mohammad khamooshi

The aim of the present study was to compare the loneliness in people with hearing impairment, vision impairment and normal people. The statistical population included all people with hearing impairment, vision impairment and normal people in Shiraz city. So, 116 subjects (32 with visual impairment, 21 with hearing impairment and 63 without impairment) were selected as sample size. People with hearing impairment and vision impairment were selected by purposeful sampling and normal people were chosen through multistage random sampling method. The measurement tool was Loneliness Scale. To analyze data ANOVA and MANOVA were used. The results showed that loneliness in people with hearing and vision impairment was significantly more than in normal people. Moreover, analysis of data about subscales revealed that in two subscales of loneliness, loneliness due to relationship with family and affective symptoms of loneliness, loneliness in people with hearing and vision impairment was significantly more than normal people. But, in one subscale (loneliness due to relationship with friends) there was no significant difference between people with hearing impairment, vision impairment and normal people. Due to the higher levels of loneliness in people with sensory impairments, it can be concluded that designing and implementing programs to reduce loneliness is a necessity for promoting mental health in these people.

Background and Present study aimed to criticize and analyze the misdiagnosis of gifted and talented students, and provide necessary guidelines for this problem. Current research was a descriptive and exploratory study. For this purpose, scientific databases were searched using research-related keywords. Among the found related literature and regardless of their publication date, 24 academic accredited papers on differential diagnosis and misdiagnosis of gifted and talented students were selected for further analysis, review, comparison, interpretation, and conclusion. Results showed not only do many of gifted and talented students go unrecognized, but also often get diagnoses indicating pathology. The most common misdiagnoses include learning disabilities, attention-deficit/hyperactivity disorder, Asperger syndrome, oppositional defiant disorder, depression and other mood disorders, and obsessive compulsive disorder. Therefore, in order to avoid these misdiagnoses, it is essential for experts, teachers, coaches, and parents to have a sufficient understanding of giftedness and talentedness. In this paper, after presenting a short introduction, the effective factors in misdiagnosis of gifted and talented students are discussed. Then, the most common wrong diagnoses are listed, and finally, the necessary conclusions are drawn. According to our findings, the lives of the future leaders are at risk. In order to avoid this problem, the identification and diagnosis of gifted and talented students should be done using accurate and accredited diagnosis methods.

This study aimed to examine the effectiveness of sensory integration procedure on reduction of stereotypical behaviors among autistic children. Twenty autistic children from 8 years and 2 months to 14 years of age were selected by purposive sampling from Ordibehesht Autistic Center located in Isfahan. The participants were assigned randomly into either experimental or control groups. The experimental group received eleven sessions of sensory integration therapy. The study design was quasiexperimental with pretest-posttest control group. The participants completed the Repetitive Behavior Scale-Revised (Bodfish et al. 2000). The results of analysis of covariance indicated that the sensory integration procedure was effective in reducing stereotypical behaviors, compulsive behaviors, ritualistic behavior, sameness behavior, restricted behavior and self-injurious behaviors. Given the findings of the present study, it is suggested that the sensory integration procedure apply to the treatment of other disabilities of autistic children.