فهرست مطالب غزال اسکندر نژاد

The present study was conducted with the aim of comparing the effectiveness of two storytelling methods through visualization and pantomime on the emotional dyslexia of students with hearing problems.

The research is of an applied type and an experimental research design and in the form of a pre-test-post-test with a control group. The statistical population of this research includes all deaf female students aged 7-14 years old in District 20 of Tehran who were studying in 1400-1401. The sample used was selected based on the opinion and purpose of the sampling method. 24 students from 14 to 7 years old were selected in an accessible and targeted manner and randomly divided into three groups (8 people in the group of storytelling training through mental imagery, 8 people in the group under training with pantomime and 8 people in the control group) were replaced. In this research, the analysis of emotional dyslexia of Toronto (Bagby, Parker and Taylor, 1994) was used.

In the research, it is reported that the deviation of the standards in the pre-test and post-test stages is reported in the experimental and control groups. And you can see that emotional ataxia has decreased in the post-test of the experimental groups. It means that both methods in identification were about the same size. But there was a significant difference between the experimental groups and the control group, which shows that the narration through both methods and pantomime over visualization has been effective in diagnosing the treatment and has become a reduction.

The results showed that the difference between the experimental groups of storytelling through illustration and pantomime is not significant in the difficulty in identifying emotions. This means that both methods have been equally effective in the difficulty of identifying emotions. But there was a significant difference between the experimental groups and the control group, which shows that storytelling through both visualization and pantomime methods has been effective and effective on the difficulty in identifying emotions and has led to its reduction.

Hearing problems often make the social life of hard of hearing children difficult. Therefore, it is important to deal with solutions that help these people.The present study was conducted with the aim of comparing the effectiveness of two storytelling methods through visualization and pantomime on the emotional and behavioral disorders of students with hearing problems. For this purpose, from the statistical population of all deaf female students aged 14-17 years in the 20th district of Tehran in 1400-1401, a sample of 24 people was selected in an accessible and purposeful way and randomly divided into three groups (8 people in the group under Storytelling training through visualization, 8 people in the training group were replaced by pantomime and 8 people in the control group. In this research, Achenbach's Child Emotional Behavior Inventory were used. The data from the questionnaires were analyzed by SPSS22 software. The findings showed that storytelling through pantomime reduces law-breaking behaviors (one of the components of emotional and behavioral disorders) (P < 0.05) and storytelling through imagery and pantomime to the same extent reduces aggressive behaviors (one of the components of disorders emotional/behavioral) (P < 0.05). it is affect Therefore, the use of storytelling through visualization and pantomime is recommended to reduce the law-breaking behaviors, and aggressive behaviors in students with hearing problems.

Hearing problems often make the social life of hard of hearing children difficult. Therefore, it is important to deal with solutions that help these people.The present study was conducted with the aim of comparing the effectiveness of two storytelling methods through visualization and pantomime on the emotional and behavioral disorders of students with hearing problems. For this purpose, from the statistical population of all deaf female students aged 14-17 years in the 20th district of Tehran in 1400-1401, a sample of 24 people was selected in an accessible and purposeful way and randomly divided into three groups (8 people in the group under Storytelling training through visualization, 8 people in the training group were replaced by pantomime and 8 people in the control group. In this research, Achenbach's Child Emotional Behavior Inventory were used. The data from the questionnaires were analyzed by SPSS22 software. The findings showed that storytelling through pantomime reduces law-breaking behaviors (one of the components of emotional and behavioral disorders) (P < 0.05) and storytelling through imagery and pantomime to the same extent reduces aggressive behaviors (one of the components of disorders emotional/behavioral) (P < 0.05). it is affect Therefore, the use of storytelling through visualization and pantomime is recommended to reduce the law-breaking behaviors, and aggressive behaviors in students with hearing problems.