نشریه تعلیم و تربیت استثنایی
سال بیست و سوم شماره 174 (خرداد و تیر 1402)

Because Joint attention provides the basis for learning core skills such as language,social communication, playfulness, mind theory, and behavior theory, it has become a target for therapeuticintervention for children with autism spectrum disorder. Therefore, the purpose of this study is to identifyand develop the components of a joint attention education program with a synthesis research approach andbased on the principles of timely intervention for children with autism spectrum disorder.

used in this research is qualitative and Synthesis Research. The statistical community of researchsynthesis in this research includes all articles, theses and studies on joint attention training for children withautism spectrum disorder. that with that with the keywords of joint attention training; Joint attention programand autism spectrum disorder through search engines and English-language scientific resource databasesincluding Pup Med, Embase, PsycINFO, ProQuest, Google Scholar, Science Direct, Springer and the keywordsin addition to the above keywords of joint attention training and joint attention program were searched throughMagiran and SID Persian language databases.. Among these, there are 34 research articles in English andPersian, which were selected from among 60 published articles in the period from 2010 to 2021.

After analysis, coding and classification, the research results showed indicators. The componentsof joint attention training for children with autism in the age range of 3 to 5 years have been extracted basedon the components arising from the study of theoretical foundations and research background in the form ofresearch synthesis. Accordingly, joint attention training based on seven basic categories, including attentionrecognition, initiation of joint attention; Response to shared attention; Initiation of behavioral requests;Response to social interaction; The beginning of social interaction and response to behavioral requests issolid, and joint attention exercises and training activities can be designed, implemented and evaluated basedon these components. The content validity of the program in the Waltz and Basel method is generally equal to0.84, which indicates the appropriate and acceptable content validity for this program.

The aim of the present study was to investigate the effect of learning through arotating station on problem solving and memorization skills in mathematics and compare it with the traditionalmethod in seventh grade students with autism spectrum disorders.

Methods and Materials: 

The research method is quasi-experimental in which a pre-test-post-testdesign with a control group is used. The statistical population included all seventh grade students withautism spectrum disorders in two districts of Tehran in the academic year 1398-99 and numbered 30people. Selected from the available sampling method for seventh grade students and randomly divided intotwo groups; Were tested and witnessed. Data collection tool in this study was a test to measure the learningof mathematics, the validity of which was provided using the Delphi technique and its reliability was obtainedusing Cronbach's alpha test equal to 0.83.

Findings showed that learning through a rotating station has an effect on students' problem solvingskills (t = 2.69, P <0.05) and memorization (t = 5.80, P <0.001) in mathematics and improves it.

Based on this, it can be concluded that the use of new methods such as the rotating stationmethod for students who have disorders such as autism and are facing problems in learning can improvetheir academic performance and learn more.

The aim of this research was the effectiveness of imago therapy training oncognitive flexibility and cognitive avoidance of mothers with mentally retarded children.

The method of this research was semi-experimental and was carried out usinga pre-test-post-test design with a control group. The statistical community consisted of all mothers withmentally retarded children in Birjand city in 2022-2023. 28 mothers of intellectually disabled children wereselected from among the statistical population using the available sampling method, and they were randomlyreplaced in the form of two experimental (14) and control (14) groups. In this research, in order to collectresearch data, cognitive flexibility questionnaire by Dennis and Vanderwaal (2010) and cognitive avoidanceby Sexton and Dagas (2008) were used. The experimental group underwent imagotherapy training for 10sessions of 9 minutes, while the control group did not receive the training certificate. The data were analyzedthrough multivariate analysis of covariance.

The results of the research data analysis showed that imago therapy training was effective inimproving cognitive flexibility and reducing cognitive avoidance of subjects (P<0.01).

The results of this research indicated the useful application of imago therapy training approachin improving cognitive flexibility and reducing cognitive avoidance of mothers with intellectually disabledchildren.

Sensory integration training leads to increased concentration and attention. The aim of thisstudy was to evaluate the effectiveness of sensory-motor integration on improving executive attentionfunctions in students with learning disabilities.

The present study was a quasi-experimental study with a pretest and posttestdesign with a control group. The statistical population of this study consisted of all students with learningdisabilities who referred to learning disabilities educational centers in Rafsanjan in the year 1998-99;The research sample consisted of 30 people who were selected by available sampling method and wererandomly divided into two experimental groups (15 people) and control (15 people). The questionnairesthat were considered to collect information from the sample group were: Wechsler IQ Scale (1973) andParent Form Executive Performance Questionnaire (2000). Analysis of covariance using SPSS softwareversion 22 was used for statistical analysis of data.

The results showed that in the post-test stage, the mean scores of executive functions in theexperimental group increased significantly compared to the control group (p <0.01).

It can be concluded that sensory-motor integration training is effective in increasing theexecutive functions of students with learning disabilities.

Employing the principle of emphasis in educational messages helps a lot toovercome reading disorders. the aim of This study was comparing visual emphasis methods in computerassisted insruction on reading performance and phonological awareness of dyslexic children.

The method of research was quasi-experimental with a pre-post-test design witha control group. The statistical population includes all 7 to 11-years-old dyslexic students of Malayer, whoreceived services in learning disorders centers. 60 students were selected by random sampling and placedin four groups (3 experimental and 1 control group). The measurement tools were reading and phonologicalawareness tests. The intervention was a researcher-made presentation in the PowerPoint, that presentedwords in three forms: letter by letter and consecutive, with internal emphasis, and with external emphasis.After conducting the pre-test in all groups, the samples in 3 experimental groups received interventionsfor 5 weeks and in total 10 sessions along with other common trainings in centers. Then, post-test wasperformed for all groups and the means were analyzed using the multivariate covariance test.

The results revealed that there was no significant difference between the sequential presentationmethod, internal emphasis, and external emphasis on the reading accuracy of dyslexic children, while therewas a significant difference on their reading speed and comprehension, as well as phonological awareness.

It is recommended to use this method of presentation along with trainings of learning disabilitycenters and to check the effectiveness of this method in presenting sentences.

Blindness causes many changes in students' lifestyles and causes some psychologicaland social problems. The aim of this study was to investigate the Effectiveness of social- emotional skillstraining on emotional intelligence and self-esteem of blind students.

The research design was quasi experimental and was a pre-test-post-test and follow-up designwith a control group. The statistical population included all blind students of the combined and exceptionalschools of Sari, who were studying in the academic year of 2018-2019 and in the middle school years, andthey selected by targeted sampling method and replaced by random sampling in the experiment and controlgroups. In the pre-posttest participants, using the Sybershring Emotional Intelligence Questionnaire (1996)and Cooper smith Self-esteem Inventory (1967) was evaluated. The experimental group was taught in 12sessions of social-emotional skills Training. Whereas, the control group did not receive any training. Thedata collected were analyzed by multivariate analysis of covariance.

The results of multivariate analysis of covariance test showed that in the post-intervention phase,the mean score of emotional intelligence and self-esteem of the experimental group was significantly higherthan the control group (P <0.0001).

The social-emotional skills training program improved the emotional intelligence and selfesteemof blind adolescents; therefore, it is necessary to pay attention to variables such as emotionalintelligence and self-esteem and plan to provide social-emotional skills training to this group of People areespecially important.