نشریه توانمندسازی کودکان استثنایی
سال دوازدهم شماره 4 (زمستان 1400)

The aim of this study was to determine the effectiveness of positivity group training on quality of life and resilience of female teachers in exceptional students in Tehran. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population of this study included all female teachers in special schools in Tehran in the 2015-2016 academic year (680 people), from among which 24 people were selected by available sampling and randomly replaced in experimental group (12 people) and control (12 people). They answered the WHO Quality of Life Questionnaire (WHOQOL) and the Davidson & Connor Resilience Questionnaire (CD-RSC). Experimental group participants received 8 sessions of positivity treatment program. Data were analyzed using multivariate analysis of covariance in SPSS-22 software. The results showed that the research hypothesis on the effectiveness of positivity group training on quality of life and resilience of female teachers in exceptional students was confirmed and the female teachers in the experimental group were significantly higher than the female teachers in the control group in the post-test. They had more resilience. Thus, the use of positivity group training increases the quality of life and resilience of female teachers of exceptional students, because the positivity intervention method can increase positive emotions, behaviors and cognitions in people. Therefore, using this training can be useful in order to improve the quality of life and resilience of teachers in exceptional schools.

The aim of this study was to evaluate the effectiveness of psycho-rehabilitation Dohsa-hou on improving sleep problems in children with Attention Deficit/Hyperactivity Disorder. This study was a quasi-experimental research with a pretest-posttest design and a control group. The statistical population of this study included all boys aged 8-12 years with Attention Deficit/Hyperactivity Disorder in Isfahan in 2019-2020 (N=350). Subjects were selected by available sampling method and randomly divided into experimental (n = 15) and control (n = 15) groups. The experimental group participated in Dosaho for 8 months during 8 one-hour psycho- rehabilitation sessions and the control group did not receive any intervention. The instruments used were the Connors Parent Questionnaire and the Petersburg Sleep Quality Questionnaire (PSQI). Data were analyzed using multivariate analysis of covariance in SPSS-24 software. The general results of multivariate analysis of covariance on the mean scores of pre-test and post-test showed that psycho-rehabilitation Dohsa-hou improves the overall quality of sleep and dimensions of mental sleep quality, sleep delay, sleep disorders and disorders. Daily performance had a significant effect. Overall, Psycho-Rehabilitation Dohsa-hou significantly improved sleep quality in children with Attention Deficit/Hyperactivity Disorder and this type of rehabilitation can be used as a complementary approach to improve sleep problems in children with Attention Deficit/Hyperactivity Disorder To be placed.

The aim of this study was to compare the effectiveness of parent-child communication training and cognitive empowerment on improving the performance of children with Attention Deficit/Hyperactivity Disorder. The research method was experimental with pretest-posttest design and a control group. The statistical population included all patients referred to the Education Counseling Center of District 2 of Kerman with the age group of 7 to 11 years in 2020 who were diagnosed with attention deficit hyperactivity disorder. The number of these children was 275 students (101 girls and 174 boys). After completing the conners' parent rating scale (CPRS) by the parents of these children, 60 children were selected by random sampling method and randomly assigned to two experimental groups and one control group (20 people in each group). After reducing the subjects, the number of subjects in each group reached 15. The children in the cognitive empowerment group underwent 10 sessions of cognitive trainings and the parents in the parent-child communication group underwent 10 sessions of effective parent-child communication training, but the control group did not receive any intervention. The data were analyzed by analysis of covariance. The results showed that both methods have an effect on the performance of children with Attention Deficit Hyperactivity Disorder but the parent-child communication training method was more effective in improving the performance of these children than the cognitive empowerment method. Therefore, these educational methods can be used to improve the performance of children with Attention Deficit/Hyperactivity Disorder and it is suggested that both methods be used together.

The present study was conducted to determine the effectiveness of family-centered art therapy on anxiety sensitivity, inefficient attitudes and coping of students with Generalized Anxiety Disorder. The research method was quasi-experimental with pretest, posttest and control group design. The statistical population included 12-16 years old students with Generalized Anxiety Disorder in academic year 2020 in Semnan City, According to the centers, this number was equal to 181 students. Among them, 30 people were selected by purposive sampling method who had the necessary characteristics based on the test of Generalized Anxiety Disorder and clinical interview, and then were randomly assigned to the experimental and control groups (15 people in each group).The research instruments included Anxiety Sensitivity Questionnaire- revised (ASI-R), Inefficient Attitudes Scale (IAS) and Bell's Adjustment Inventory (BAI), (1961). Data analysis was done via SPSS23 software through MANCOVA method. The results of data analysis showed that family-centered art therapy has a significant effect on anxiety sensitivity (P=0.039), inefficient attitudes (P<0.001) and coping (P<0.001) of students with Generalized Anxiety Disorder. Family-centered art therapy training had a significant effect on anxiety sensitivity, inefficient attitudes and coping of students with Generalized Anxiety Disorder. Considering that strengthening these skills leads to improving the psychological performance of adolescents, using family-centered art therapy as an effective method is especially important.

The purpose of this study was the effectiveness of the painting therapy, clay therapy and combined methods on emotion regulation for children with Attention Deficit/ Hyperactivity Disorder (ADHD). Research method in this study was single-subject of AB experimental designs. The study population consisted of all children aged 8 to 11 years that attended special centers centers hyperactivity in Tehran in the academic year 2020-2021, from whom 14 children were selected. From among them, 6 children with ADHD (three boys and three girls) were selected based on entry and exit criteria by purposive sampling and randomly assigned to three groups of two. Interventions included the painting therapy, clay therapy and combined methods for each child, according to the child-centered play therapy program with Landers and Bratton Approach (2006) were conducted in 2 sessions (one hour) per week and for 2 months during 8 weeks (16 sessions). The research instrument was a Emotion Regulation Questionnaire (ERQ) and Emotion Regulation Checklist (ERC). Data visual analysis were performed at both within subject and intersubject levels based on three indicators of level, trend and variability. The results showed that the painting therapy, clay therapy and combined method interventions were effective on emotion regulation for children with attention deficit/ hyperactivity disorder and the effect of this program in the follow-up phase has been Stable.  Based on the findings, it can be concluded that interventions (painting therapy, clay therapy and combined methods) can increase the emotion regulation of children with ADHD. Therefore, these interventions can be considered as the useful and applicational treatments for these children.

Aim of present research is considering the visual imagination of personality characters of teacher’s voice in seeing and blind boys with and without experiencing the puberty. Statistical population included all blind and visually impaired 10 to 12 and 16 to 18 years old students with and without the experience of puberty in Tehran who were studying in the academic year 2016-2017. 120 students of primary school (fourth, fifth, sixth grades) and high school (tenth, eleventh, and twelfth grades) were chosen by purposive sampling method for the study. For data gathering Catell’s Sixteen Factors Personality Inventory (16PF) and self-made questionnaire were used. Validity and reliability of self-made questionnaire were assessed by experts’ opinion and Cronbach’s alpha. Chi-square test and SPSS software were used for statistical analysis. Findings showed that there is a positive and significant relationship between the personality traits of effort and perseverance, aggression, boldness, attractiveness, between the two groups. Subjects found the voice possessor to have negative characteristics such as being strict, anxious, and talkative, while the female volunteer teacher had these characteristics. Finally, it can be argued that adult blind students have more accurate mental imagery of the voice owner and that the teacher's voice is very important in the education and learning of blind students.

The purpose of this study was to compare the academic self-concept, academic self-regulation and exam stress in children with Attention Deficit/Hyperactivity Disorder (ADHD) and normal children in city of Tabriz. The method of research in this study was causal-comparative. Statistical population of this study included children with ADHD (45 people) and normal children between first grade to grade sixth of elementary schools in Tabriz city where about 1,000 people were studying in second semester of 2015-2016 academic year (April and May). The sample of this study included 35 children with ADHD and 35 normal children who were selected using available randomly from centers and schools of hyperactive children in city of Tabriz and answered CCAQ, Self -Concept of School (SCSI) and Self-Regulation Questionnaires (SRQ-A). Data analysis was done using SPSS software for Multiple ANOVA Analysis of Variance (MANOVA). The results show significant difference in the variables of academic self-concept, exam stress and academic self-regulation between groups of children with ADHD and normal children. The result show us that academic self-concept and academic self- regulation in ADHD children are lower than normal children and also test-stress in higher than normal children in them. So we can suggest providing development opportunities for these students and increasing their confidence about school and themselves and also encouraging them to work hard and make school an enjoyable environment for them can make their problems a little bit better.

This study aimed to investigate the effectiveness of computer-based cognitive rehabilitation on executive function and problem-solving of students with Mathematics Learning Disabilities. This is a quasi-experimental study with pre-test and post-test design and a control group and two-month follow-up. The statistical population includes fourth grade elementary male students with learning disabilities in mathematics in Karaj during the 2019-2020 academic year, 40 people were selected by simple random sampling method and after matching with random replacement, they were divided into experimental (n=20) and control (n=20) groups. The subjects in the experimental group received the Captain's Log cognitive rehabilitation software Training Program (version 2018) individually for 10 sessions of 50 minutes, while the control group was not provided with this training program. To collect the research data the Wisconsin Card Sorting Test (WCST) of Berg & Grant (1948), Tower of London Test (TOL) of Shallice (1982) were used. The data were analyzed with a Multivariate Analysis of Covariance (MANCOVA) test using the 24th version of SPSS. Computer cognitive rehabilitation caused the experimental group to spend less preservation time, and effort than the control group to achieve the pattern, and their cognitive flexibility increased; They also had less delay time, test time, and fewer errors to solve the problem, while their number of solved problems increased (p<0.01). The results of  the present research show a computerized cognitive rehabilitation training program can be used as an appropriate method for improving executive function and problem-solving among students with mathematics learning disabilities.

The preset study aimed to design and investigate the effectiveness of cognitive-behavioral empowerment program on mothers of children with Autism Spectrum Disorder on improving the interaction with the child. this study was semi-experimental with pretest and posttest design, and control group. The statistical population was 30 volunteer mothers with autistic children from among whom  24 mothers were selected by convenience sampling method and were randomly assigned into experiment and control groups. The cognitive-behavioral empowerment program was designed and performed for the experiment group. The experiment group received a cognitive-behavioral empowerment program in 12 sessions of 90 minutes, while the control group did not receive training. Pianta Child-Parent Relationship Scale (CPRS) was used to investigate the effect of cognitive-behavioral empowerment program. Analysis of data by analysis of covariance in SPSS-22 showed that cognitive-behavioral empowerment was effective on reducing the conflicts and dependence and increasing intimacy between mothers and children with autism spectrum disorder (P<0.001). The results indicated that cognitive-behavioral empowerment program reduced the conflicts and dependency and increased the subscale of intimacy between the mother and the child. The present study played an important role in increasing information about the child-parent relationship in children and adolescents with Autism Spectrum Disorder through training the parents especially the mothers.

The purpose of the present study was to study the effectiveness of a carpet weaving training program with a cooperative approach on self-esteem of slow-paced adolescents. The method of this study was semi-experimental with pretest-posttest design and a control group. The participants in the research were slow-paced students of the first and second grades in a special education school in Tehran in 2017 & 2018, who were 118 students. Twenty-four students from among them were randomly selected and assigned into the experimental and control groups (each group 12 students). 12 students of experimental group participated in this program, and the control group participated in the traditional carpet weaving training program. Rosenberg Self-Esteem Scale (RSES) (1965) was used to evaluate self-esteem, which were completed by the participants before and after the intervention. The obtained data were analyzed using Multiple Analysis of Covariance (MANCOVA), using statistical software SPPSS-25. The results showed significant differences (p<0/5) between the experimental and the control group in self-esteem, and it showed that all of these variables increased significantly after carpet waving training with the cooperative approach. At the end, it can be concluded that using carpet-weaving training with cooperative approach can be used for improving self-esteem in slow-paced adolescents