فهرست مطالب adel mohamadzade

Autism spectrum disorder (ASD) is a developmental disability that can cause significant communication challenges. Because communication skills are essential to developing other skills, it seems necessary to use early interventions to improve communication skills in children with ASD. Therefore, the aim of this systematic review was to summarize current research about the effect of the Hanen parent program on the communication, interaction, and language skills of children with ASD. Accordingly, it was searched for all articles and dissertations indexed in Persian and foreign databases, in ScienceDirect, Sagepub, Eric, Wiley, Springer, Pubmed, ProQuest, Noormags, Sid, Magiran, and Irandoc in the period 1990 to 2022; using a combination of expressions including “autism spectrum disorder”, “Hanen parent program”, “communication skills” and “early intervention”. Thus, according to the eligibility criteria (Inclusion and exclusion), thirteen articles were included in this systematic review. The results of these studies showed that the Hanen parent program can lead to the natural acquisition of communication skills in children with ASD by relying on strategies in the natural environment and parent-child interaction. Therefore, it is suggested that the Hanen parent program be used as a beneficial early intervention for children with ASD. However, due to the research limitations that reduce the generalization of the results, its effectiveness requires more detailed studies.

Because the deficiency of communication skills in children with autism spectrum disorder (ASD) has a negative effect on the relationship between them and their parents, it seems necessary to use early interventions to improving the communication skills of these children. Therefore, the purpose of this study was to investigate the effectiveness of Hanen parent program on the parent-child relationship of families with children with ASD.

Methods and Materials:

 This study was pre- test/ post- test and follow up with control group design. The Statistical population of this study included all children with ASD (ages 3 to 7) that lived in Isfahan county. The research sample included 22 children and their parents that were selected by convenience sampling. These participants assigned in two groups of 11 people, the experimental group and the control group. Then, parents of the experimental group received Hanen parent program for 3 months and 2 sessions per week. At this time, the control group did not receive any intervention. The study data collected by the child- parent relationship scale- CPRS (Pianta, 1994). The repeated measures MANCOVA analysis was used to analysis of data.

The results showed efficiency of Hanen parent program on child- parent relationship and Subscales (conflicts, closeness and dependence) is significant in α= 0/05 level.

According to the results of the present study, Hanen parent program can be used to improve the quality of child- parent relationship in children with ASD and their parent by providing opportunities for parent training.

Specific learning disability (SLD) is disability or disorder that the Individuals with Disabilities Education Act (IDEA) definition refers to it, affects a specific academic skill or domain. According to IDEA, SLD is defined as follows: The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, spell, or do mathematical calculations. Such a term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such a term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities; of mental retardation; of emotional disturbance; or of environmental, cultural, or economic disadvantage (Jacobs, Flanagan and Alfonso, 2016). One of the main problems of students with SLD is Dyslexia. Developmental dyslexia is the most widely used term for children who experience severe difficulties in learning to decode print. Children with dyslexia find it hard to recognize printed words, have great difficulties ‘sounding out’ unfamiliar words, and often also read slowly. In European languages, which have more regular writing systems than English, the main symptoms of dyslexia are poor reading fluency and spelling but the predictors of reading (and dyslexia) are the same, namely letter knowledge, phoneme awareness and rapid naming (RAN) skills (Hulme and Snowing, 2016). Theretofore, several intervention have been used to improve Dyslexia in students with SLD, that one of them is morphological awareness instruction. Researchers have documented that a conscious awareness of the morphological is related to reading skills (Cunningham and Carroll, 2015). Words are composed of morphemes, the smallest units of language that convey meaning. Morphemes can be free (i.e., base1 words; book, clap, good, hook) or bound (i.e., prefixes and suffixes, collectively known as affixes; books, clapped, goodness, unhook). Words that consist of only a free morpheme are monomorphemic, and words that contain both free and bound morphemes are multimorphemic. Multimorphemic words can be inflected or derived. Inflected morphemes change the tense or number of a free morpheme (e.g., clapped, books), whereas derived morphemes change the part of speech and/or meaning of the base word (e.g., goodness, unhook). Prefixes always modify the meaning of a base word, whereas suffixes may or may not affect base words’ meanings (Apel and Werfel, 2014). Morphological awareness refers to an individual’s ability to consciously consider the structure of words in terms of the smallest meaningful units and to analyze and manipulate these units (Larsen and Nippold, 2007; Apel and Werfel, 2014). Morphological awareness can be operationalized as an individual’s performance on tasks that require conscious analysis of the morphological structure of words (Berninger, Abbott, Nagy and Carlisle, 2010; Apel and Werfel, 2014).

The purpose of this study was to investigate the efficiency of play therapy based of morphological awareness on dyslexia in students with SLD. Material &

This study was pre-test/ post-test control group design. The statistical population of this study included all female students with SLD that studied at grade 2 in schools of Dorche city in 2016. The sample included 30 students that were selected by Simple Random Sampling from this population and then assigned in two groups of 15 people (experimental group and control group). The experimental group received the play therapy based of morphological awareness in 10 sessions and 3 times a week. At this time, the control group didn’t receive any intervention. The study data collected by the NAMA reading and dyslexia test (korminori & Moradi, 2005) and teacher-made test of reading. MANCOVA analysis was used to analysis of data.

The results showed efficiency of play therapy based of morphological awareness on dyslexia in components of chain words (F=9.270 and P=0.006), reading time (F=5.596 and P=0.027) and correct reading (F=5.264 and P=0.030) is significant in α=0.05 level. But, it is not effective on reading words (F=1.696 and P=0.206) and Reading nonwords (F=0.660 and P=0.425) in this students.

According to the results of this study, since that morphological awareness is related to perceiving Words and also, it is effective in Meaning words. This results is in accordance with the results of various studies, as such as (Apel & Werfel, 2014; Good & et al; 2014; Wouters & Ghesquière, 2015; Cunningham & Carroll, 2015; Vaknin-Nusbaum & et al, 2016; Lyster & et al, 2016). Therefore, suggest to be used of play therapy based of morphological awareness for decrease dyslexia in students with specific learning disability

The purpose of this study was to investigate the effectiveness of intervention based of life story on emotional adjustment and perceived competence in adolescents with mild intellectual disability. This study was type of applied research and the design of research was experimental pre-test/post-test with control group. That way, by simple random sample and considering inclusion and exclusion criteria, 30 people were selected from the population of adolescents with intellectual disability (16 to 24 years old) that studied at exceptional schools of Dorche city of Isfahan in 2016. Then these participants were randomly assigned into either control or experimental group (15 per group). The experimental group received life story intervention for 17 sessions and 3 sessions per week. The study tools were included the adjustment inventory for school students- AISS (Sinha & Singh, 1993) and Harter's perceived competence scale (1982) and MANCOVA analysis was used to analysis of data. The results showed efficiency of intervention life story on emotional adjustment and perceived competence is significant in α=0.05 level. Therefore life story intervention can be used to increase emotional adjustment and perceived competence adolescents with mild intellectual disability

Overall, the pattern of disruptive behaviors, such as attention-deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), conduct disorder (CD), depressive disorders and anxiety disorders are introduced by emotional and behavioral disorders (EBD). Since this disorders cause some problems in children and others in school, home and other social location and also, effect on their psychosocial function and academic achievement, so that it is necessary to use interventions for decrease behavioral problems of these children. The purpose of this Study was introduction incredible years program (IYP) for decrease behavioral problems of these children. The books and scientific papers surveyed in this field from scientific databases, since 1995 until 2017.
The literature research show that it can be used from incredible year program for decrease behavioral problems in children with EDB, as effective, low costs and affordable intervention in school and rehabilitation clinics.

The purpose of this study was to investigate the effectiveness of targeted reading intervention (TRI) on comprehension in students with specific learning disability (SLD). The design of study was quasi experimental pre-test/post-test with control group. The statistical population consisted of all male students with SLD at grade 3 at schools of Dorche city in 2016. The sample included 30 students that were selected by Simple Random Sampling and then assigned into two groups of 15 people (experimental group and control group). The experimental group parents received the targeted reading intervention (Sisson and Sisson, 2014) for 12 sessions and 3 sessions in per week. At this time, the control group didn’t receive any intervention. The data was collected by the NAMA reading and dyslexia test (korminori and Moradi, 2005) and MANCOVA was analyzed. The results showed that TRI was efficient on comprehension was significant with α=0.05 level. Therefore, the targeted reading intervention can be suggested to increase comprehension skills of students with SLD.

Children with Specific Learning Disabilities (SLD) include 5.4% of the all population. The Purpose of this Study was introducing the pattern of strengths and weaknesses to identify and diagnosis of children with SLD. Therefore, the books and scientific papers were reviewed from scientific databases, since 1995 until 2016. The literature review showed that the pattern of strengths and weaknesses is one of the models that are used to identify children with Specific learning disorders. The pattern of strengths and weaknesses includes three model 1- Aptitude-Achievement Consistency, 2- Consistency-Discrepancy, 3- Concordance-Discordance, which all of them evaluate abilities and disabilities in children with SLD.
The pattern of strengths and weaknesses can identity abilities and disabilities in cognitive and academic skills and relationship between them offers overall profile of child with SLD.

The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) that studied at exceptional schools of Khomeynishahr city in 2016. The sample included 30 children with their parents that were selected by Simple Random Sampling from this society and then assigned in two groups of 15 people (experimental group and control group). The experimental group parents received the incredible years program (Webster-Stratton, 2011) in 12 sessions and one session in per week. The study data collected by Social skills rating system-SSRS (Gresham and Elliott, 1994). MANCOVA analysis was used to analysis of data. The results showed efficiency of incredible years program on social skills and Subscales (self-Control, Assertion and cooperation) is significant in α=0.05 level. Therefore incredible year’s program can be used to increase social skills in children with intellectual disability.