نشریه کودکان استثنایی
سال بیست و دوم شماره 4 (پیاپی 86، زمستان 1401)

In this Research, the "diagnostic validity of the fifth integrated version of Wechsler IQ scales for children with learning disabilities in Mazandaran province Students" has been studied.

The main question of the research is whether the fifth integrated version of Wechsler Intelligence Scales for children with learning disabilities in Mazandaran province has diagnostic validity? The present research method is in the field of psychometric studies, which is a subset of methodological research method. The research community includes all students of Mazandaran province who are studying in the first elementary school (first, second and third grade) in the 97-98 academic year and as students with learning disabilities in private and public centers under Coverage of educational-therapeutic services, consisting of 240 students with learning disabilities were selected as the sample size using purposive sampling. The measurement Instrument in this Research is the fifth integrated version of the Wechsler Childrenchr('39')s Intelligence Scale, which has good validity and reliability. The statistical model used in the present Research to determine diagnostic validity is the confidence interval method.

the research findings showed that the tests of  "Digit Span Forward", " Digit Span Backward" and "sentences recall" in students with learning disabilities have diagnostic validity and can exclude students with learning disabilities from Other students recognize.

The fifth supplementary version of Wechsler Childrenchr('39')s Intelligence Scales can be evaluated as a desirable tool for students with learning disabilities.

The present study aimed to assess and compare semantic processing of spoken and written words in adolescents with cerebral palsy and healthy adolescents.

The present study is quantitative in terms of type and experimental in terms of method. Examination Group consisted 30 adolescents with cerebral palsy aged 10 to 15 years were selected by convenience sampling method. All of them were spastic. For control group, 30 healthy adolescents were selected according to gender, age and education of adolescents with cerebral palsy. To assess the subjects’ vocabulary abilities, spoken and written word-picture matching tests (47) and (48) were used.

The results showed that adolescents with cerebral palsy’ abilities in semantic processing of spoken and written words are significantly weaker than healthy adolescents. Furthermore, the developing spoken and written word patterns in adolescents with cerebral palsy delayed compared to healthy adolescents.

Data analysis revealed that vocabulary network and perceptual impairment are the cause of weak semantic processing of spoken and written words in adolescents with cerebral palsy. However, their perceptual impairment is far greater.

The aim of this study was to determine the effectiveness of an intervention program based on multiple learning systems on improving performance and interest in reading of dyslexic students.

The study employed quasi-experimental study with a pretest-posttest design and a control group. The statistical population of the study included second grade dyslexic students in Maragheh. 30 dyslexic students were selected randomly and were divided in to an Experimental (n = 15) and a control (n = 15) group. The intervention program was performed on the experimental group for 14 sessions of 45 minutes. At the beginning and end of the intervention program, indicators of reading performance improvement, which included reading speed, accuracy and comprehension, were measured. Students' interest in reading, were also measured. Data were analyzed using analysis of covariance.

The Findings shows that there were significant differences between two groups, reading speed (F = 1337.6 = P = 0.00), reading accuracy (F = 491.6 = P = 0.00) and reading comprehension (F = 56.5 = P = 0.00) as well as the rate of improvement. Interest (P = 0.00 / F = 16284).

An intervention program based on multiple learning systems can be effective in improving the reading performance of students with reading disabilities. Therefore, it is recommended that the facilitators and educators of the Special Learning Disabilities Centers use this program to improve learning of Students' with dyslexia.

The purpose of this study was to investigate the effectiveness of cognitive rehabilitation on visual-motor perception and working memory of children with developmental delays.

The method of this research was semi-experimental and pre-test-post-test with control group. The statistical population of this study included all children with 4 to 6 years old with developmental delays who were engaged in kindergartens and preschool centers in Tehran in 2021. The sample size consisted of 30 children (15 in the experimental group and 15 in the control group) from the statistical population which selected by the available sampling method and DENVER-II test and then placed in two control and experimental group. First, Frostig Developmental Test of Visual Perception and N-Back working memory test were taken as pre-tests, and then for the experimental group, cognitive rehabilitation intervention was performed while the control group did not receive any training. Data were analyzed using ANCOVA.

The results showed that the cognitive rehabilitation intervention had a significant effect on the on the components of hand-eye coordination (P<0.001, F =54.567), figure differentiation from background (P<0.001, F = 98.528), shape stability (P<0.001, F =35.418), situation in space (P<0.001, F =344.701), spatial relations (P<0.001, F =100.722) and working memory (P<0.001, F =125.907).

According to the results of this study, counselors and psychologists can use this intervention to improve visual-motor perception and working memory of children aged 4 to 6 years with developmental delay.

The aim of this study was to investigate the effectiveness of PERMA flourishing educational program on the quality of life of adolescents with hearing impairment.

The research method was a semi-experimental intervention with a pre-test and post-test design with a control group. The statistical population of this study included all adolescents with hearing impairment aged 14 to 17 years in Kashan city. 28 adolescents with hearing impairment were selected by simple random method and divided into the experimental (n = 13) and control (n = 15) groups. The experimental group participated in 10 sessions of 90 minutes (two sessions per week) in PERMA flourishing training program, while the control group did not receive any training program and remained on the waiting list. Measurement tools included the Youth Quality of life Instrument for Deaf and Hard of Hearing Youth (YQOL-DHH, 2011). To analyze the data, Multivariate Analysis of Covariance (MANCOVA) was used, which was analyzed using SPSS software (version 26).

The findings showed that PERMA flourishing educational program had a positive and significant effect on the components of self-acceptance/advocacy, perceived stigma, and participation of adolescents with hearing impairment (P = 0.0001), and according to eta squares 65, 86 and 55 percent of the changes were due to the effect of the intervention.

Therefore, in order to improve the quality of life in adolescents with hearing impairment, PERMA flourishing educational program can be used.

The aim of this study was to compare the effect of two methods of  teaching a positive parenting program and bibliotherapy with a schema approach on children’s anxiety.

The research design was pretest – posttest with a control group. The statistical population of the study in clouded 7 to 10 year old male students in schools in district 2 of Kerman in 1398 that through the child behavior list (CBCL), 45 of them were selected by available sampling method and randomly divided into three groups of 15 people; two experimental groups of 15 people (positive parenting group) training, bibliotherapy with schema approach) and one group as a control group. Positive parenting was performed in 8 sessions of 90 minutes and bibliotherapy in 4 sessions of 60 minutes for the mothers of these children and again the behavior list of Achen- Bach children (CBCL) was completed by the mothers of all three group, the control group did not receive any intervention. Spss – 20 software and multivariate analysis of covariance were used to analyze the data.

The results showed the effectiveness of both methods on reducing anxiety. Positive parenting group training was more effective than bibliotherapy.

Therefore, these two methods seem to be effective strategies that can be considered in development of psychotherapy plans for children with anxiety.

This research was aimed to determine the effectiveness of Kephart's visual-motor method on reading difficulties of students with reading disabilities.

The design of the study was clinical-trial with pre-test, post-test and follow-up. The intervention was designed based on Kephart's visual-motor method. The subjects of this intervention were selected among students with reading difficulties whom had been referred to two private centers for learning disorders in  Rafsanjan  and have been diagnosed with reading disorders according to the tests administered in the centers. In this case study, ten students were selected through convenience sampling. The intervention program was designed based on Kepart's visual-motor method and was practiced for ten weeks (one session each week). Reading assessment questionnaire was used to assess reading skills. Data was analyzed using SPSS software (version 22).  

The highest means in the pre-test were related to the sound of the letters of the alphabet (37.40) and the silent letters (23.00). The highest means in the post-test were related to the sound of the letters of the alphabet (39.70) and the name of the letters of the alphabet (23.60). In follow-up, the highest means were related to of sound of the letters of the alphabet (40/00) and the name of the alphabet (24/90). The lowest averages in pre-test, post-test and follow up, consequetatively belonged to rhyme detection (0/20,  2.1, 2.10) and suffixes (1.80, 2.00, 2.30). In order to test the scores of individuals in three stages of pre-test, post-test and follow-up, Wilk lambda multivariate test was used. The results of the multivariate test showed (pvalue = 0/035  α ≤ 0/05) for removing the final sound and naming the sound of the remaining letters,  (pvalue = 0/037 α≤0/05) for reading the words (1) and (pvalue =0/001 α ≤0/05) for the compound words. There is a significant difference between the subjects in pre-test, post-test, and follow-up. The effectiveness has not been confirmed in other scales. In the study of intragroup effects, the subscale of the vowel alphabet(α≤ 0/02)  was significant in three stages

Kepart's visual-motor method was effective in improving  the reading disorders in students with reading disability in some reading skills such as dropping the last sound, word reading and vowel combinations

In pathology and treatment of learning disorders, special attention has been paid to executive functions. The aim of this study was to investigate the effect of computerized cognitive rehabilitation of working memory on improving the planning and organizing functions of children with special learning disorders of the reading type.

The statistical population included elementary students with special learning disorders of the reading type in Amol and Mahmoudabad in the academic year 1397-98 who were referred to learning disability centers. From this statistical population, 30 people were selected by available sampling method according to the inclusion criteria, and were randomly assigned to the experimental and control groups. The experimental group received 14 sessions of computerized working memory rehabilitation (Memory Gym software). For data collection, NAMA dyslexia tests, Raven IQ test and the Tower of London test was applied. Data were analyzed by multivariate analysis of covariance.

results showed that the computerized working memory rehabilitation group Showed significantly better performance in reaction time (p <0.01, F = 42), error response (p <0.01, F = 29.97) and test score (p <0.01, F / 91/36).

Working memory-based cognitive rehabilitation improves it by facilitating subprocesses related to the planning-organizing function.

Spatial affiliation refers to the relation of the index to a particular space. This sense is one of the main effective educational factors in exceptional schools that attention to the architecture of the school is very important and is one of the main goals of the research.

The present research is based on quantitative-qualitative method and survey type. structural equation modeling method was used to investigate the effect of sensory perception on the sense of belonging to a place in exceptional schools designed with disability patterns in Zanjan city.

The results of the Likert questionnaire showed that the sense of sight and touch have the highest importance than the other five senses. Among the factors of sense of place, social interactions are more important for students, parents and educators. The results showed that students need to communicate more with the community and the environment around the school to tolerate the school environment more calmly so that the presence of windows in appropriate dimensions and the ability to see around is very important. Also, diversity in material, texture, materials and flooring, creating protrusions and indentations in school bodies and hand-body contact has a significant effect on increasing students' perceptual sense.

It was concluded that one of the main effective educational factors in these schools is to pay attention to the indicators of sensory perception and sense of belonging to a place in their design, which increases the motivation and desire to return to school and stay in it.

The aim of this study was to compare the effectiveness of anger management and parenting training on response inhibition in students with Oppositional/Confrontational Defiant Disorder (ODD/FDD).

This research was a quasiexperimental study of pre-test and post-test design with a control group. The statistical population included all male students with ODD/FDD in Tehran in 2020. Overall 45 people were selected as a sample according to the entry and exit criteria through voluntary and available sampling and assigned into two experimental groups and one control group. The instruments used in the present study included a grading scale for ODD/FDD in children and to inhibit the response of the Stroop word color test.

Anger management and parenting training showed more effectiveness on response inhibition in the case comparing to the control group (P <0.5). Also anger management training group parenting training group had the same effect on the response inhibition of students with ODD/FDD (P<0.5).

Therefore, education of anger management and parenting training as two interventional programs can be effective in inhibiting the response of students with ODD/FDD.