نشریه کودکان استثنایی
سال بیست و دوم شماره 3 (پیاپی 85، پاییز 1401)

The purpose of this study was to investigate the effectiveness of group schema therapy on rejection sensitivity and its specific symptoms in individuals with blindness and low vision

This study was a semi -experimental study with pre-test, post-test and follow-up with a control group. For this purpose, the statistical population of this study included all blind and visually impaired people of Ababsir Educational Institute for the Blind in Isfahan. 26 participants were selected by available sampling method; 13 people in the experimental group and 13 people in the control group were randomly assigned. The experimental group was trained on 10 sessions (weekly) according to schema therapy in Yang protocol, while control group did not receive any training. Data were collected by self-report method (Downey & Feldman Sensitivity to Rejection) and analyzed using covariance test by SPSS-21 software.

Results showed a significant difference between rejection sensitivity in the experimental group, when entering the study, immediately after treatment, and 1 month after treatment; but no significant difference was observed in the control group.

One of the useful and effective treatments for refractory, ambiguous and long-term disorders that have their roots in childhood is Yang's scheme therapy and also, group therapy is one of the most important factors in the effectiveness of this treatment model in the present study.

The aim of this study was to design a structural model of marital satisfaction of mothers with students with special needs based on positive perception and adaptation mediated by mothers' forgiveness.

The present study is descriptive-correlational. The statistical population of the present study consists of all mothers of male students with developmental and intelligence impairments in Semnan, whose children were studying in special schools in Semnan in the academic year of 1397-98. From this number, 200 people from two exceptional schools for girls and boys were selected as a sample by available sampling method. Enrich Marital Satisfaction Questionnaire, Askson and Paynes Positive Perception Scale, Bell Social Adapatibility Questionnaire and Enright Forgiveness Inventory were used to collect data. Pearson correlation coefficient test and structural equation analysis with Amos software were used to analyze the data.

The results of correlation test showed that there is a significant positive relationship between marital satisfaction and the components of forgiveness, positive perception and adapatibility (p <0.01). There is also a significant positive relationship between the components of forgiveness with positive perception and adapatibility (p <0.01). Only a significant relationship was not found between forgiveness and marital satisfaction with the component of health adapatibility. The direct effects of positive perception and adaptation on marital satisfaction were positive and significant (p <0.05). Also, the indirect effect of positive perception and adapatibility through the mediating role of forgiveness on marital satisfaction was positive and significant (p <0.05).

Based on the research findings, it can be said that forgiveness is one of the important processes that both directly and indirectly increase marital satisfaction by increasing the positive effect of factors such as positive perception and adaptation.

In recent years, with the prevalence of learning disabilities, early intervention of these disorders can be very important for patients. The purpose of this study was to conduct a systematic review to evaluate the effectiveness and considerations related to different types of rehabilitation methods for children with special learning disabilities in Iran.

In the present systematic study, internal articles in the period of 2010-2011on the subject of classical and computer-based cognitive rehabilitation for children with learning disabilities were reviewed. A total of 60 articles were selected for further analysis.

In this section, the results of statistical analysis performed in relation to research information (date of research, age of subjects, type of learning disability, type of dependent variable (cognitive functions), type of rehabilitation tool and related characteristics, number and length of meetings, individual or group meetings, having follow-up in the continuation of the research, and the place of the research) are given.

Based on the research results, the effectiveness of cognitive rehabilitation for children with learning disabilities can be used to improve a variety of cognitive functions. To maximize the impact of this process, researchers should use these rehabilitation packages’ features. They should further consider each package to be used according to the specific strengths and circumstances in improving the desired skills and research purpose.

Today, inclusive education is one of the most prominent and controversial issues facing policymakers and education professionals around the world, with many proponents and opponents. The aim of this study was to identify the factors affecting the success of inclusive education programs.

In order to conduct in-depth research and identify the factors and indicators affecting the inclusion of students, a qualitative approach and grounded theory method were used. In this regard, using a purposeful method and applying theoretical saturation criteria, an attempt was made to use the semi-structured in-depth interview technique to examine the perception and experience of 15 teachers, experts and experts in inclusive education as a criterion-based in-depth study. Qualitative research tools were in-depth exploratory semi-structured interviews. For data analysis, in the qualitative part, the initial, open and axial coding method was used.

After conducting interviews and in-depth data analysis, 284 indicators, 14 categories and 7 main categories, including "personality traits" a. Teacher personality traits and b. Students' personality traits, "teacher specialization and professional competence" two categories a. Professional development of teachers and b. Strengthen team and group skills, "planning and standardization" a. Structural culture and b. Functional planning of "space and educational facilities" a. School structure and b. Class structure, "Positive and negative psychological effects of pervasiveness" a. Benefits and b. Disadvantages of pervasiveness, "family factors" a. Low level of quality of life and b. Improper family functioning and "community factors" a. Environmental stressors and b. Peer groups were identified.

According to the results of this qualitative research and identifying the effective factors in the inclusion of primary school students, comprehensive programs can be developed for the greater effectiveness of inclusive schools.

The aim of this study was survey effect of perceptual motor training on motor praxis of children with developmental coordination disorder (DCD).

For this aim, 34 children (10 – 12 years old) selected as sample size and divided into two control and experimental group (20 people were in the control group and 14 people were in the experimental group) and participated in the current tests study. For recognize of DCD problem, Developmental Coordination Disorder Questionnaire- Edition 7 (DCDQ-7) and Bruininks– Oseretsky Test of motor Proficiency was performed. For investigating of motor praxis, the Dewey gesture production test, Praxis imagery questionnaire and knowledge of object use test was performed. The participants of experimental group participates in perceptual motor training for 8 weeks.

the results of MANCOVA test show that the performance of experimental group in relation to control group was improved significantly at gesture production test after perceptual motor training (P<0/05). On the other hands, in other tests (Praxis imagery test and knowledge of object use test) was no significant difference between pre and posttest in participants of experimental group (P> 0/05).

These results of current study show that perceptual motor training have significant effect on gesture production and performance of motor praxis, but this training skills haven’t effect on motor planning and programing of praxis actions in DCD children.

The purpose of this study was to compare the effectiveness of Early intervention and Early intervention with family education on improving the academic ability of Slow-Learner.

The research method was experimental with pretest-posttest and follow-up with a control group. 30 late learners were considered as sample by purposive sampling method. They were randomly assigned to three groups (two experimental groups and one control group). The experimental groups were trained for 20 sessions of 90 minutes in one month. Data obtained from prerequisite reading, math and writing skills tests were analyzed using analysis of covariance.

The results showed that Early intervention and Early intervention along with family education had an effect on the components of academic ability (prerequisite skills of reading, writing and mathematics) and according to the Eta square, it can be said that 51% of the changes were due to the effect of interventions. The results of Tukey test also showed that Early intervention and Early intervention along with family education in the components of academic ability were significantly different from the control group. In addition, Early intervention with prerequisite reading skills along with family education has been more effective. But Early intervention and Early intervention along with family education did not differ in the effectiveness of math and writing skills.

The findings of this study generally confirmed the effectiveness of Early intervention and Early intervention along with family education on improving the academic ability of Slow-Learner.

Dysgraphia is one of the psychoneurological problems that leads to academic failure, learning disabilities and also psychological problems in students In this purpose we evaluate the effect of transcranial direct current stimulation (tDCS) on the visual-auditory working memory and attention in elementary students with Dysgraphia.

In this study, the experimental method of pretest-posttest with the control group was used. The statistical population includes all male students of primary school in learning disorders in Saqqez city in 2020. A sample of 24 students (7 to 12 year old) was selected through a targeted sampling method that confirmed by a psychologist and psychiatrist and then with a clinical interview based on diagnostic criteria DSM-V were diagnosed with dysgraphia based on diagnostic criteria. The subjects were randomly divided into experimental and control groups, then the tests were performed before and after treatment by the n-back test and the researcher-made dictation test was evaluated, the intervention group consisted of 15 sessions of one-day, 1.5mA for 20 minutes in the DLPFC area under the treatment of transcranial direct current stimulation. Data were analyzed using SPSS 20 software, using covariance analysis.

Analysis of research data using central indicators, mean and standard deviation and variance, as well as covariance analysis, showed that there was a significant difference in visual auditory working memory and attention between the characteristics of children undergoing transcranial direct current stimulation (tDCS) and control group children.

The anodal stimulation DLPFC increased and improved individual performance on tasks involving visual –auditory working memory and has led to improved dysgraphia in children.

The aim of this study was to determine the effectiveness of an intensive interaction intervention program based on sensory approach on challenging behaviors of children with autism disorder.

The statistical population of the present study were all low function autistic children of rehabilitation centers in Karaj. The research method was quasi-experimental with pre-test and post-test design with control group. The sample size was 12 low function autistic children from Kahrizak autism center who were selected by available sampling method. After completing the revised scale of challenging behaviors as a pre-test by the parents of children with autism, these children were randomly assigned to the experimental (n = 6) and control (n = 6) groups. intervention program was conducted for 10 consecutive sessions in 40 days for the experimental group. At the end of the intervention sessions, the revised scale of challenging behaviors was re-completed as a post-test by parents of subjects.

analysis of covariance (ANCOVA) was used to analyze the data. The results showed that the intervention program reduced the challenging behaviors of all experimental group subjects.

According to the findings of this study, the intensive interaction program with the sensory approach can be used to reduce the challenging behaviors of children with autism as a useful intervention method.

The aim of this study was to investigate the effectiveness of positive parenting training on parent-child interaction and children's behavioral problems with external problems.

The method of this research was semi-experimental and pre-test-post-test with control group. The statistical population of the study was all students with externalized problems in the third and fourth grades of elementary school in Isfahan in the academic year 1399-99. Thirty of these students were selected by available sampling method and randomly assigned to experimental and control groups (each group consisted of 15 students). The experimental group received positive parenting training and the control group did not receive any intervention. Research instruments included the Ross Mother-Child Relationship Questionnaire (1988) and the Achenbach Child List-Parents' Prescription (Achenbach and Rescular, 2007).

Multivariate analysis of covariance was used to analyze the research data. Data were analyzed using SPSS-22 software. The results showed that positive parenting training significantly increases parent-child interaction and reduces behavioral problems (social problems, ignoring rules and aggressive behaviors) of children with externalized problems (P = 0.0001).

As a result, it can be said that positive parenting training is a good approach to increase parent-child interaction and reduce children's behavioral problems with externalized problems

Children with Down syndrome have delays in motor, language, self-support, cognitive and social development. Knowing the cognitive and behavioral phenotype of people with Down syndrome informs us about the psychological nature of people with Down syndrome. Finally, it helps to treat, educate and rehabilitate and provide intervention to these children to increase the cognitive development of this group of people. Therefore, this study was conducted to investigate the cognitive profile of Down syndrome students in comparison with normal students and also the evolution of the cognitive profile of this group in comparison with normal students.

For this purpose, 100 students of Down syndrome and normal age were randomly selected from exceptional and normal schools in the age group of 10-14 years. Finally, the age groups of Down syndrome students and students with normal growth were classified into 3 groups of 6-8 years, 11-9 years, 14-12 years. Finally, the age groups of Down syndrome students and students with normal growth were classified into 3 groups of 6-8 years, 11-9 years, 14-12 years. The tool used in this study is the fifth version of the Stanford Binet Intelligence Test.

The results of statistical analysis of this study using multivariate analysis of variance and Tukey's follow-up test show that in people with Down syndrome compared to normal children, non-verbal fluid reasoning, non-verbal knowledge and working memory are reduced with increasing age. If there are no significant changes in the cognitive profile in the rest of the subscales. However, Down syndrome, like the group of people with normal growth, did not change with the general growth of verbal and nonverbal intelligence and general intelligence with increasing age.

Therefore, in the rehabilitation of people with Down syndrome, can be considered their cognitive defects and their cognitive development and intelligence.