جستجوی مقالات مرتبط با کلیدواژه « early intervention » در نشریات گروه « علوم انسانی »

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.

Human growth and development includes physical, cognitive, psychological and social aspects. There is no major difference between the different dimensions of growth and development of children with hearing impairment and normal hearing children, and the same training and services that are given to hearing children and their parents are also suitable for children with hearing impairment and their parents with a slight change. This research was conducted with the aim of investigating the principles of early hearing diagnosis and intervention and consultation with children and adolescents with hearing impairment and their parents.

The present research method was descriptive and review type. To collect information, articles, theses and books available in reliable scientific databases were used between 1989 and 2023.

Children and adolescents with hearing impairment and their parents need more specialized support and consultation, and should get help from the support team or the rehabilitation team. Counseling with children with hearing impairment and their parents is divided into two types of informational counseling and supportive counseling. In general, all decisions made for any child with hearing impairment should be based on the parents’ decision about what they want for their child. A psychologist or counselor can help parents of children with hearing impairment in the areas of sharing information, identifying emotional reactions, facilitating the formation of secure attachment, and positively influencing the family system. Therefore, counseling with children with hearing impairment and their parents is very important.

The aim of the present study was to Effectiveness of Child-Centered Neuropsychological Early Interventions Package on Cognitive and Social Performance of Children with Developmental Delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research population consisted of 4-6 year-old children with developmental delay who were under training in kindergartens and preschool centers in Tabriz. The multistage random sampling method was employed in such a way that three regions were selected randomly and from each of them, three kindergartens and pre-school centers were randomly selected. The Wechsler Preschool and Primary Scale of Intelligence-3 (WPPSI-III) and Vineland Adaptive Behavior Scale–II (Vineland-II) was administered on children for screening, and the number of 30 students with development cognitive and social delays and enjoyed inclusion criteria were randomly selected and divided into two experimental and control groups. Afterwards, a 16-session child-centered neuropsychological intervention program was performed on the experimental group and the control group did not receive any intervention. Data were analyzed by the repeated measures ANOVA using SPSS- 22. The results indicated that there was a significant difference between the subjects in the experimental group and control group in terms of cognitive and social performance in post-test and follow up stages (P <0.05). As a result, it can be concluded that a child-centered neuropsychological interventions package has led to an increase in cognitive and social performance in children with developmental delays.

The purpose of this study was to compare the effectiveness of Early intervention and Early intervention with family education on improving the academic ability of Slow-Learner.

The research method was experimental with pretest-posttest and follow-up with a control group. 30 late learners were considered as sample by purposive sampling method. They were randomly assigned to three groups (two experimental groups and one control group). The experimental groups were trained for 20 sessions of 90 minutes in one month. Data obtained from prerequisite reading, math and writing skills tests were analyzed using analysis of covariance.

The results showed that Early intervention and Early intervention along with family education had an effect on the components of academic ability (prerequisite skills of reading, writing and mathematics) and according to the Eta square, it can be said that 51% of the changes were due to the effect of interventions. The results of Tukey test also showed that Early intervention and Early intervention along with family education in the components of academic ability were significantly different from the control group. In addition, Early intervention with prerequisite reading skills along with family education has been more effective. But Early intervention and Early intervention along with family education did not differ in the effectiveness of math and writing skills.

The findings of this study generally confirmed the effectiveness of Early intervention and Early intervention along with family education on improving the academic ability of Slow-Learner.

Children with hearing loss are more likely to fail in social skills due tocommunication limitations than their hearing counterparts, which in turn can severely affect a child’ssocial skills in the future. Given the importance of this issue and the need for such programs in timelyinterventions of these children, the purpose of this study was to determine the effect of timely emotionalsocialintervention program on social development of children with hearing loss less than three years.

In this quasi-experimental study with a pre-test and post-test design witha control group, 16 children with hearing loss were selected from Atra Speech Therapy Center in Karajusing existing methods and considering entry and exit criteria. The instrument used was the Wilde SocialDevelopment Questionnaire. The obtained data were analyzed using analysis of covariance in SPSSsoftware version 20.

The results of covariance analysis showed that socio-emotional intervention had a significanteffect on the social development of hearing loss children (p<0.0001) .the intervention improved thechildren’s social development in the intervention group compared to the control group.

It seems that a socio-emotional intervention program can improve the social developmentof hearing loss children. It is recommended that social skill programs in the early interventional programscould improve the social skills of children with hearing loss in the early years.

Slow learners often demonstrate weaker academic performance than their peers hence are in need of more practice and repetition in learning. The current study seeks to investigate the effects of teaching slow learners the necessary skills to enter the primary school in the form of an early intervention package.

The statistical population included all 6 and 7 year old first graders (27 students) studying in the academic year of 1997-96 in Marivan who had obtained a borderline intelligence score (70- 85) in the assessment plan upon entering the primary school. A total of 19 students underwent the intervention using the available sampling during 20 sessions. A pretest -posttest design was used in this quasi-experimental study performed within the experimental group. The research instruments included an entrance test for assessing primary school students and the 2015 package for early intervention, both developed by the Special Education Organization. Descriptive statistics in SPSS software was used to analyze the data. Also, for the effectiveness of the course, t-test (hoteling and paired student) was used due to the normal distribution of the data.

There is a significant difference between the mean of pre-test and post-test of enhanced subskills at the level of 0.0001. Effect size values: 0.94, 0.78 and 98.8 were obtained, which shows the role of the dependent on the independent variable.

The results show that more attention should be paid to improving the skills of these slow learners in various fields and appropriate interventions should be made from an early age to provide the necessary ground for the development and training of slow learners.

Behavioral and emotional problems are one of the most common psychological problems in childhood and adolescence. Evidence suggests that behavioral problems are more prevalent among intellectual disability children than normal children. Therefore, the present study aimed to determine the effectiveness of a parent-centered intervention based on localized play therapy on behavioral problems of 5-7 years old intellectual disability children. This study was experimental with pretest-posttest design and follow-up with control group. The statistical population consisted of 128 educable intellectual disability children who were educated in special centers in Lordegan in 1397. Thirty people were selected randomly and assigned to two groups of 15 (experimental and control). Rutter Behavioral Problems Questionnaire was administered to two groups as pre-test. Then, the experimental group's parents received a 12-session localized game therapy intervention and the parents of the control group did not receive the intervention. At the end of the intervention period and 3 months later, Rutter's Behavioral Problems Test was again administered to the two groups as posttest and follow up, respectively. Data were analyzed using ANOVA with repeated measures. Results showed that there was a statistically significant difference between the performance of the two experimental and control groups in the rate of behavioral problems (p <0.001). Therefore, it can be concluded that the localized play therapy intervention program has been effective in reducing the behavioral problems of intellectual disability children and the survival of the intervention program remained after 3 month.

Abstract Today, in restoring the order ruptured by terrorist acts, the mission of the legal systems and governments actuality is not summarized to the legislation of punitive laws and the constitution of criminal responses after the occurrence of terrorist crimes. But in order to control terrorism, a new strategy has been presented in legal literature, and legislative regimes have been equipped with legitimate mechanisms called preemptive strategies before the occurrence of terrorist crimes. Accordingly, with regard to the ineffectiveness of punitive-based strategies after the occurrence of terrorist attacks, the main question of this article is: what are the Preemptive measures in confronting terrorism and their nature, components And the basics of justification? In trying to answer to the question, this article uses a descriptive-documentary research method. Based on the results of this study, preemptive approaches of containment of terrorism have a preventive, punitive, retributive, restrictive and obligatory nature, and their components include legal status, early intervention in imminent danger, non-entry into the criminal proceedings and exceptional which would be taken against suspects of terrorist crimes. Preemptive measures have justification bases such as precautionary, risk management, difficulty in prosecuting perpetrators, transforming the concept of liability and reducing damages

The ineffectiveness of punitive-based approaches after the occurrence of terrorist attacks in preventing this criminal phenomenon has led to the development of new strategies in order to control terrorism through preemptive mechanisms and the adoption of preventive measures before the occurrence of terrorist crimes. The present article by using descriptive-documentary research method seeks to answer the question that, in order to prevent the harmful risks of terrorism in the precrime stage, what Anticipatory measures have been presented in legal systems? Findings of this research demonstrate that today Anticipatory approaches to containment terrorism have a special station in legal systems. legislative systems by adopting Anticipatory mechanisms before the occurrence of terrorist threats, Have the future-based approach Against this dangerous phenomenon. The most important Anticipatory strategies to control terrorism to include the limitation or prohibition of ownership, financial transparency and prevention of terror financing, communication, training and employment restrictions, residence and monitoring obligations , control on travelling and inspect places. Safeguards for Anticipatory measures in the face of terrorism include administrative measures, Control orders and arrest.

Learning Disabilities or Learning Disabilities is the name of the whole that covers a wide range of learning problems. Learning disabilities do not mean a defect in intelligence or motivation. This study examines the effects of early childhood education and intervention on pre-school children and examines possible learning disabilities in primary school students. In this study, the articles indexed in various publications on the Internet and reputable sites were examined. In the collection, among the written works, including various articles and reports from reputable internet sites, were reviewed and concluded by library method. In short, any benefit from early learning is short-lived, and the negative side effects of these efforts are manifested in the reduction of motivation to learn and develop social skills and thus become passive. Early and unplanned education in some children can lead to learning disabilities in the future. One of the causes of these disorders is intensive and heavy learning at a young age and before school and pressure on the child. Early learning in all children does not lead to learning disabilities. Researchers say that learning and stimulating learning in children before going to school does not start properly and in a timely manner, which can delay brain development for decades. Therefore, experts emphasize the use of preschool to strengthen children's brain ability. A joint study by the University of London's Children's Health Institute and the Children's Rescue Institute shows that the speed of communication in children's brains is twice that of adults.

The purpose of the present study was adoption and validation of Superior Auditory Verbal Early Intervention Program (Superior AVA) to improve the speech skills of children with hearing loss.The present research was a fundamental research. The study population included professionals of psychology and education of exceptional children and educators of children with hearing loss. 3 specialists of psychology and education of exceptional children and 3 educators of children with hearing loss participated in this study. They were selected by purposive sampling method. Validation process of program was done in five steps: study of program's theoretical principles, literature review and review of current programs, adopting contents of the program, validation of program contents and explaining the validation of program. Delfy approach for adoption of program contents, Triangulation of investigator for validation, reliability coefficient of criterion tests (agreement percent method) for determining reliability and Lawshe method for determining content validation index was used. Data were analyzed by SPSS24.Findings showed that the reliability of the program using the percentage of expert agreement was 85% and the content validity index was 0.89.Based on results, superior AVA program has high validity and reliability for improving speech skills of children with hearing loss. Using superior AVA program, that has high validity and reliability, it is possible to improve speech skills of children with hearing loss.

The purpose of this study was to determine the effectiveness of a parent-centered intervention based on Incredible years on adaptive behavior of 5-7 years old intellectual disability children. This study was experimental with pretest-posttest design and follow-up with control group. The statistical population included all educable intellectual disability students who were studying in special centers in Lordegan in 2018. Thirty people were randomly selected and assigned to two groups of 15 (experimental and control). The vinland Adaptive Behavior Questionnaire was administered to the two groups as a pre-test. Then the parents of the experimental group were treated to an incredible interventional program for 12 sessions and the control group's parents did not receive any intervention during this period. At the end of the intervention period and 3 months later, the Vineland Behavioral Test was again administered to the two groups as post-test and follow-up respectively. The obtained data were analyzed by repeated measures ANOVA using spss22 software. The results showed that there was a statistically significant difference between the performance of the two experimental and control groups in adjustment behavior (p <0.001). Therefore, it can be concluded that the intervention program of the incredible years was effective in improving the behavioral behavior of intellectual disability children and the subscales of occupational problems, socialization, communication and self-help dress , and the viability of the intervention program remained after 3 months.

All people in a community, especially students, do not have equal learning power at different ages and periods of study. It is clear that working with slow-moving students should be distant from negative attitudes and bias. This attitude must be created in the educational community and the family, that slow learners are members of the ordinary society. In other words, if a slow learner child does not have a proper education in the educational system and finally, with exceptional labels, they enter specialized centers, indicating the inadequacy of the educational method. Slow Learner children start their primary school compared to their middle aged peers in terms of knowing words, math skills, writing, and recognizing letters. If early interventions are not provided to them at a time, they will be provided with a variety of crises. Early intervention is one of the concepts that have entered the field of psychology and education of children with special needs in recent years. Early intervention is not only useful for the treatment of people with disabilities, but also for all students with some degree of educational weakness. These interventions, which include enhancing physical-motor skills, socializing skills, achieving values, gaining intellectual competence, learning language systems, preparing reading, writing and computing, aesthetics, and self-empowerment, have a great impact on improving these novices. The only hope is that educators, advisers, and psychologists will be using information, new theories and techniques with the help of students, teachers and parents

The aim of the present study was to develop a child-centered neuropsychological Earlyinterventions package and to assess its effectiveness on the performance of children with developmental cognitive delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research population consisted of 4-6 year-old children with developmental delay who were under training in kindergartens and preschool centers in Tabriz. The multistage random sampling method was employed in such a way that three regions were selected randomly and from each of them, three kindergartens and pre-school centers were randomly selected. The interventions were designed by the researchers. Then, the Wechsler Preschool and Primary Scale of Intelligence-3 (WPPSI-III) was administered on children for screening, and the number of 30 students with development cognitive delays and enjoyed inclusion criteria were randomly selected and divided into two experimental and control groups. Afterwards, a 16-session child-centered neuropsychological intervention program was performed on the experimental group and the control group did not receive any intervention. Data were analyzed by the repeated measures ANOVA using SPSS- 22. The results indicated that there was a significant difference between the subjects in the experimental group and control group in terms of linguistic performance in post-test and follow up stages (P <0.05). As a result, it can be concluded that a child-centered neuropsychological interventions package has led to an increase in linguistic performance in children with developmental cognitive delays.

The purpose of this study was to examine the impact of family-based psychological and educational early interventions on the development of cognition and social skills of children with autism disorder. The method of the study was experimental. For this purpose, using random sampling method, thirty-six children with autism disorder under five years old were selected and assigned to experimental and control groups. In order to collect data, first, Newsha Development Evaluation Test (2008) was implemented on the subjects. Consequently, the intervention program was conducted in15 sessions of 90 minutes on during six months, and data was analyzed using covariance analysis. With regard to the results of analysis of covariance in connection with the interactive impact of gender with a group, it should be said that there is no interactive impact in the effectiveness of family-based psychological and educational early interventions on the development of cognition and social skills of children with autism disorder Also, the findings indicated that there was significant difference between control and experimental groups in cognition(P

In this study, a systematic examination of evidences on the efficacy of preventive interventions, early interventions, harm reduction interventions, and treatment of tobacco and illegal drugs (cannabis, opioid, amphetamine, and cocaine) abuse in adolescents was carried out. Tax levies, general public prohibition, advertisement limitations, are useful tools to reduce tobacco use, but are of no avail for illegal drugs. Current evidence on school-based prevention is affected by methodological complications. Interventions that benefit from skills training, are more efficient with making individuals aware. Evidence indicating efficacy of social norms interventions and intensive interventions for reduction of drug use in adolescents is not considerable. Interventions used to reduce harms due to drug injection have an efficacy of average to high. However, more research must be done on adolescents. Insufficient access to information and data concerning the use of harmful drugs indicates a need for experimental interventions – already proved to be efficacious for adults. The current evidence is from countries with high GDP; this fact implies that using such evidence in countries and cultures with different age, sex, and risk vulnerability levels brings about uncertain results. More attempts have to be made to increase evidence on interventions aiming reduction of drug use in adolescents.

Preventive detention of mental disorders applies for ensuring public protection and for preventing potentially dangerous offenders from reoffending. Former Article 48 and Article 150 of Islamic penal code 1392 are the most important examples of the preventive approach in Iran's law. In fact, preventive detention is a sort of pre-emptive action for public protection. In this measure, criminal law is moving from a retributive approach to a forward-looking approach and applied to pre-crime. Therefore, the article, examines this approach with emphasis on Article 150 of the Islamic Penal Code of Iran and the United States of America’s and France's law that are examples of punitive penal policy.

Faranak Program is a Parent-Child Mother Goose Program which uses Cued Speech with parents of hearing impaired kids under three years old in an orally setting environment. The Parent-Child Mother Goose Program is a group experience for parents and their babies and young children who focus on the pleasure and power of using rhymes, songs, and stories together. Parents gain skills and confidence which can enable them to create positive family patterns during their children's crucial early years, and give their children healthy early experiences with language and communication. The Program can be run in a variety of settings and can be offered either to a particular client group or to the public at large. We used the pleasure and power of rhymes, songs and stories taught and experienced orally in a group setting to nurture the parent-child relationship and to foster family wellness in families of deaf babies (under 3 years old).Weekly sessions were held for the group of parents with their children. Pre-test and post-test was used to evaluate their stress level, acceptance and mental health. The Faranak parent-Child(Mother goose) program can be used as an effective early intervention program which has both psychological and audiological, rehabilitation aspects in it for newly diagnosed hearing impaired infants and their parents.

This study compares the effect of early and late interventions on social development in students with hearing loss.

It is descriptive-comparative research. The statistical population involved 178 students with hearing loss. To select the sample, random method was used. To collect the data, an author-made questionnaire and a standard questionnaire (Grisham) were used. There was referral to the students’ medical and rehabilitation records. The research hypotheses were analyzed by independent T Test.

The results showed that the age of hearing loss diagnosis and the age of speech therapy has a significant relationship with students’ social development.

There is a significant relationship between early intervention and social development in children with hearing loss.