نشریه تعلیم و تربیت استثنایی
سال بیست و دوم شماره 168 (خرداد و تیر 1401)

The Purpose of this study was to evaluate the effect of painting therapy on anxiety disorder and oppositional defiant disorder in children with mental retardation.

This research was a quasi-experimental method with a pre-test and post-test design with a control group. The statistical population of the present study included children with mental disabilities in Tehran who received rehabilitation services In one of the clinics in Tehran in 2019-2020. Twenty eligible individuals were selected by purposive sampling method and randomly divided into two groups of control (ten people) and experimental group (ten people). The Parents' Anxiety Scale for Children (1997) was used. The experimental group received ten sessions of painting therapy (each session for ninety minutes) as a group and the control group did not receive any intervention. At the end of the course, post-test was performed for both experimental and control groups. Data were analyzed by multivariate analysis of covariance in SPSS 20 software. Probability values less than 0.05 were considered statistically significant.

The results of research data showed that painting therapy is effective in reducing anxiety disorder (p<0.05). Also, this intervention has been effective in reducing oppositional defiant disorder (p <0.05).

Based on the findings, it can be said that painting therapy is an effective method in improving anxiety disorder and oppositional defiant disorder in children with teachable mental disability.

This study aimed to investigate the effectiveness of psychodrama on the social competence and the positive self-concept of male students with specific learning disorder.

The research was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study included all male students studying in the eighth grade with specific learning disorder of Karaj in the academic year 2021-2022. To determine the sample size, first using a cluster random sampling method from the primary schools in District 3 of Karaj, a school was randomly selected and among 30 students who obtained lower scores in dependent variables, using They were selected by available sampling method and randomly assigned to experimental and control groups (experimental group of 15 people/control group of 15 people). The research instruments included the Colorado Learning Difficulties Questionnaire (2011), the Flener Social competence Questionnaire (1990), Piers-Harris Children’s Self-Concept Scale (1969), and Structured clinical interview based on DSM-5. Data analysis was performed using univariate and multivariate analysis of covariance in SPSS-26.

Findings showed that psychodrama was effective on social competence, self-concept and their components of male students (p<0.001).

According to the findings, it can be said that psychodrama was an effective way to improve the social competence and self-concept of students with specific learning disorder, so this method can be used in educational centers and schools.

The aim of this study was to explain the lived experiences of educators of learning disorder centers from the challenges of changing face-to-face education to virtual education during the outbreak of Corona virus.

Participants in this study were learning disorder educators working in learning disorder centers in Tehran in the academic year 1401-1400. The instrument of this study was a semi-structured interview. Purposeful sampling and theoretical saturation criteria were used to select the subjects and finally 15 instructors were included in the group of participants.

Data analysis was performed using thematic analysis method. After extracting and categorizing themes, two comprehensive themes 1) Non-constructive challenges including organizing themes including: cyberspace equipment and infrastructure, instructor interaction with student and parents, lack of cooperation and close supervision, unavailability of cognitive content production, parental negligence And students and 2) Constructive challenges including organizational themes including: educational opportunities, learning opportunities, importance and cost reduction were identified. Data validity was determined using verification techniques through researchers' self-review and reliability by accurately guiding the data collection process and aligning related research.

According to the results, the need to accept virtual education with all its advantages and eliminate its weaknesses and problems in today's world is undeniable that education officials should pay special attention to it.

After diagnosing a injury in children, their families often experience feelings such as shock, confusion, anger, depression, hopelessness, guilt, rejection, embarrassment, feelings of helplessness, and loneliness. The aim of this study was to compare the mindfulness and psychological hardiness of mothers of blind and deaf children aged 7-12 years in Khorramabad.

The method of this research was descriptive comparative causal. The statistical population of this study included all mothers with 7-12 years old blind and deaf children in Khorramabad in 1400. From the statistical population, 50 mothers with blind children and 50 mothers with deaf children were selected as the research sample by available sampling method. In order to collect research data, Brown and Ryan (2003) Mindfulness Scale and Long and Golett (2003) Psychological Hardiness Questionnaire were used. Multivariate analysis of variance (MANOVA) was used to analyze the research data.

The results of the analysis of research data showed that mothers of blind children have more awareness and psychological stubbornness than mothers of deaf children.

According to the results of this study, it can be said that the existence of a deaf child may be associated with psychological problems such as low mindfulness and psychological hardiness in their mothers.

Stressful situations in the family environment and failure to cognitively regulate emotion can play a role in causing attention deficit/hyperactivity disorder in adolescents. Therefore, paying attention to these cases can prevent disorders such as attention deficit/ hyperactivity disorder. The aim of this study was to investigate the relationship between family emotional climate and cognitive emotion regulation with symptoms of attention deficit/hyperactivity disorder.

The research method was descriptive-correlational. The study population included all secondary school students in Amol. The sample size was 200 people who were selected through random sampling method. Research data were collected using the Emotional Relationships Scale of Family Members (Hilburn, 1964), the Cognitive Emotion Regulation Questionnaire (Garnefski et al, 2001) and Attention Deficit/Hyperactivity Disorder Scale. The collected data were analyzed by Pearson correlation test and multiple regression (P>0/05).

Findings showed that there is a significant negative relationship between family emotional climate and positive emotion regulation strategies of with symptoms of attention deficit/hyperactivity disorder and a negative and significant relationship between negative emotion regulation strategies of and symptoms of attention deficit/hyperactivity disorder.

According to the results of the present study, findings indicate that the family emotional climate and cognitive regulation of emotion play a role in the symptoms of attention deficit/hyperactivity disorder. Therefore, in the treatment of children and adolescents with attention-deficit/hyperactivity disorder, the family emotional climate can be considered and intervened. Also in the treatment of these children, teaching cognitive regulation strategies should be considered by therapists.

Linguistic play therapy is a structured intervention based on the linguistic core of reading that can be modified and implemented for students with reading problems and disorders. The purpose of this study is to provide theoretical foundations and solutions and principles of linguistic game therapy design to empower teachers and counselors related to educational services and rehabilitation of children with reading problems or disorders.

Study of the theoretical foundations indicates that reading has a linguistic core and Decoding and comprehension are the two main components of reading, so play therapy for reading disorders should be focused on the linguistic core. Some research referred to the usefulness and effectiveness of interventions in the field of phonological awareness, semantics and syntax and comprehension. In the present article, the main and sub-components of the linguistic core are explained and in addition, examples of suggested play for each case are provided. Finally, principles and strategies for adaptation and redesign and implementation of linguistic play therapy interventions for reading disorders are presented.

Basis and specialized logic of the design of linguistic play therapy interventions is the purposeful stimulating and challenging of the linguistic core of reading through play, and teachers and counselors with a proper understanding of the nature and core of linguistic disorders of reading disorders and to modify and implement the sample play presented in this article.

Having a disabled child in a family has many negative consequences for parents. Therefore, the use of effective psychological interventions to reduce these effects is very important; therefore, the aim of this study was to determine the effectiveness of Gottman couple therapy on communication skills and family function in couples with disabled children.

This was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the present study consisted of all parents with children with physically disabled and mental disabilities in 2021 who referred to rehabilitation clinics in Yazd. 30 people were selected through convenience sampling and were randomly assigned to experimental and control groups; experimental group received Gottman couple therapy in 8 online sessions of 90 minutes; all subjects completed McMaster family assessment device (FAD) of Epstein et al. (1983) and the Jerabek communication skills inventory (2004); Data were analyzed using multivariate analysis of covariance in SPSS-26.

The results of data analysis showed that Guttman's couple therapy intervention is effective on communication skills and family functioning in couples with disabled children (p <0.05).

According to the findings of this study, Guttman's couple therapy intervention can be used as a method of empowering couples with disabled children.