جستجوی مقالات مرتبط با کلیدواژه « کم توان ذهنی » در نشریات گروه « علوم تربیتی »

The research was carried out with the present aim of the effectiveness of schema therapy on primary maladaptive schemas in mothers with intellectual disability children in Quds city. This study was conducted as a semi-experimental research with a pre-test and post-test design with a control group. The statistical population of this research included all the mothers of intellectual disability students in Quds city in the academic year of 2022-2023, from which 30 people were selected by the available sampling method and were randomly divided into 2 groups of 15 people, experimental and control. Young Schema Questionnaire (YSQ-SF) was completed by both groups as a pre-test, then the experimental group received 12 sessions of schema therapy and the control group went through their normal daily schedule. Then, both groups were given a post-test and the research data were analyzed using descriptive statistics (central tendency and dispersion indices) and inferential (covariance analysis) methods in Spss version 22. The results showed that schema therapy had a positive and significant effect on reducing initial maladaptive schemas (h=0/628, P<0/001). Using schema therapy as an effective treatment can reduce and adjust the initial maladaptive schemas of mothers with intellectual disability children and help improve their mental status and daily life

Following the changes in education after the covid-19 pandemic, teachers of students with mental disabilities received different experiences. The aim of the present study was to investigate the lived experience of educators of intellectually disabled students from electronic education during the Covid-19 era.

This study was of qualitative type using phenomenological method. Data were collected through unstructured interviews and analyzed by Smith's method. The population of this research was all teachers of exceptional schools in Karaj city. Sampling was done purposefully and with 20 people.

An in-depth analysis of the teachers' views led to the identification and classification of 11 main themes, 27 sub-themes and 55 primary codes, some of which are considered strengths (parents being informed about the educational process, constant access to students, easy communication between students and the promotion of instructors) and some others as weaknesses (decreasing student and instructor concentration, student inability to use teaching tools, lack of special educational requirements for students with mental disabilities, energy-consuming virtual education, difficulty in measuring learning, communication problems with parents and problems personal and family for the coach) were introduced.

By combining the strengths of face-to-face and online education, an effective step can be taken in improving the quality of learning of intellectually disabled students. In addition, when necessary, it is necessary to design a special electronic system for this category of students.

The aim of this research was the effectiveness of imago therapy training oncognitive flexibility and cognitive avoidance of mothers with mentally retarded children.

The method of this research was semi-experimental and was carried out usinga pre-test-post-test design with a control group. The statistical community consisted of all mothers withmentally retarded children in Birjand city in 2022-2023. 28 mothers of intellectually disabled children wereselected from among the statistical population using the available sampling method, and they were randomlyreplaced in the form of two experimental (14) and control (14) groups. In this research, in order to collectresearch data, cognitive flexibility questionnaire by Dennis and Vanderwaal (2010) and cognitive avoidanceby Sexton and Dagas (2008) were used. The experimental group underwent imagotherapy training for 10sessions of 9 minutes, while the control group did not receive the training certificate. The data were analyzedthrough multivariate analysis of covariance.

The results of the research data analysis showed that imago therapy training was effective inimproving cognitive flexibility and reducing cognitive avoidance of subjects (P<0.01).

The results of this research indicated the useful application of imago therapy training approachin improving cognitive flexibility and reducing cognitive avoidance of mothers with intellectually disabledchildren.

Mentally retarded children are children who differ from normal children in at least one area of mental characteristics, sensory abilities, communication skills, social behavior, and physical characteristics.

The aim of this study was to the effectiveness of Fordyce Happiness Education on resilience and psychological well-being of parents with mentally retarded children.

The present study was a quasi-experimental with a pretest-posttest design with a control group and a one-month follow-up period. The statistical population of the study included all parents with children with mental disabilities in Gonbad Kavous. 30 parents with children with mental disabilities were assigned to the experimental and control groups by voluntary sampling method (15 parents in each group). The experimental group underwent Fordyce Happiness training for 8 sessions of 90 minutes for two months. In this study, Connor and Davison (2003) Resilience Questionnaire and Reef Psychological Welfare Questionnaire (1988) were used. The data were analyzed by repeated measures analysis of variance.

The results showed that Fordyce happiness training has a significant effect on resilience and psychological well-being of parents with mentally retarded children. Thus, Fordyce Happiness Education has been able to increase resilience and improve the psychological well-being of these parents.

According to the results of the present study, Fordyce happiness training by using the technique of expressing emotions, avoiding worrying thoughts, living and getting acquainted with a healthy personality and parenting competency training can be an effective way to increase resilience and well-being. Psychology of parents with mentally retarded children.

The aim of research was determine the social anxiety model of parents of children with intellectual disability: The role of parenting styles with mediation of cognitive emotion regulation strategies.

The present study was descriptive from correlation type. The research population was parents of intellectual disability elementary students of Urmia city in 2020-21 academic years. The sample size based on Krejcie and Morgan table determined 200 people who according to prevalence of covid-19 were selected by available method. The research tools were social anxiety inventory (Connor et al., 2000), parenting styles questionnaire (Baumrind, 1991) and cognitive emotion regulation questionnaire (Garnefski et al., 2001). Data were analyzed by structural equation modeling method in SPSS-26 and LISREL-8.5 software.

The findings showed that permissive parenting on positive strategy of cognitive emotion regulation, authoritarian and authoritative parenting on positive and negative strategies of cognitive emotion regulation, and positive and negative strategies of cognitive emotion regulation and permissive and authoritarian parenting on social anxiety had a direct and significant effect (P<0.05), but permissive parenting on negative strategy of cognitive emotion regulation and authoritative parenting on social anxiety didn't have a direct and significant effect (P>0.05). Also, authoritarian and authoritative parenting with mediation of positive and negative strategies had an indirect and significant effect on social anxiety (P<0.05), but the permissive parenting with mediation of positive and negative strategies had no indirect and significant effect on social anxiety (P<0.05).

According to the findings, for reduce social anxiety can provide basis for modifying parenting styles and cognitive emotion regulation strategies.

The present article was done with the aim to investigate the effectiveness of cognitive-behavioral play therapy on attention and concentration and social adjustment of students with intellectual disability. The research method was quasi-experimental with a pretest and posttest design plus control group. The statistical society consisted of male students with intellectual disability in second grade of elementary exceptional schools during 2021-2022; among them 30 students were selected and categorized in experimental group (15) and control group (15). Wechsler (4th edition) scale used to evaluate students` attention and concentration of active memory and Sinha and Singe (2002) for social adjustment. Prior to the study, Pre-test of attention and concentration and social adjustment was implemented in both groups. The experimental group received cognitive-behavioral play through the training package in 12 sessions, but the control group did not receive any intervention. After the Intervention in the post-test stage, both of the groups answered to the same questionnaire of pre-test stage. The research data was analyzed with one way and Multivariate Covariance Analysis. The cognitive-behavioral play had a positive effect on the increase of students’ attention and concentration and social adjustment and their subscales (P<0.05). According to the effectiveness of the cognitive-behavioral play, it was suggested to apply periodically the methods of cognitive-behavioral play training with the aim to increase intellectually disabled students` attention and concentration and social adjustment.

The effectiveness of narrative therapy on the feelings of inferiority and depression of mothers of mentally retarded children was the aim of this study.

This quasi-experimental study was performed using a quasi-experimental approach and using a pre-test-post-test-follow-up design with a control group. The statistical population consisted of all mothers of mentally retarded children in Kashan in the academic year 1398-1399. Using the available sampling method, 24 people were selected as a sample and randomly assigned to two groups of 12 people (experimental and control). Participants answered Beck Depression Inventory (1961) and Yao et al.'s (1997) Standard Questionnaire on Pre-Examination, Post-Examination, and Follow-up. The experimental group received narrative-therapy intervention in 8 sessions of 1.5 hours and two sessions per week, while the control group did not receive any intervention during the study. Finally, the research data were analyzed by analysis of variance with repeated measures and at a significance level of 0.05.

The results showed that the mean scores of depression and feelings of humiliation in the experimental group compared to the control group decreased significantly in the post-test phase and this decrease remained relatively constant in the follow-up phase (p<0.001).

Based on the results of research, narrative therapy can be considered as an effective intervention method in reducing the psychological problems of mothers of children with mental disabilities.

The main purpose of the current study was to compare the effectiveness of education of using conceptual map and traditional methods on learning, retention and cognitive load of mental retardation students in Experimental science course.

has been quasi-experimental with pretest- posttest outline with control group. Statical community of this study includes all third-grade intellectual disable students in Tehran that 30 of them were selected through random sampling were located in two test and control groups. For each group, first, the pretest learning run, then in test group, the teacher presented subjects (issues of materials, measurements of materials, water) to students completely and use conceptual map as a complement for educational concept. But the teacher, in the control group, continued his own conventional methods for teaching concepts in science lesson. At the end, learning & cognitive load posttest and after three weeks, the retention test was run. As well as, to measure the cognitive load on memory, mental method was used (using questionnaires).

showed that there is significant difference between student's learning in test and control groups (0/007) and there is significant difference between their retention (0/04).

In terms of, cognitive load imposed on student's memory, less cognitive load imposed on students in test group compared to control group (0/001).

The purpose of this study effectiveness of social skills instruction by method of multimedia instructional on the rate of social compatibility mental disable male Students in Eighth grade of secondary school And the application of the quasi-experimental method was pre-test - post-test control group. To this purpose 40 male students Mentally retarded in the eighth grade of junior high school of Tehran were selected using random sampling, Using a pre-test and post-test quasi-experimental design with experimental and control groups were measured. The experimental group of eight 45-minute sessions (one session per week) using multimedia software ​​by researchers-made trained, but training was not provided to the control group. Collection tools of date, adaptive behavior Scale was researcher-made Vaylnd and educational multimedia applications. Data obtained were analyzed using multivariate analysis of multivariate covariance. The results showed that the experimental group was significantly greater mean Adaptive Behavior than the control group (p>0/001). As well as Adaptive Behavior of the experimental group scores in communication skills, social skills and life skills were significant (p>0/001) but not significant in motor skills. The result is that social skills training program using multimedia to improve Adaptive Behavior, communication skills, social skills and life skills students were mentally retarded. So planning to provide training to the students through the multimedia is particularly important.

Children with mental disabilities put a lot of stress on the family due to the needs of care, education and rehabilitation, and these factors can affect the process of psychological adjustment and well-being of their parents.

The purpose of this study was to investigate the effectiveness of positive psychology on psychological well-being of mothers with a mentally retarded child. The quasi-experimental research was pre-test, post-test, and control group. The semi-experimental was pre-test-post-test with a control group. The sample comprised of the study included all mothers with mentally retarded children in the sample rehabilitation center of Shahriar city. 30 people were selected by purposive sampling method and were replaced in two experimental groups (n=15) and control group (n=15). The experimental group received 8 two-hour sessions of positive psychological intervention training. Psychological well-being questionnaire (Reef, 2002) was used to collect data. Data analysis was performed using one-way analysis of covariance.

It showed that positive psychological interventions had an impact on psychological well-being and its components in mothers with mentally retarded children.

According to the findings of this study, positive psychology can be considered as a method for empowering mothers with mentally retarded children.

The purpose of this study was to investigate the effect of individual and group play teacher-centered and child-centered educational environment on the assessment of motor performance and adaptive behavior of mentally retarded children.

participants were children with intellectual disabilities (21 girls and 19 boys) aged7-10 years Gonbad City who were ratedad having a score of 45 and less basedon Rutter’s behavioral questionare (Norm of Iran and IQ range of 50-70. The were randomly divided into four groups of 10(two groups as teacher-centered and child-centered playing by group, and two groups as as teacher-centered and child-centered playing individually). Were engaged in the school motor play program (in group or individually and in child-centered enviornments or teacher-centered) in six weeks, two days a week, and in 12 sessions. Data were analyzed using SPSS software. One – way analysis of ANACOVA was used to test the research hypothesis.

The result showed that the effect of individual or group motor play in two child-centered or teacher- centered educational environments motor performance of children with mental retardation was significant motor performance were better in post-test compare to pre- test. Also, all groups showed less disturbed adaptive behavior in the post- test stage.

It was also found that the group playing as a team with coach-centered pedagogue performed functionaly better than the group playing individually with child- centererd pedagogue. Adaptive behavior was better in the group who practiced by team compared with the groups who practiced individually.

The aim of study was to investigate the effectiveness of parent management training program on mother-child relationships and self- criticism mothers of children with intellectual disability. This study is a quasi-experimental design with pre-test and post-test in two groups (experimental and control) respectively. The population consisted of all mothers of children with intellectual disability (care centers and special schools) Pars Abad city in 1395 that 30 individuals were selected by convenience sampling method and were replaced in two experimental (n = 15) and control (n = 15) groups. Parent-Child Relationship Scale and levels of self- criticism were used to collect data. The experimental group received 8 sessions of 60-minute of parent management training and a control group remained with no intervention. The data analysis was performed by MANOVA. . The hypothesis of this study was to investigate the effectiveness of parent management training program on mother-child relationships and self- criticism mothers of children with intellectual disability. Results showed that parent management training programs enhance the mother-child relationship and its components and reduce self-criticism and its components in mothers of children with intellectual disability. As a result, it can be stated, parent management training program can be an efficient method to improve mother-child relationships and self-criticism decline in mothers of children with intellectual disability.

The purpose of this study was to examine the impact of a technology-based instructional program on academic achievement motivation, learning, and retention of  students with intellectual disability in English language lesson. It was an applied study that was carried out in semi-experimental method in test-retest way. The study population was all female mentally retarded students in Kerman province who were busy studying at seventh grade in 1397-98, from which a sample of 28 students were selected on a purposeful basis, and placed in two experiment and control group randomly. During a month, the experiment group was taught using online and offline teaching other than traditional teaching. Collecting data tools were Velayatichr academic achievement motivation questionnaire (1395), researcher-made learning test, and researcher-made retention test which was performed twice: before starting the experiment and after finishing it. The collected data were analyzed in mult-variable MANCOVA method. The results of statistics analysis showed that the technology-based instruction has caused  a meaningful increase in academic achievement motivation of experiment group students and also the development and improvement of their learning and retention in English Language Lesson.

Content analysis is one of the essential methods for curriculum designers to understand some of the educational problems and learnerschr('39') learning, eliminating shortcomings and deficiencies, and incorporating the principles of curriculum concepts. The aim of this study was to analyze the textbooks of primary school pupils Persian period was mentally retarded. The statistical population consisted of the content of the Persian books of the 4th, 5th and 6th grade elementary students of mental retardation, From the above society, 50% of the text, images and questions of each book, for example, were selected for analyzing the content of the text, images and questions by simple random sampling method. To determine the level of student involvement with the content of the pattern was used by William Rummy’s Technique. Research findings indicate that the level of student engagement with the text, at the fourth grade, fifth and sixth, respectively (0, 0, 005/0); the student conflict with the image sequence (45/1, 17/0 and 5/0); and the involvement of students with questions, respectively (49/0, 58/0 and 1/1), respectively. Overall it can be concluded that primary school students mentally retarded school Farsi books in text books passive component and the questions are active among the books. In terms of picture books disable fourth and fifth grade and sixth grade book active.

The Purpose of the present study was to investigate the effectiveness of psychological well-being treatment on the tolerance of confusion in mothers of mentally retarded children. The present study was experimental with a pre-test, post-test follow-up design with control group. The statistical population of the study included all mothers of children with disabilities in Tehran in 2019-20, using a targeted sampling method, 30 of them were selected and placed in the experimental and control group (15 people in each group). The Simmons and Gauher Confusion Tolerance Questionnaire (2005) was used to collect information. The experimental group was treated with psychological well-being (ten 120-minute sessions); But the control group wasn’t intervened. Data were analyzed using descriptive statistics and statistical analysis of variance analysis with repeated measurements at a significance level of 0.05 using Spss23 software. According to the results, this treatment can be used to increase the tolerance of confusion in mothers of mentally retarded children and thus help to reduce stress for these mothers (P< 0.001). Psychological well-being, through increased self-confidence, has led to increased tolerance for confusion in mothers, and this has likely been able to reduce stressful thoughts and behaviors.

The aim of this study was to determine the effect of Learning through Virtual Social Networks Based on the 5E Instructional Design Model on the Creativity and Social Participation of Mentally Retarded Children in the Experimental Sciences.

The research method was experimental and the experimental design was quasi-experimental with pretest-posttest and control group.  The statistical population of the study consisted of all mentally retarded students of Karaj who were 225 students and by using random sampling  34 individuals (17 control group and 17 experimental group) were selected as statistical sample. The data collection tools was  Torrance Creativity Questionnaire (1992) and Yazdanpanah Social Participation Questionnaire (2007) That reliability was confirmed by Cronbach's alpha (0.70) and (0.92), respectively. Data were analyzed using independent t-test and Paired-Samples T Test.  

The results showed that using E5 based on E5 educational design Model  increased creativity and social participation of mentally retarded children in experimental science (P <0.05).

 Using the E5 educational design Model  that is tailored to the needs of the mentally retarded  children  can impact their creativity and active participation in virtual social networks.

This research aimed to compare the motor skills among students with intellectual disability, stuttering, articulation problems and normal speech.

The study was a retrospective causal-comparative research. From among all elementary male students with intellectual disability in Urmia city, 90 students (30 students in each group) were selected. All groups completed the revised motor skills test of Lincoln-Oseretski. Data were analyzed using multivariate analysis of variance and analysis of variance methods.

the finding showed significant differences between groups in all aspect of motor skills including dynamic general coordination, static general coordination, and dynamic hand coordination, speed of movement, voluntary synchronous symmetrical movements and voluntary asynchronous asymmetrical movements (P<0/01).

Due to the balanced development of motor abilities being the basis of next learning, correction of motor difficulty is necessary before the start of training other skill.

The aim of the present study was to determine the effectiveness of a parent-centered intervention during an incredible years on behavioral problems of mentally retarded children with 5-7 years of age.

The research method was experimental with pretest-posttest design and follow-up with control group. The statistical population included all educated mentally retarded students who were studying in special centers in Lordegan in 2018. Among them, 30 people with behavioral problems were selected randomly based on Rutter's Behavioral Problems Scale (1975, Parent Form) and were randomly assigned to two groups of 15 (experimental and control) and then the parents of experimental group Twelve sessions underwent an incredible year's intervention program and the control group's parents received no intervention during this time. After the intervention period and 3 months later, Rutter's Behavioral Problems Test (Parent Form) 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 a significant difference between the performance of the experimental and control groups in the rate In the subscales (aggression and hyperactivity, social maladaptation, antisocial behavior, and attention deficit disorder) (p <0.005).

According to the results, the intervention program of the incredible years can be used as an effective intervention to reduce the behavioral problems of mentally retarded children

the aim of the present study was investigate the role of Response inhibition in prediction of Symptoms behavioral disorders of children with intellectual disability educable in primary school with mediated parenting styles. This research is that of correlation. In this research,150 with intellectual disability educable were selected using purposeful sampling method from schools in Tabriz. Then, child behavioral checklist (CBCL) questionnaires and parenting styles were completed by parents and the neuropsychological test of risk-taking go-no-go was done by the subjects using computer. Also, the collected data has been analyzed by structural equation modeling with partial least squares (PLS) approach. The results of the study showed that there is a negative and significant relationship between Response inhibition with symptoms of behavioral disorders and also between the authoritative parenting style and the symptoms of behavioral disorders (P <0.001). Also, the results showed that most parents had an authoritative parenting style (79.1%). In addition, the results of the structural equations of PLS indicated that the Response inhibition and authoritative parenting style were able to predict the symptoms of behavioral disorders (P <0.001). The results of this study indicate the role of Response inhibition and authoritative parenting style in the symptoms of behavioral disorders of children with intellectual disability educable.