نشریه توانمندسازی کودکان استثنایی
سال سیزدهم شماره 3 (پاییز 1401)

The study aimed to design and investigate the effectiveness of family-centered problem-solving interventions on communication interactions in slow-paced students with Down syndrome. This quasi-experimental study was a pretest-posttest-follow-up with a control group. The statistical population included 67 slow-paced female and male students with Down syndrome in Kermanshah. Thirty slow-paced students with Down syndrome (15 girls and 15 boys) in the academic year 2021-2022 were selected using the purposive sampling method and randomly assigned to two experimental groups (n=15) and controls (n=15). The experimental group participated in fifteen one-hour sessions of the “I Can Problem Solve” (ICPS) workshops, while the control group did not receive any training. The Matson Social Skills Scale (MESSY) (1983) was used to collect the data. Data analysis was performed using SPSS version 24 with repeated measures. The experimental group’s results showed a significant difference between pre-test-post-test scores in social skills, antisocial behavior, aggression, impulsive behavior, and peer relationship (P=0/001). There was no significant difference between post-test-follow-up scores, indicating the stability of the effect. Despite increasing the mean score, there was no significant difference in the high self-confidence and superiority components. Due to the impact of the family-centered problem-solving intervention, this educational program at home and school is of great importance for parents, educators, and students with Down syndrome

This study aimed to determine the effectiveness of education based on acceptance and commitment to self-concept and mother-child interaction in mothers of children with autism spectrum disorders. The research method was a pretest-posttest design with a control group. The study's statistical population included 50 mothers of children with autism spectrum disorders whose children were receiving education and rehabilitation in special centers for autism in Tehran city in 2020. The sample size of ten mothers was selected by purposeful sampling. Mothers were randomly divided into experimental (n = 5) and control groups (n = 5). The instruments were the Rogers Self-Concept Scale (RSCE) and the Mother-Child Interaction Scale (MCRE). The experimental group received an acceptance and commitment-based group training intervention program for eight sessions of ninety minutes with fifteen minutes of rest time, while the control group did not receive any intervention. Data analysis was performed by SPSS-24 software using descriptive statistics and analysis of covariance. The results showed that the intervention program of group education based on acceptance and commitment had a significant effect on self-concept and mother-child interaction in mothers of children with autism spectrum disorders, with an effect size of 0/341 for self-concept and effect sizes of 0/411, 0/445, 0/397, and 0/364 for the subscales of child acceptance, overprotection, overindulgence, and child rejection, respectively, on mother-child interaction (P< 0/01). The present study's findings indicated that this treatment program, with the teaching of appropriate principles, can be used as a suitable treatment method to improve self-concept and mother-child interaction in mothers of children with autism spectrum disorders.

The present study aimed to evaluate the effectiveness of Discrete Trial Training on motor imitation skills in a child with high-functioning autism. This study was a case study with A-B-A design. Since the current research was looking for special or unusual cases, the purposeful sampling method was used. The subject was a boy with autism aged 3 years and 3 months in Kermanshah province. The target child received the intervention program for 21 sessions (6 consecutive weeks of one-hour sessions). Also, this study had three follow-up stages, 2 months, 4 months, and 6 months after the last intervention session. Stone, Ousley, and Littleford (2015) used the Movement Imitation Scale (MIS) to measure motor imitation in this study. The data were analyzed using SPSS-22 software, and the percentage of non-overlapping data (PND), percentage of overlapping data (POD), and Cohen's d. The findings showed that the subject had almost constant motor imitation scores at the baseline, which in the last session of the intervention was 0.60 percent recovery (PND), 0.40 percent overlap (POD), and after 2, 4, and 6 months follow-ups the month reached the recovery percentage (PND) of 100%. Also, the effect size using Cohen's d for the subject after the intervention was 1.34, and after 3 follow-up stages, 12.07 was at a high recovery level. Therefore, Discrete Trial Training can be considered by exceptional teachers, psychologists, and related planners.

This research aimed to investigate the effectiveness of life skills empowerment training on increasing self-esteem and solving social problems in children under the supervision of daycare centers (age range 6 to 12 years) in Kermanshah city in 2023. The study method was a semi-experimental pre-test-post-test type with a control group. The statistical population included all children 6 to 12 years old under welfare coverage, 20 people, and using community census sampling. The children were randomly assigned to two groups of 10 people, the test and the control. The tools included Cooper Smith's Self-Esteem Questionnaire (SEI) and Long and Cassidy's Social Problem Solving (PSS). 14 two-hour sessions were held for the intervention group. Then a post-test was performed on both groups. The data were analyzed using frequency, percentage, mean, and standard deviation statistics and multivariate analysis of covariance test in SPSS-24 software. The results showed that the life skills empowerment model was effective in self-esteem and problem-solving in children. There was a significant difference between the scores of the intervention and control groups (P<0001). Therefore, we conclude that the model of empowering life skills on self-esteem and problem-solving in children under the supervision of daycare centers is effective. Therefore, it is useful to develop codified training programs of the life skills empowerment model and include them in these children's educational programs to increase self-esteem and solve social problems.

The present study aimed to investigate the impact of motor rehabilitation on strengthening the attention of slow learner students in Rasht. This quasi-experimental research had a pretest-posttest design with a control group. The statistical population included all slow learner students aged 8 to 12 in Rasht during the 2020-2021 academic year. The statistical sample included 20 slow learner students (10 children in each group) with an average IQ of 79, who were randomly assigned to two experimental and control groups using the purposeful sampling method. During the pre- and post-training stages, a simple strop computer test (SST), continuous computerized performance test (CPT), Wisconsin card computer test (WCST), and divided attention researcher-made test (TEA-Ch) were used to collect data. The experimental group conducted the selected Kephart’s perceptual–motor protocol twice per week for ten 45-minute sessions (1964), and after completion of the course, attention tests were administered. SPSS-26 software was used to analyze the data using multivariate analysis of covariance (MANCOVA). For all tests, a significance level of 0.05 was considered. The findings demonstrated that perceptual–motor programs significantly improve the attention of slow learner students. Therefore, it is recommended that these children receive both motor rehabilitation and structured training to help them overcome their challenges.

The present study aimed to determine the effect of gratitude training based on cultural considerations on the mental health and life expectancy of mothers of students with moderate to severe visual impairment in Gachsaran. This study was quasi-experimental research with a pre-test and post-test design with a control group. The statistical population included all mothers of students with visual impairment in Gachsaran city, 49 people. The present study sample included 30 mothers aged 35 to 45, who were selected from Baghcheban school by the available sampling method and were randomly replaced in two experimental and control groups of 15 people. The experimental group participated in gratitude training based on cultural considerations in 9 sessions (three sessions weekly), while the control group did not. This research used Symptom Check List 25 (SCL-25) and Adult Hope Scale (AHS). The data obtained from the research were analyzed by univariate analysis of covariance through SPSS version 26. The results showed that the gratitude training based on cultural considerations positively and significantly affected mental health (F=419.30, P=0.001) and life expectancy (F=255.70, P=0.001) of the mothers of students with visual impairment. According to the eta square, it can be said that 94% and 90% of the changes in these variables are due to the effectiveness of gratitude training based on cultural considerations. Therefore, planning for such training programs has an important role in the health and hope of individuals.