نشریه کودکان استثنایی
سال بیست و سوم شماره 2 (پیاپی 88، تابستان 1402)

Students with special learning disabilities face a number of problems in their study process that require specific intervention programs. This study was conducted with the aim of developing and validating the acceptance and commitment education program and determining its credibility and efficiency on the level of stress, burnout and academic resilience of students with special learning disabilities. This study was a mixed study. First, a commitment and commitment training package was developed. After accreditation, during the design of several baselines with different subjects, 3 students with special learning disabilities were selected by available sampling method. The effectiveness of the Acceptance and Commitment Training Package was assessed in three phases (baseline, 8 sessions of treatment and follow-up), The data were collected using Samuel's resilience questionnaires, school burnout, and Gadzella's academic stress. Data were analyzed by visual drawing. The results of the visual analysis of the data showed that the "Acceptance and Commitment Training" program has sufficient validity and is effective in reducing stress and academic burnout and increasing the academic resilience of students. Due to the validity of this program and its effectiveness on different educational variables in the group of students with special learning disabilities, this study provides a basis for examining the effectiveness of this program on other psychological variables in different groups of students with special needs. It does.

The aim of this study was to predict aggression in children with an oppositional defiant disorder based on parenting styles and mothers' patience.

 This research was descriptive and correlational. The statistical population of this study was all mothers with children with Oppositional Defiant Disorder who were studying in primary schools in Tehran in 2020-2021, from which 108 people were selected by convenience sampling. Research instruments included the Patience Scale by khormaee et al. (2014), child adaptive behavior inventory by Cowan et al. (1995), Parenting Styles Questionnaire by  Baumrind (1991), and Child Behavior Checklist-Parent’s Report Form by Achenback & Rescorla (2001). Stepwise regression was used to analyze the data.

The results showed that authoritative parenting style and mothers' patience had a significant negative relationship with children's aggression and authoritarian and Permissive parenting styles had a significant positive relationship with children's aggression (P <0.01). Also, based on the results of stepwise regression analysis of authoritative parenting style, mothers' patience and authoritarian parenting style explained a total of 48% of the variance of aggression in children with the oppositional defiant disorder.

Given the role of parenting styles and mothers' patience in predicting the aggression of children, it seems necessary to conduct workshops based on Parenting styles and mothers' patience.

The aim of this study was to determine the role of social competence and Weakness in emotion regulation in anticipating adolescents Conduct disorder.

The statistical population included all male high school students in Kermanshah in the academic in 2019-2020, which was 234 students who obtained the highest scores in the pediatric symptoms questionnaire (parent form) (Gadow & Sprafkin, 2007) and They had the most symptoms of conduct disorder, were selected as a sample group based on multi-stage cluster sampling method, and participants completed the social competency questionnaire (Felner & elt, 1990) and difficult emotion regulation questionnaire (Gratz & Roemer,2004). Data were analyzed by,multiple regression by stepwise method.

Resulte:

 The results showed that the linear relationship between the behavior disorder variable and the predictor components was statistically significant (P<0.001). This means that social competence and emotion self-regulation are able to predict behavioral disorders in adolescents. The results of stepwise regression analysis showed that among the components of social competence; respectively the components of cognitive abilities and skills, behavioral skills and emotional competencies as well as among the components of emotion self-regulation; lack of emotional clarity, lack of emotional awareness, difficulty in controlling impulses, and limited access to emotional strategies, respectively, are the strongest variables that can be used to predict conduct disorder.

These findings have important implications for the prevention, treatment, and counseling services for children and adolescents with symptoms of conduct disorder and it could be useful with plans and programs to decreases the symptoms of conduct disorder.

The present study was conducted with the aim of investigating strategies to reduce the risk of misbehavior of children with special educational needs during the Covid-19 pandemic.

The present study was a systematic review. Thus, the research findings published since the outbreak of Covid-19 (2020, 2021 and 2022) in PubMed, Springer, Scopus, ProQuest, Science direct, Google Scholar databases by searching for the words Covid-19, child abuse, educational needs, virtual learning and children were investigated. Finally, based on the inclusion criteria, out of 78 articles, 19 articles were discussed.

The results showed that compared to the data before covid-19, a significant increase in the amount of psychological aggression and physical aggression among children with special educational needs, severe lack of motivation, aggression and fear of being judged was observed. In addition, children with special educational needs had poorer mental health compared to normal children. Also, children with special educational needs of mental disorders had poorer emotional and behavioral problems and quality of life than children with other disabilities.

According to the results of this research, it can be said that protecting vulnerable children, as well as reducing the long-term consequences of deepening social, economic and health inequalities, will reduce the harm caused by Covid-19 in children with special educational needs and families.

The aim of this study was to evaluate the effectiveness of executive function training on improving social adjustment and management control of hearing-impaired children with cochlear implants aged 8 to 10 years in Tehran.

The present study is a quasi-experimental research with pre-test-post-test and control group. Based on this, among hearing-impaired children with cochlear implantation at Loghman Hospital in Tehran in 1398, 30 children were purposefully selected and randomly placed in 2 groups of 15 people (experimental group and control group). The Adaptive Behavior Questionnaire (Wilde, 1968) and the Control Perception Questionnaire (Weiss, 1999) were used to collect data in two stages: pre-test and post-test. The executive function training package was taught to the experimental group participants during 8 sessions, but the control group participants did not receive any intervention in this regard.

The results of analysis of covariance showed that the intervention based on executive functions has a significant effect on social adjustment and perception perception of hearing-impaired children with cochlear implants in general (p <0.05).

Considering the effectiveness of executive function-based intervention in hearing-impaired children with cochlear implantation, it can be explained that the components of executive functions such as working memory, planning and mental organization can also improve social adjustment and thus perception management. Increase.

The purpose of this study was to evaluate the effectiveness of Therapeutic storytelling on social anxiety and cognitive emotion regulation of blind students.

This research is a quasi-experimental method with a pre-test and post-test design with a control group. The statistical population of the present study includes students of Narjes blind educational complex in Tehran. Thirty eligible individuals were selected by purposive sampling method and randomly divided into two groups of control (fifteen) and experimental group (fifteen). The Labiotz scale of social anxiety and the cognitive regulation of Garnefsky and Craig's emotion were used. The experimental group received ten sessions of story therapy (each session for ninety minutes) as a group and the control group did not receive any intervention. At the end of the course, post-test was performed for both experimental and control groups.

The results of analysis of covariance showed that story therapy had a significant effect on social anxiety and cognitive regulation of emotion (total) and its components such as positive re-attention, focused on planning, review and positive re-evaluation, self-blame, rumination, under Commenting, considering it catastrophic and blaming others in the experimental group compared to the control group.

In general, the results of this study showed that Therapeutic storytelling can help improve social anxiety and cognitive emotion regulation in blind students.

This research aimed to investigate the effectiveness of teaching creative thinking according to Edward Dubono's method on the academic self-concept and school enthusiasm of students with dyslexia in the fourth grade of Tiran and Karvan cities in the academic year of 2020-2021.

In this research, the method was quasi-experimental with a pre-test, post-test design and a control group and a 1-month follow-up. The statistical population was all dyslexic students in Tiran and Krone cities in 2020-2021. The sampling method was available and the number of samples was 30 people who were randomly divided into two experimental and control groups. The experimental group received online creative thinking group training in the De Bono method during 10 sessions, once a week. The measurement tool in this research was the academic self-concept questionnaire (Yi Hysenchin, 2004) and the enthusiasm for school questionnaire (Wang, Violet and Scales, 2011) and the dyslexia diagnostic test (Heidari et al., 2015). The data were analyzed using repeated measures analysis of variance and Bonferroni post hoc test using spss23 software.

showed that the teaching of creative thinking by the de Bono method on general academic self-concept at a significance level of p>0.05, F=32.42 and the effect rate is 0.60, school academic self-concept with F=49.128, the effect rate is 0.82 and Non-academic self-concept was significant with F=32.82 and the effect rate was 0.74. Also, teaching creative thinking by de Bono method on behavioral enthusiasm at a significant level, p>0.05, F=44.801 and the effect rate 0.96, emotional enthusiasm F=25.197, effect rate 0.87 and cognitive enthusiasm with F=22.273 and the effect rate of 0.90 was also significant. Also, the post-test showed a significant difference between the post-test and the follow-up test in the intervention group in both variables.

Based on these results, it can be said that the creative thinking method according to the de Bono method can be effective on the academic self-concept and school enthusiasm of students with dyslexia.

The purpose of this research is  investigation of the transcranial direct current stimulation tDCS, effect on working memory and reading levels of students with Disability of  Reading.

In this semi-experimental study, the statistical population has been all students of elementary school who had Disability of  Reading in Sirjan city in school year of 95-96 that Out of this number, 20 subjects, including 6 boys and 14 girls in the first and second grades, were selected through the sampling method.All subjects were tested in two groups of 10 experimental and  sham groups for 10 sessions and each session for 20 minutes. In the test, the anode electrode on the DLPFC region and the cathode electrode placed on the opposite side shoulder In order to investigate the effect of electrical stimulation, the experimental group exposed to stimulation.

All subjects evaluated before intervention and after intervention by N-back and Disability of  Reading  tests. The results of acquisitive data analysis by using of single-variable and multi-variable covariance showed that tDCS causes improving of working memory and readability of students with Disability of  Reading.

The acquisitive findings indicates that the protocol of tDCS applying causes the network cortical excitability increase of brain regions that play an important role in working memory. It also has potential abilities for improving the effectiveness of rehabilitation in children with Disability of  Reading.

The purpose of this study was to the effectiveness of metacognitive strategies training on cognitive self-awareness and self-regulation of students with learning disorders. It was a quasi-experimental study with pretest, posttest and control group design. The statistical population of the study included all students with learning disorders in Ahvaz in 2019-2020. The samples of this study consisted of 30 men students with learning disorders who were selected through available sampling and according to inclusion criteria.The experimental group received eight ninety-minute sessions during two months while the control group didn’t receive this intervention during conducting the study. The applied questionnaires in the study included Wales's questionnaire of self-awareness, Pintrich's questionnaire of self-regulation. Data were analyzed using univariate analysis of SPSS version 22 software. The results showed that metacognitive strategies training on cognitive self-awareness and self-regulation of students with learning disorders (p<0/001). According to the findings of the present study, metacognitive strategies training can be suggested as an efficient method in order to incrasing on cognitive self-awareness and self-regulation of students with learning disorders.

 The current research was conducted with the aim of standardizing and validating the short form of attitude towards inclusive education of children with special needs. 

In a descriptive-survey design, 354 undergraduate teacher education students of Farhangian University of Yazd and Khorasan Razavi from 4 campuses participated in this study.

The fit indices indicated that the verification model has a good fit (x2/df = 2.87; GFI = 0.98; RFI = 0.96; SRMR = 0.04; CFI =0.98; RMSEA =0.05). The results of the factor loadings of confirmatory factor analysis also showed that the distribution of questions in one factor corresponds to the main test. In order to verify the convergent and divergent validity of the TAIS-IR scale, the use of the preferred teaching style questionnaire and the correlation coefficients between the score of the attitude scale towards inclusion of children with special needs and the student-centered teaching style were positive and significant (r=0.49, p<0.001). ) which indicates the convergent validity of this scale. Also, the scale score of the attitude towards the inclusion of children with special needs had a negative and significant relationship with the teacher-centered teaching style (r=-0.55, p<0.001), which indicates the divergent validity of this scale. Cronbach's alpha coefficients also showed that the TAIS-IR scale has satisfactory internal consistency. In the end, in order to compare the results of future research with the norm group in Iranian culture, the mean and standard deviation of the scale scores for the whole sample and by gender were presented. 

 the results indicated that the final adapted version of the scale (TAIS-IR) has suitable psychometric properties and can be used in Iranian society.