hossein akbarifar

The purpose of this research was to develop and validate the quick word finding cognitive rehabilitation package and its effectiveness on phonological awareness of children with special learning disorders characterized by reading.

This research was applied in terms of purpose and in terms of data collection method it was of mixed type (qualitative-quantitative). The statistical population of this research included all 7-10 year old elementary school students in Shadgan city with a diagnosis of reading learning disorder, 30 of these students (15 experimental group and 15 control group) were selected by available sampling method. In the pre-test phase, the sample answered the phonological awareness test by Kazemi and Soleimani (2004). In order to test the hypotheses, the mixed variance analysis method was used in SPSS23 statistical software. 

The results of the research showed that the cognitive rehabilitation program for quick word finding is based on the components of homogeneity detection, rhyme detection, phonological combination, identification of words with the same initial phoneme, identification of words with the same final phoneme, phonetic intersection, naming and deletion of the final phoneme, deletion of the middle phoneme and Naming and removing the initial phoneme is effective at different levels. The results showed that the changes were maintained until the follow-up stage.

Based on the results, it can be said that the quick word finding cognitive program can be effective in improving phonemic awareness and ultimately reducing learning disorders. Keywords: rapid word finding cognitive program, auditory sensitivity, auditory memory,

Having a child with disability or disease in the family causes a great deal of stress for parents, especially for mothers, because they may experience more stress, feeling of guilt, and fatigue compared to other parents. The present study aimed at investigating the effectiveness of cognitive-behavioral training on decreasing the punitive behavior in the mothers of students with intellectual disability.

This research was an experimental study with control group pretest-posttest design. The study population included the mothers of all primary school students with intellectual disability in Shadgan city in the academic year of 2014-2015 (i.e. 90 mothers in total). Based on inclusion and exclusion criteria, 20 mothers were selected as the sample and then randomly placed into the experimental or control group. Sessions of cognitive-behavioral training was conducted for the experimental group, while no training was done for the control group. Data were collected by Punishment Questionnaire (Malekpour, 1997) and clinical interview. Analysis of covariance was used to analyze the data.  

Results of data analysis showed that cognitive-behavioral training significantly decreased the punitive behavior in the mothers of students with intellectual disability, in such a way that mothers in the experimental group showed significantly less punitive behavior than mothers in the control group at the posttest phase (P=0.001, F=539.494).

Based on the results of the present study, cognitive-behavioral training can be used as an accepted method to solve the psychological problems of parents and to reduce the punitive behavior in the mothers of students with intellectual disability.