فصلنامه روان شناسی افراد استثنایی
پیاپی 36 (زمستان 1398)

The purpose of this study was to determine the effectiveness of family-based software on reading skills in elementary students with reading disorder. The statistical population of this study included all 3th grade elementary school students with learning disabilities in Mashhad in the academic year of 2017-2018. The sample of this study consisted of 32 individuals (two groups of 16 people). Due to the existence of 10 learning disabilities centers in Mashhad, they were randomly selected from the list of third grade elementary students with learning disabilities and randomly divided into two groups (experimental and control). The data required for this study were obtained through the Reading Performance Test (Karimi & Nouri, 2005). The educational intervention consisted of 10 sessions in families of students with learning disabilities at the beginning of each week receiving appropriate software exercises from the instructor and working with their child throughout the week. The results showed that family-based softwaretraining had a significant effect on reading skills of students with reading disorder (P <0.05). Thus, it can be said that the content of the software along with the instruction given to families to use it at home has accelerated the process of improving reading problems and disabilities in students with reading disabilities.

The aim of this study was to develop a psychosocial intervention program (proximal) and its effectiveness in improving the social profile and social interest of children with high-grade autism disorders. The research method in terms of information gathering is semi-experimental and in terms of its purpose. The statistical population included all children with high-grade autism disorder in Tehran during year of 96-97. Twelve children aged 6 to 12 years were selected from the center of autism center on April 2, and randomly assigned to control and test groups. The sensory motor intervention program was run for two months and a week for two sessions and each session lasted for 60 minutes for the group to perform. Social interest questionnaire and social skill profile were used for information gathering. The collected data were analyzed using multivariate analysis of covariance analysis. The results showed that interventional program was effective in improving social interest and social profile of children. Due to the effectiveness of the sensory intervention program, the training of this program is recommended for all levels of children with autism disorder.

The present study was conducted to investigate the effectiveness of ACT on the cognitive emotion regulation and intolerance of uncertainty in the students suffering from OCD. It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population of the study included the students with OCD in the city of Isfahan in 2017-18. 30 first high school students with OCD were selected through non-random purposive sampling and replaced into experimental and control groups (15 students with OCD in the experimental group and 15 students with OCD in the control group). The experimental group received ten seventy-five-minute ACT sessions during three months. The applied questionnaires in the study included Maudsley’s obsessiion inventory (Hajson and Rachman, 1980) and Cognitive Emotion Regulation questionnaire(Gross, John) and Intolerance of uncertainty questionnaire (Mcline, 1993). The data from the study were analyzed through repeated measurement ANOVA by SPSS23 statistical software. the results showed that ACT has significantly influenced the Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD (p<0.001) in a way that this therapy was able to lead to the increase of Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD. according to the findings of the present study it can be concluded that ACT employing cases such as mental techniques, observing the self as the background, cognitive defusion techniques, stipulating values, and committed action can be used as an efficient therapy to increase the Cognitive Emotion Regulation and Intolerance of uncertainty in the students

The Effectiveness of teaching number sense program on improvement number sense ability and math achievement of first grade slow learner students was studied. The research method is semi-experimental and pre test –posttest with control groups design. Using random stage sampling method,20 girl and boy student were selected from two special schools in Tehran- Iran and devided in two equal experiment and control groups randomly.Jordan number sense test and a researcher maded math achievement test were used as research tools in all experimental conditions. The experimental group received the number sense program for 10 sessions, (each session 60 minutes ,two times for each week). Covariance analysis showe , the number sense program can improve both number sense and math achievement for experiment group(P<0.5). This findings showed that the number sense training program can improve number sense and achievement program and is a useful method for teaching slow learner students as a remedial program. Key words: number sense teaching , math achievement , slow learner students

Attention Deficit/Hyperactivity Disorder is one of the most common neurodevelopmental disorders in childhood. These children are exposed to a lot of problems in the executive functions areas. The issue of neuroplasticity reveals the importance of neuropsychological interventions, since interruptions in early childhood executive functions may lead to further functional impairment. Therefore, this study was conducted to evaluate the effectiveness of the designed intervention program on the Executive functions of children with Attention Deficit/Hyperactivity Disorder. The research method was quasi-experimental with a pretest-posttest-follow up design with the control group. The statistical population of the present study included all the boys and girls students 7-10 years old in Tehran. Among eligible students, 40 individuals along with their mothers were selected using the non-random purposive sampling method and randomly divided into the two groups. The experimental group (N=20) were trained by twelve sessions of Metacognitive Executive Functioning intervention program and the control group (N=20) remained on the waiting list. Data were collected by Clinical interview checklist, the Tehran Stanford-Binet intelligence test and Behavior Rating Inventory of Executive Functions. The results indicated a significant effect of Family-based Neuropsychological program on increasing the Executive Functions of children with Attention Deficit/ Hyperactivity Disorder (p<0.05). This treatment can be a potentially promising intervention for young children with ADHD.

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.

The present study aimed at predicting academic performance based on academic engagement, academic self-efficacy, goals of progress and perception of the school atmosphere in the gifted secondary high school students in Ahwaz city. The research method was descriptive correlational and 300 gifted students (140 male and 160 female) were selected through stratified random sampling. To collect the required data, Zarang Educational Inventory (2011), Mauritius Educational Self-Efficacy Inventory (2001), Midgley et al (1998), Perceptual Questionnaire of the Atmosphere of the Tricet and Mouse School (1973) and Taylor's Educational Performance Questionnaire (1999) were used. To analyze the collected data, statistical methods such as Pearson correlation coefficient and multiple regression analysis method were used. The findings of the study revealed that there is a significant positive correlation between academic engagement, academic self-efficacy and the components of achievement and approach with academic performance, and there is a negative significant correlation between achievement avoidance components and academic performance. Among the predictor variables, respectively, academic self-efficacy, avoidance goals, mastery goals, and approach were the best predictors of gifted students' academic performance. The level of significance was at P

Down syndrome is one of the most common genetic diseases with mild to moderate intellectual disabilities. The purpose of this study was to investigate the effect of superbrain yoga exercise on fluid intelligence, visual spatial perception, academic achievement and balance in children with down syndrome. This quasi-experimental study was conducted as a pretest-posttest with control group. The statistical population of the study included all students with Down syndrome in Tehran. Participants were 20 educable Down syndrome boys in elementary exceptional school of Shahid Beheshti with mean age (8/2±0/89) which selected by convenience sampling and randomly assigned into two experimental (n=10) and control (n=10) groups. The experimental group performed 12 weeks of experimental Yoga exercises. The data collection tools were Wechsler Intelligence Scale for Children - Fifth Ed and Static Equilibrium Stack Test. Shapirowilk, Levene and independent t tests of gained scores were used for data analysis. Superbrain yoga exercises did not have a significant effect on fluid intelligence (t =1. 06, P=0/30), Visual Spatial Perception (t =1/29, P=0/21) and static equilibrium (t = /45, P=0/65), but there was a significant effect on academic achievement of children (t = 2. 46, P=0/02). The results of this study showed that it would be advisable to use Superbrain Yoga exercises in educational achievement for Children with Intellectual Disabilities, along with other commonly used educational programs.

The aim of this study was to determine the effectiveness of play therapy based on cognitive-behavioral therapy on challenging behaviors of high-functioning autistic children. The research method was semi-experimental with pre-test and post-test design with control group. The statistical population of this study was all children aged 8 to 12 years old with autism spectrum disorder in health care centers of Arak in 2018. In this study, 16 high-functioning autistic children were selected by available sampling method using a questionnaire for measuring the range of autism spectrum disorder. They were randomly assigned to two groups of experimental (8 subjects) and control (8 subjects) groups. The Revised Scale of Challenging Behaviours of Bodfish, Symons, Parker & Lewis (2000), was used to assess challenging behaviors. The experimental group received 10 cognitive-behavioral treatments in a 10-minute session during a one-month period, while the control group did not receive such an intervention. At the end, the two groups were evaluated again. Data were analyzed using covariance analysis. The findings of this study showed that play therapy based on cognitive-behavioral therapy has a significant role in reducing the challenging behaviors of high-functioning autistic children.