in Isfahan City.

The research method was quasi-experimental with two groups of experimental and control, pre-test, post-test and follow-up. The statistical population consisted of all 6-year-old pre-school boy students in Isfahan in the academic year of 2018-2019. Accordingly, 30 children were selected through a two-stage cluster random sampling from the statistical population. Then  they were assigned to experimental and control groups. The experimental group underwent 32 sessions of 45-minute brain-based training developed by Jensen (2000), Cain et al. (2005), and Springer (2010), while the control group did not receive any intervention. For evalution, the Tower of London Test, the Corsi Visual-Spatial Working Memory Test, the Wechsler Intelligence Scale for Children, and the Child Diagnosis Checklist for specific learning disabilities were used. The repeated measures analysis of variance was used for data analysis.

The results showed that brain training in problem-solving skills and visual-spatial working memory explained 27 and 31% of variance, respectively (P<0.05).

Learning based on focusing on brain activity, because of the emphasis on brain hemispheric activity,  is a positive and effective approach to improving the performance of learners with specific learning disabilities, so it can be used as dominant approach in pre-school education.

The aim of this study was to investigate the effect of mind reading training on reducing the symptoms of attention-deficit / hyperactivity disorder in children aged 8-10 years in Isfahan with a quasi-experimental research design with pre-test and post-test with control group.The statistical population included all male children with attention deficit hyperactivity disorder studying in boys' primary schools in Isfahan in the academic year of 2019  that After interviewing the teachers of the schools (5 schools), the children who noticed hyperactivity and insufficiency problems from the teacher's point of view were identified as 100 students, then 46 students performed the checklist of children's symptoms (CSI-4) by the teachers. (Out of 100 people) were selected, then using the misconception test, 20 students who scored below average reading score were randomly assigned to the experimental and control groups. Then, 10 sessions of 40 minutes of mind reading training were performed on the experimental group. Finally, including the statistical drop, 14 students (7 in each group) remained in the study. The obtained data were analyzed using SPSS-24 software by analysis of covariance. The results of analysis of covariance showed that mind reading training reduced the symptoms of hyperactivity and attention deficit and improved mind reading in children with attention deficit-hyperactivity disorder (p <0.05), As a result, mind reading training is used as one of the subsets of social cognition theory in improving the symptoms of attention deficit, hyperactivity and mind reading ability in children.

Students with mathematics learning disability, because cognitive-behavioral dysfunctions, have defects in orientation and visual-spatial processing, which leads to defect in perception the spatial relationships and basic skills of mathematics. The purpose of this study was to the comparison of the effectiveness of cognitive-behavioral training and motor perception on math disorder in students with learning disabilities of Tehran.

This semi-experimental study was conducted with a pretest, posttest and follow-up design with control group. The statistical population was all the students (aged 9-12 years) having with learning disabilities of Tehran, of which 45 subjects were selected and randomly assigned into three groups of cognitive-behavioral training and motor perception and control (each 15 person). To collect data questionnaires such as Math disorder of K Matt Test (1988) were used. The experimental groups underwent individual Cognitive-Behavioral Training (10 sessions 60 minutes) and Motor perception (8 sessions 25 minutes), but the control group received no training. Data were analysed using covariance analysis.

The results showed that both cognitive-behavioral training and motor perception were effective to increasing math disorder in students with learning disabilities (p<0/01) and the results showed that there was no significant difference between the effectiveness of cognitive-behavioral training and motor perception on decrease math disorder in students with learning disabilities (p>0/05) & this result continued to follow.

Therefore, it can be concluded that cognitive-behavioral training and motor perception are used to decrease Math disorder in students.

In this study, »Diagnostic validity of the fifth version of Wechsler IQ scales in children with children with disabilities Of Aslamshahr city "has been studied and the main purpose of this research is to investigate diagnostic validity with emphasis on two methods of point diagrams. Distribution and confidence interval in children with mental disabilities in Aslamshahr city; The statistical population of the present study All children with mental disabilities form the city of Aslamshahr, which is located in the centers of mental disability in Aslamshahr, Robat Karim and Wawan are located, making up 30 people from the mentioned centers (10 people from each center) using the method Available purposive sampling was selected as the sample.

Parenting style has a great role in reducing psychological and even psychiatric problems, and diagnosing and treating these problems at an early age can greatly reduce these disorders. The purpose of this study was to investigate the effectiveness of a parent Training Program Based on Integrative Developmental model on reducing Attention-deficit hyperactivity disorder Problems in Preschool Children.

The research method was quasi-experimental research with pre-test, post-test and follow up with control group. The statistical population of the study included all mothers with children aged 4 to 6 years with symptoms of attention deficit / hyperactivity disorder in Sarakhs. For this purpose, 30 mothers of 4 to 6 year old boys with symptoms of attention deficit / hyperactivity disorder were selected by available sampling method. In order to evaluate the symptoms, the Connerchr('39')s two-form grading scale (parent and teacher) and clinical interview and to assess their intelligence, the third version of the Wechsler Childrenchr('39')s Intelligence Test were used. Then, the subjects were randomly assigned into two experimental and control groups.

Data analysis using covariance analysis showed that parental education program based on integrated human developmental model reduces attention/hyperactivity problems in preschool children with ADHD symptoms.

Based on the findings, it is suggested that this DIR model be used as a comprehensive and comprehensive model in the treatment of various emotional and behavioral problems.

The aim of this study was to compare metacognitive beliefs, thought control strategies and attributional styles of gifted and ordinary students.

The statistical population of the study included gifted and ordinary high school students in Damghan (3000 people). From this community, 300 talented and ordinary students of all secondary schools in four schools of Damghan were selected as a sample by cluster random sampling. To collect the research data, questionnaires of attributional styles (Seligman et al., 1979), thought control (Wells and Davis, 1994) and metacognitive beliefs (Carnesite and Huttonwalls, 1997) were used. Data analysis was performed using independent t-test and analysis of variance with SPSS-20 software.

Findings showed that there is a significant difference between gifted and ordinary students in terms of metacognition strategies, thought control and some attributional styles. Metacognitive beliefs and thought control strategies of gifted students are stronger than normal students. But the writing styles of ordinary students are greater than those of gifted students.

Due to the benefits of cognitive beliefs and the consequences of incorrect attribution styles in students, it is suggested that teachers teach and strengthen these skills in gifted and ordinary students.

The aim of this study was to determine the efficacy of metacognitive strategies training on attention deficit disorder and learning disorder in the students of Roodehen male vocational schools in the academic year 97-98. The research method was quasi-experimental with pre-test design, post-test with control group. The statistical population included all students of Shahid Chamran and Ayatollah Rafsanjani maleschr('39') vocational schools in the academic year of 97-98 in the city of Roodehen, from which 30 people were selected by available sampling and then randomly assigned to experimental and control groups (n1=n2=15). The research instruments included the d2 questionnaire to assess attention deficit problems and the Colorado Learning Problems Questionnaire by Wilcott et al. (CLDQ). The experimental group underwent metacognitive strategies training but the control group did not receive any trainings. Data were analyzed by multivariate analysis of covariance. Metacognitive strategies training was significantly effective on reducing inattention (P <0.001) and reducing learning disability (P = 0.001) in the experimental group. Based on the findings, it is suggested that counselors and therapists use metacognitive strategies training techniques to reduce studentschr('39') attention deficit and learning problems.

The purpose of this study effectiveness of social skills instruction by method of multimedia instructional on the rate of social compatibility mental disable male Students in Eighth grade of secondary school And the application of the quasi-experimental method was pre-test - post-test control group. To this purpose 40 male students Mentally retarded in the eighth grade of junior high school of Tehran were selected using random sampling, Using a pre-test and post-test quasi-experimental design with experimental and control groups were measured. The experimental group of eight 45-minute sessions (one session per week) using multimedia software ​​by researchers-made trained, but training was not provided to the control group. Collection tools of date, adaptive behavior Scale was researcher-made Vaylnd and educational multimedia applications. Data obtained were analyzed using multivariate analysis of multivariate covariance. The results showed that the experimental group was significantly greater mean Adaptive Behavior than the control group (p>0/001). As well as Adaptive Behavior of the experimental group scores in communication skills, social skills and life skills were significant (p>0/001) but not significant in motor skills. The result is that social skills training program using multimedia to improve Adaptive Behavior, communication skills, social skills and life skills students were mentally retarded. So planning to provide training to the students through the multimedia is particularly important.

The aim of this study was to compare the efficacy of active music therapy and play therapy on social skills and eye contact in 6-12 year old boys with autism level 2 in Tehran rehabilitation centers.

The eye contact rate of these children was measured using an eye tracker, and their social skills were measured by the Gershom & Elliot Social Skills Scale (SSRS). Samples were randomly divided into three groups: music therapy (M), play therapy (P) and control group (C). For group M, there were 12 sessions of active music therapy intervention and for group P the same number of play therapy sessions. For group C, only educational training sessions were held in the centers, and then eye contact and social skills of all three groups were re-measured.

Comparison of eye contact and social skills of the three groups after the intervention, using ANCOVA test in SPSS 23 software, showed a significant difference between the results of the three groups in both eye contact and social skills (p<0/05). Tukey post hoc test showed significant improvement in eye contact in music group but no change in game and control group. No significant improvement was observed in social skills of music group and observation group but no change in control group.

Based on findings it can be concluded that music therapy is effective in improving both eye contact and social skills, but playing therapy only affects social skill improvement