نشریه کودکان استثنایی
سال بیست و سوم شماره 1 (پیاپی 87، بهار 1402)

The purpose of the present study was to validate the citizenship education curriculum model for students with special needs (intellectual disability). Citizenship education equips students' knowledge, skills and understanding and plays an effective role in their public life.

The present study is an applied-developmental study in terms of its purpose, and it is a cross-sectional survey research in terms of the method and time frame of data collection. A semi-structured interview and a Likert scale questionnaire were used to collect data. The statistical population of this research in the qualitative part includes experts and experts of special curriculum planning and experts of exceptional organization. Sampling of the qualitative section continued until theoretical saturation was reached and 24 experts participated in this section. Since the statistical population is 182 people (experts and teachers of mentally retarded students) and the sample is calculated based on the Cochran table with an error of 0.1, the number of 79 people. In order to analyze the data in the qualitative part, the foundation's data analysis method was used to identify research indicators, and structural equation modeling and SMARTPLS softwa re were used to validate and present the final model.

Based on that, the linear relationship between research categories, including causal conditions, central categories, background conditions, intervening conditions, strategies and consequences was determined.

The results presented in this research show that the most important results obtained from the interviews emphasized the content of citizenship education and teaching methods. In terms of teaching and training methods, the formation of informal groups and supervision of group activities, learning in practice and student-centered and cooperative teaching methods have been emphasized

Impulsivity is an important determinant of personality differences, diagnostic character in psychological disorders, and basic and influential factor in the occurrence of dangerous behaviors. Childhood is the most important period in which the majority of underlying roots of behavior are shaped and continued to adultness. Achieving a thorough and unanimous definition based on potential causes from various aspects is considered as the first step in finding solution. The purpose of this study is to survey the most crucial controversies about impulsivity, especially in children, including the causes, different definitions, and related theories.

All available full-text articles on impulsivity in children in English or Persian, published on March 2020 in electronic databases, including Web of Science (WoS), Scopus, PubMed, and OT Seeker were studied.

Out of the reviewed 65 articles, 21 met the inclusion and exclusion criteria. According to CEBM (the Center for Evidence-Based Medicine), the quality of the studied articles was medium-to-good. Furthermore, the articles were medium according to the PEDro criteria (4 and 5 points).

It seems that defect in planning, defect in attention to future consequences, and the speed of action in response to external and internal stimuli are the important causes of impulsivity.

The aim of this study was to evaluate the effectiveness of group positive thinking training on reducing the impulsivity and bullying of male students with behavioral disorders.

The method of this research was quasi-experimental design with a pretest-posttest and a control group. The statistical population included all male students aged 12-15 years with behavioral disorders in Khorramabad City who were studying in the first year of high school in the academic year 2021-2022. Among the statistical population, 30 students with behavioral disorders were selected by multi-stage cluster sampling and randomly assigned into experimental and control groups (15 people in each group). Barat Impulsivity Questionnaire, Illinois Bullying Scale, and Rotter Behavioral Disorders Questionnaire (Teacher Scale) were used to collect the required data. Positive thinking training was provided to the experimental group in 10 sessions of 75 minutes. The collected data were analyzed using univariate and multivariate analysis of covariance.

The results showed that positive thinking training was effective in reducing the impulsivity and bullying of students with behavioral disorders (p<0.05).

According to the research results, it is suggested that a positive thinking educational approach be used to reduce the impulsive and bullying behaviors of students with behavioral disorders.

The aim of this study was to investigate the effect of individual education methods (mastery learning and private education) on the self-esteem, motivation, education and reading performance of dyslexic elementary students.

The research method was quasi-experimental and was a pre-test-post-test design with two experimental groups and one control group. The statistical population consists of all fourth and fifth grade students with special learning disabilities of the reading type. Thirty two people were selected by purposive sampling method. After completing the Cooper-Smith Self-Esteem Questionnaire (SEI), the revised Wechsler Intelligence Scale, the Reading and Dyslexia Test, and the Hermans Academic Motivation Questionnaire, the participants were randomly divided into two experimental groups and one control group (16 people per group). Educational intervention was presented to the experimental groups in 8 sessions for one month and the control group did not receive any intervention. Data were analyzed using analysis of covariance and SPSS software (ver. 26).

The results showed that students who received individual training had higher scores on academic motivation, self-esteem and reading performance compared to the control group.

According to the research results, individual education methods had a positive effect on academic motivation, self-esteem and reading performance of students with dyslexia. Therefore, individual education methods can be used as an effective educational program to solve the problems of these students in primary schools.

The purpose of this study was to develop a model of academic dishonesty in virtual education in gifted high school students in facing the Corona-virus pandemic.

The research method was descriptive-correlative based on nature and applied based on purpose. The statistical population included female gifted high school students in Lorestan Province in 2020-2021. Sample size was 480 cases on the basis of convenient sampling method and the questionnaires were completed voluntarily by online survey method. The data were analyzed using the Amos software. Research tools included Witherspoon et al.’s Academic Dishonesty, Golparvar Academic Ethics, Vincentruz’s and Shannon’s scientific identity, Tuminen-Sweeney et al.'s School Value, and Hsieh, Yen and Chou’s parental supervision.

The research findings showed that academic ethics, scientific identity and school value have a significant causal relationship with academic dishonesty and are able to predict it, but parental supervision had not significant causal relationship with academic dishonesty.

It can be concluded that in order to reduce academic dishonesty in gifted schools in the virtual education, we should focus on individual and personality components such as academic ethics, scientific identity and understanding of school value, whereas focus on external forces like parental supervision cannot provide the basis for reducing this destructive behavior in virtual education.

The present study intended to compare the effectiveness of cognitive-behavioral play therapy and narrative therapy on the social adjustment of students with Educable intellectual disability (EID). 

  This was a quasi-experimental research design with pretest, posttest, and a control group. The statistical population included all EID students studying in the elementary schools of Tabriz City in 2020-2021; out of whom 45 male students were selected using convenience sampling and randomly assigned to two experimental groups and one control group (15 each). Data were collected using Sinha & Singh’s Adjustment Inventory for school students. For this purpose, first, a pre-test was administered to all groups. Then the first experimental group received play therapy for eight sessions of 45 minutes, and the second experimental group received narrative therapy for eight sessions of 45 minutes. After that, the post-test was administered to all groups.

  The covariance analysis results showed a significant difference between cognitive-behavioral play therapy and narrative therapy comparing to the control group in adjustmen. Also cognitive-behavioral play therapy had stronger effects than narrative therapy in increasing adjustment.

  Narrative therapy and cognitive-behavioral play therapy can be utilized as complementary interventions for training adjustment and ameliorating the psychological problems of students with EID.

The aim of this study was to design, developing and validating an intervention program based on executive functions and evaluate its effectiveness on social interaction in children with high-performance autism spectrum disorders.

The research method is semi-experimental with a post-test pre-test with a control group. The statistical population of the present study of children with autism disorder aged 6 to 12 years in Urmia (274 people) in the academic year of 2019-20 was from the exceptional school for children with autism, out of the target population, 40 high-performance autism were selected using Gilliam Autism Rating Scale(GARS) and randomly assigned to two experimental (20) and control (20) groups. After the pre-test, the experimental group was trained for twenty-four sessions, The post-test was performed again and the pre-test and post-test data were analyzed using covariance analysis.

The results showed that in the post-test stage there was a significant difference between the mean of social interaction between the experimental and control groups at the level (P <01). This means that the intervention program has increased the scores of social interaction of autistic children compared to the pre-test stage.

Findings of this study showed that the intervention program based on executive functions, in addition to having appropriate content validity, has been effective on social interaction in children with high-performance autism spectrum; Due to the effectiveness of the intervention program based on executive functions, it is suggested that this program be used to improve the social skills of children with autism in educational and rehabilitation centers.

The aim of this study was to evaluate the effectiveness of treatment with the help of autism-assisting Dogs on improving the communication skills and stereotyped behaviors of children with autism spectrum disorders.

This is a quasi-experimental study with a pretest and posttest design with a control group. The statistical population included all children with autism spectrum disorders in Tehran in the first half of 2020 who had referred to the centers of autism in order to receive treatment with the help of autism-assisting Dogs tical population was selected and randomly divided into two groups of experimental (n= 10) and control (n= 10). The experimental group received 10 sessions of 1 hour plus one session per week with the help of autism-assisting Dogs. In order to collect data in the pre-test and post-test stages, the Behavioral Problems List and the Autism Social Skills Profile were used. The obtained data were analyzed by analysis of covariance using the SPSS software (ver. 22).

The results showed that treatment with the help of autism-assisting Dogs had a significant effect on improving communication skills (p<0.01) and reducing stereotyped behaviors (p<0.01) in children with autism spectrum disorders.

In general, the results of this study confirmed the effectiveness of treatment with the help of autism-assisting Dogs on improving the communication skills and stereotyped behaviors of children with autism spectrum disorders. Therefore, this therapeutic method can be used to treat communication problems and stereotyped behaviors in children with autism spectrum disorders.

The purpose of this study is to systematically study the curriculum based on social emotional intelligence of students with autism spectrum disorder. In this research, a curriculum based on social emotional intelligence has been examined from all aspects.

The research approach is qualitative using a hybrid strategy. Recent research has been systematically selected to find the features and components of a curriculum based on social emotional intelligence. The study population is one of the researches of the last 15 years, which has been done through content analysis, classification and screening, and about 31 researches with qualified criteria and criteria have been purposefully selected, coded and classified, and the patterns, Theoretical foundations and main themes were extracted.

Then, using content analysis, four dimensions were identified, including twelve sub-categories in the form of curriculum approaches in four sub-categories, then curriculum objectives in three sub-categories, curriculum content dimension in three sub-categories, teaching-learning process dimension in three The subclass is the evaluation dimension in the curriculum in three subcategories.

Based on the findings of the present study, it can be concluded that the curriculum based on students' social emotional intelligence is effective in students with autism spectrum disorder.

The purpose of this study was to determine the effectiveness of rhythmic breathing training by flute on decreasing of anxiety in children with oppositional defiant disorder.

The experimental design was semi-experimental with pre-test, post-test and follow-up with the control group. The statistical population included all 12-8-year-old children with oppositional defiant disorder (ODD) referred to psychiatry department of Tehran hospitals in the first half of 1397. Among the statistical population of this study were selected 30 people using multistage cluster sampling, and were placed randomly in experimental (n=15) and control (n=15) groups; and responded to Revised Children's Manifest Anxiety Scale (RCMAS). The control group was awaited without receiving any intervention and rhythmic breathing training by flute for the experimental group was carried out in 8 sessions of 60 minutes each week for 2 sessions; Then, at the end of the therapeutic interventions and again 2 months later, the subjects of the experimental and control groups were evaluated by research tools. Data were analyzed using descriptive statistics, repeated measures ANOVA test and post-hoc bonferroni test.

The results showed that rhythmic breathing training by flute decreased Symptoms of anxiety in children with oppositional defiant disorder and this effect remained stable at follow up stage.

The educational program of rhythmic breathing training by flute can reduce the anxiety of children with oppositional defiant disorder.