نشریه تعلیم و تربیت استثنایی
سال بیست و دوم شماره 171 (آذر و دی 1401)

Disorder in attachment relationships can lead to psychological disorders by creating general anxiety and distrust in child. The present research aimed to effectiveness of play therapy with the Theraplay method on anxiety of children with parents.

Research method in this study was experimental of a single-subject with AB designs. The study population consisted of all children aged 5 to 8 years that attended psychological centers in Tehran in 2021. Among them, 3 children (two boys and one girl) were selected based on inclusion and exclusion criteria and by purposive sampling. Trapley intervention was performed for each child in 21 sessions. The research instrument was Marschak Interaction Method (2018) Spence Children Anxiety Scale (1997) and the Theraplay Behavioral Checklist (Made by a researcher). Data were analysed using visual analysis at both within-condition and between-condition levels.

The findings showed that the play therapy with the Theraplay method intervention significantlyreduces the anxiety of child with parents (P<0.05).

According to the findings of the research has been confirmed the effectiveness of play therapy with the Theraplay method intervention on reducing the anxiety of child with parents. Therefore, this method can be considered as one of the useful and applicational treatments for these children.

The aim of this study was to determine the effectiveness of Gottman-based couple psycho educational program on reducing marital conflicts and improving family quality of life of parents of children with autism spectrum disorder.

This study was a quasi-experimental with a pretest-posttest design with a control group. The statistical population included all parents of children with autism spectrum disorder in Tehran. 20 couples (40 men and women) were randomly selected through a call to participate in the study and were randomly assigned to experimental and control groups. The research instruments were the Marital Conflict Questionnaire (Sanaei-Zakir, Barati and Bustanipour, 2008) and family quality of life of children with autism spectrum disorder (Hoffman, 2006).In the first stage, the pretest was performed in both groups. Then, the experimental group underwent Gottman-s method group program for 8 sessions. At the end of the sessions, couples in both groups completed the questionnaires in two stages, one stage immediately after the training and one stage two months after the training. For data analysis, repeated measures analysis of covariance and software (SPSS-24) were used.

The results showed that the psycho-educational program based on Gottman-s method has reduced marital conflicts and increased family quality of life of parents of children with autism spectrum disorder (P <0.001).

based on the findings of this study, it can be concluded that psycho-educational program based on the Gottman-s method is an effective method to reduce marital conflicts and improve the family quality of life of parents.

The aim of this study was to determine the effectiveness of mindful parenting training on the difficulties in emotion regulation and parental self-efficacy in mothers of children with autism spectrum disorder.

This research was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population included all mothers with children with autism spectrum disorder in Tabriz who referred to exceptional children's educational centers in the first quarter of 2021. The statistical sample consisted of 30 mothers who were selected by purposive sampling using the inclusion criteria and were replaced in two experimental and control groups. Data collection tools included the difficulties in Emotional Regulation Questionnaire and Parental Self-Efficacy Questionnaire. In this study, the subjects in the experimental group received 8 sessions of 2-hour mindfulness parenting training. Data analysis was performed using univariate analysis of covariance in SPSS version 26.

The findings of the research showed that mindful parenting training has led to a decrease in the average difficulties in emotion regulation and dimention of lack of acceptance of emotional responses, difficulty in performing purposeful behavior, difficulty controlling impulse, lack of emotional awareness, limited access to emotion regulation strategies, and lack of clarity of emotion and an increase in the average parenting self-efficacy of the experimental group participants compared to the control group.

Therefore, it can be argued that mindfulness parenting education is an effective and significant intervention to improve the difficulty in regulating emotion, promoting parental self-efficacy in mothers of children with autism spectrum disorder.

Nowadays, exploring strategies to help students with learning disabilities is one of the areas of interest for many psychologists and researchers. The aim of this study was to evaluate the effectiveness of memory-based computer cognitive games in improving working memory and sustained attention of students with learning disabilities in Arak.

The method of this research was quasi-experimental pretest-posttest with the control group. To conduct this study, 18 students (grade 2 and 3) with learning disabilities were selected by convenience sampling method and randomly assigned to experimental and controgroups of 9 people. To measure the dependent variable of working memory, working memory subtests of Wechsler scale and a sustained attention task were used. The experimental group underwent cognitive game intervention (8 sessions of 30 minutes).

The results of multivariate analysis showed that there was a significant difference between the experimental and control groups in working memory performance, but there is no difference in sustained attention, which shows the effect of the cognitive game on working memory performance, and no transfer effect to attention.

Therefore, memory-based computer cognitive games has a significant effect on improving working memory function in learning disabilities and can be used as an effective and useful method to improve it, with no benefit for attention.

The aim of this study was to determine the effect of combining group play therapy with painting on internalizing and externalizing problems of children with separation anxiety disorder.

Experimental research design, pre-test-post-test design with control group was used. The statistical population of the study was all sixth grade female students with separation anxiety disorder in Ghaemshahr city in the academic year 1399. The sample consisted of 30 children with separation anxiety disorder who were identified as available and placed in two experimental and control groups (15 people in each group).To collect data from March et al.'s Separation Anxiety Questionnaire (1997) And Achenbach (2003) Behavioral-Emotional Problems Questionnaire was used . The experimental group received a combination of group play therapy and painting in 10 sessions of 45 minutes; and the control group did not receive any intervention. Research data were analyzed by one-way and multivariate analysis of covariance.

The results showed that the combination of group play therapy with painting led to the reduction of internalizing and externalizing problems of children with separation anxiety disorder.. According to the obtained results, the combination of group play therapy with painting can be used as an effective and complementary treatment along with other methods to promote mental health and prevent behavioral problems in children with separation anxiety disorder.

Cooperation and participation for the progress and success of students with visual impairment has different dimensions and is of particular importance. Joint collaboration is an agreement and process of working together to achieve a mutual goal. Every learner is strongly influenced by the social context in which he lives. This study aimed to investigate joint collaboration to support families of students with visual impairment, the principles of creating and facilitating joint collaboration, the framework of the bioecological theory, the role of the family in different systems, the circles of the learner support network, the family's perspective, and the components of care and support of learners with visual impairment. The method of this research is descriptive and review. Articles and books in reputable scientific databases from 2001 to 2022 were used to collect information.

The principles of joint collaboration include participation, cooperation, persuasion, diversity, planning, and communication. Based on a collaborative approach, when teachers collaborate with parents and other community members, the needs of students with visual impairments are met sooner and they benefit from the capacity of support networks. For this reason, each of the circles of the support network for these learners is of special importance. The components of care and support for learners with visual impairments based on the spider web model include the role of parents and family, the role of the teacher, rules and policies, assessment and support, peer and local support systems, learning activities, facilities and resources, sports, leisure time and recreation, job training and transfer, and time and space. The combination of these factors indicates the degree to which any student with visual impairment can lead a successful life.