جستجوی مقالات مرتبط با کلیدواژه « behavioral disorder » در نشریات گروه « علوم تربیتی »

Aim. The aim of the present study was to investigate the prevalence of attention deficit/hyperactivity disorder based on self-report in women of Malayer city.Method. The method of this research was descriptive. The research population consisted of all the female of Malayer city, and 2,633 people were selected from this population. Data collection was done using the Connors (1999) adult ADHD self-report scale. Chi-square statistical test was used to analyze the data. Analysis was done with SPSS-22 statistical software.Findings. The prevalence of attention deficit/hyperactivity disorder in women aged 19 to 40 years was 8.2%, and attention deficit disorder was more common (9.6%) than hyperactivity disorder (7.4%). Also, with increasing age, the prevalence of attention deficit/hyperactivity disorder in women decreases.Conclusion. Attention deficit/hyperactivity disorder has a high prevalence in women, therefore, it is necessary to pay attention to this disorder and plan for its treatment.

Behavioral disorder refers to behaviors that occur excessively, are chronic, are not acceptable, and their cause is not social and cultural expectations. The purpose of this study was to investigate the effectiveness of teaching cognitive emotion regulation strategies on improving empathy and reducing bullying in male students with behavioral disorders.

The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of this research consisted of all male students aged 13-15 with behavioral disorders in the city of Zabol in the academic year of 2022-2023. Among the statistical population, 26 students with behavioral disorders were selected using the available sampling method, and were assigned in the form of two experimental groups (13) and control groups (13). The experimental group underwent teaching cognitive emotion regulation strategies for 8 sessions of 50 minutes. In order to collect research data, Baron-Cohen and Wheelwright empathy questionnaire, Illinois Bullying Scale and Rutter's Behavioral Disorders Questionnaire (Teacher's Scale) were used. Research data were analyzed using univariate and multivariate analysis of covariance.

The results of the analysis of the research findings showed that teaching cognitive emotion regulation strategies is effective in improving empathy and reducing bullying of students with behavioral disorders (p<0.01).

According to the results obtained from this research, it can be said that one of the useful educational approaches to improve empathy and reduce bullying of students with behavioral disorders is teaching cognitive emotion regulation strategies.

The aim of the present study was the effectiveness of cognitive therapy-based emotion regulation on problem solving and social competence of adolescents with behavioral disorders.The method of experimental research was of experimental type and pretest-posttest design with control group. The statistical population of the research included all the high school students of Nowshahr city in the academic year2016-2017whose number is2060.The research sample consisted of 36 students with behavioral disorders who were randomly selected among the students with behavioral disorders and were randomly assigned to two experimental and control groups.To collect data, the revised checklist of behavioral problems(RBPC)the short form of the social problem solving questionnaire(SPSI-R)and the social adequacy test(Flener et al,1990)were used. The results of covariance analysis showed that the cognitive therapy-based emotion regulation in the experimental group was associated with an increase in positive and logical problem solving and a decrease in negative, impulsive and avoidant problem solving and an increase in the social competence of adolescents with behavioral disorders(P<0/001).Based on the findings of this research, it can be concluded that by correcting the misbehavior cognition's and the methods of expression of emotions and problem solving style in adolescents with behavioral disorders, it improved the social adequacy in interacting with themselves, peers and other people;This, in turn, can affect their other relationships and correct their disordered behaviors.In the end, according to the findings of this research, it is suggested that the effectiveness of cognitive therapy based on emotion regulation on other disorders of children and adolescents should be considered.

The aim of this study was to evaluate the effectiveness of group positive thinking training on reducing the impulsivity and bullying of male students with behavioral disorders.

The method of this research was quasi-experimental design with a pretest-posttest and a control group. The statistical population included all male students aged 12-15 years with behavioral disorders in Khorramabad City who were studying in the first year of high school in the academic year 2021-2022. Among the statistical population, 30 students with behavioral disorders were selected by multi-stage cluster sampling and randomly assigned into experimental and control groups (15 people in each group). Barat Impulsivity Questionnaire, Illinois Bullying Scale, and Rotter Behavioral Disorders Questionnaire (Teacher Scale) were used to collect the required data. Positive thinking training was provided to the experimental group in 10 sessions of 75 minutes. The collected data were analyzed using univariate and multivariate analysis of covariance.

The results showed that positive thinking training was effective in reducing the impulsivity and bullying of students with behavioral disorders (p<0.05).

According to the research results, it is suggested that a positive thinking educational approach be used to reduce the impulsive and bullying behaviors of students with behavioral disorders.

Video modeling is a mode of teaching that uses video recording and display equipment to provide a visual model of the targeted behavior or skill. Present study aimed to effectiveness of video modeling on social skills of children with behavioral disorder.

This research was a quasi-experimental study by pre-test, post-test design with control group. 30 children aged 5 to 6 children who have behavioral disorder were selected by convenient method from Tehran city. The experimental group participated in video modeling training in 8 sessions (two sessions weekly; each lasts for 45 minutes). Matson social skills scale was used for measuring the all participants. Data were analyzed by analysis of covariance method with using 23th version of SPSS .

The results of analysis of covariance showed video modeling training had positive and significant effect on social skills of children with behavioral disorder (P<0.001).
              

Therefore, planning for programs alike with the video modeling training has an important role in increasing social skills of children with behavioral disorder

The aim of this research was to investigate of parenting program based on Barkley model on interaction of mother-child with behavioral disorder in Varamin City.

The present research was a quasi-experimental study with pre-test, post-test design and control group. The participants were 30 mothers of children with behavioral disorder from consultation clinic of Armaghan in 2019 academic year who were selected by convenient sampling method. Subjects were divided into experiment and control groups, each group consisting of 15 mothers randomly. The experiment group participated in 10 sessions of parenting program based on Barkley model (twice a week; each session lasted 80 minutes), while the control group did not. The research tool included Robert C. Piyanta’s Child-Parent Relationship Scale (1992). Multivariate analysis of covariance was used by SPSS24</sub> for analyzing the data. 

The results showed that parenting program based on Barkley model had a significant effect on the interaction and also conflict, closeness and dependency subscale in mother-child with behavioral disorder (P<0/001).

The parenting program based on Barkley model can increase interaction of mother-child with behavioral disorder. Therefore, planning for providing this program has a particular importance.

Aim. The aim of this study was to compare identification styles, self-efficacy and emotional intelligence of adolescents’ behavioral disorder with normal adolescents in Tehran City. Methods. In this causal-comparative research, 110 students aged 13-15 years old participated. They were chosen using simple random sampling method and divided into two groups (55 students with behavioral disorder and 55 normal students). They were from middle socio-economical class. The toold utilized were were Berzonsky Identity Style Questionnaire (1992), Sherer et al. Self-Efficacy Questionnaire (1982), Bradberry & Greaves’ Emotional Intelligence Questionnaire (2004), and Rutter’s Child Behavior Questionnaire for Parents (1995). Data were analyzed by MANOVA through SPSS24. Results. The results of multivariate analysis of variance showed that mean scores of identification styles, self-efficacy and emotional intelligence in normal adolescents were significantly more than those of behavioral disordered adolescents. Conclusion. Identification styles, self-efficacy and emotional intelligence are complex and multidimensional phenomena that play a very important and interactive role in adolescents.

This research aimed to investigate the effect of forgiveness training on mental health of mothers of children with behavioral disorder. The present study was an experimental research by pre-test, post-test design with control group. The study sample included 32 mothers of children with behavioral disorder who were selected by random sampling method from elementary schools of Tehran city and randomly assigned to experimental and control group (each consisted of 16 individuals). The experimental group participated in 8 forgiveness training sessions (two sessions weekly; each lasted for 60 minutes), while control group did not participate in these sessions. The research tool used in present study was Goldberg and Hiller's General Health Questionnaire. Data were analyzed using multiple analysis of covariance through SPSS version 23. The findings of this research showed that there was significant decrease in mean scores of general health problems (somatic symptoms, anxiety, social dysfunction and depression) in experimental group after the intervention in comparison with control group (P

Aim: The purpose of the present study was to comparing general health and aggression in mothers of children with asthma and mothers of children with behavioral disorder.
The present research was a causal-comparative research. The study population included of mothers of children with asthma and mothers of children with behavioral disorder in Tehran city. 132 mothers aged 27-40 years participated in this study. They were divided into two groups and each group contains 66 mothers. First group were selected from mothers of children with asthma and second group were selected from mothers of children with behavioral disorder by convenient sampling method. The instruments of this research were general health questionnaire of Goldberg & Hiller (1979) and aggression questionnaire of Buss & Perry (1992). Data were analyzed by MANOVA.
findings showed that general health and somatic symptoms in mothers of children with asthma were significantly more than the mothers of children with behavioral disorder (P>0.05). Also, aggression, anxiety, social dysfunction, depression in mothers of children with asthma were significantly less than the mothers of children with behavioral disorder (P>0.05).
General health in mothers of children with asthma was more than the mothers of children with behavioral disorder. Also, their aggression was less than the others. Therefore, both groups had significant difference in general health and aggression.

The goal of the present study was to compare ADHD and oppositional behavioral disorder and conduct disorder in elementary students with learning disabilities and normal students. The sample group included 381 normal student (193 grils and 188 boys) and 80 students suffering learning disability (40 girls and 40 boys). The method of sampling for the first group was clustered multi-phased and the second group were chosen by the method of accessible sampling. The research method was causalcomparative. To collocet the data، Achenbach teacher report forms (TRF) were used. The research data were analyzed by means of chi-square test. The result showed that students with learning disability and normal ones have meaningful difference in ADHD and Oppositional behavioral disorder، but the defference in conduct disorder is not significant. The findings indicate that the attention to ADHD and oppositional behavioral disorder can be important factors in working with students with learning disabilities.

Behavioral disorder in preschool children can cause severe behavioral disorder during elementary school years leading to committing criminal activities during youth and eventually anti-social personality during adulthood. Additionally, these problems can lead to the creation of plenty of difficulties for the family, the child's relatives and also the entire society.There will also be considerable expenses beyond one's imagination. (Stormont, M, 2002). Within this framework, the necessity for an intervention to reduce the severity of early symptoms and the prevention of its longevity will become inevitable. Among different treatments for children, play therapy is one of the best and most fruitful methods in which several psychologists and researchers have utilized this method for several decades to treat a large scope of disorders and difficulties proving effectiveness. (Bratton, Ray, Raine and Jones, 2005).

To evaluate the impact of directed social play therapy on elementary school student's behavioral disorders, a group of 160 fourth and fifth graders, selected by the school districts in the city of Saaree, were given the CSI-4 questionnaire and then from among those with behavioral disorder, 24 were randomly selected and placed into two groups, one of which participated in a 12 sixty minute sessions of directed social play therapy over a six week period. Pre- and post-test scores indicated a significant reduction in student's behavioral disorders. The therapist's and her assistant's observations, parental and teacher reports, and the psychologist's diagnosis supported the findings. Thus it is concluded that this type of therapy is effective.