نشریه کودکان استثنایی
سال بیستم شماره 3 (پیاپی 77، پاییز 1399)

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.

The purpose of this study was to Effectiveness and comparison  of Intervention with Applied Behavioral Analysis (ABA) and Neurofeedback on the Promotion of Cognitive, Social, and Daily Living Activities in Children with Autistic Spectrum Disorders (ASD).

The research method was experimental design with pretest-posttest design with control group. The statistical population included 7-12 year-old children with ASD, in which 45 subjects were randomly selected and assigned to ABA and neurofeedback interventions and control groups (n=15).  We used to collect information from Autism Domain Assessment Questionnaire (1999), the revised Voxcelerchr(chr('39')39chr('39'))s intelligence scale (1969),  Social Skills Questionnaire of Stone et al (2010) and  Weismanchr(chr('39')39chr('39'))s daily activities scale (2013). In addition to the training programs,  ABA and neurofeedback interventions was performed individually for 20 sessions of 45 minutes and 2 times per week. The control group received only the routine center program. Data were analyzed by SPSS 20 software using multivariate analysis of covariance and Tukey test.

The findings indicated that ABA and neurofeedback interventions had an impact on cognitive, social skills, and activities of daily living in children with autism spectrum disorder.  In addition, the effect of ABA intervention on all dependent variables was more than neurofeedback.

These findings confirm the role of ABA and neurofeedback interventions in the treatment of some problems and skills of children with autism spectrum disorder.

Attention deficit hyperactivity disorder is one of the most common neurodevelopmental disorders.The destructive effects of this disorder in most aspects of the life of children, especially in educational and studying fields, have required early and definitive treatment of this disorder.In recent years, various treatments have been proposed to control this disorder.The purpose of this study was to investigate the effectiveness of cognitive rehabilitation based on computer games on Symptom Severityof children with attention deficit / hyperactivity disorder. 

Metod: 

The statistical population consisted of students with attention deficit / hyperactivity disorder students who were studying in elementary school. The research design was a post-test pre-test and follow-up with the control group.For this purpose, 32 students with attention deficit / hyperactivity disorder were selected from primary schools in Shiraz in the winter of 1397 who were willing to cooperate.At first, Coners questionnaire and Fourth edition of Swanson, Nolan and Pellham Scales were completed by parents and teachers. Then a pretest was conducted for all children participating in the study, which included a continuous performance test. Children were divided into two groups experimental and control group. experimental group  was computer-based cognitive rehabilitation and control group was placed on the waiting list.Intervention was done three times a week for one month, in which all students received 12 sessions of treatment.After this period all post-test children were taken. The follow-up session was performed after 45 days of the post-test session. The results were analyzed using SPSS-24 software using repeated measures of variance analysis.After this period all post-test children were taken. The follow-up session was performed after 45 days of the post-test session.

According to the results, there is a significant difference between the experimental and control groups Therefore, it can be said that cognitive rehabilitation based on computer games is effective health.

The research aim was to investigate effectiveness of emotion regulation training in improving self perception and assertiveness of students with learning disabilities. Research method was quasi-experimental with pretest, posttest, and control group. Statistical population consisted students with learning disabilities who had been referred by the schools to the center for learning disabilities of Ahvaz in 2019 school year. Of among them 30 children were selected by available sampling method and assigned in the experimental (n=15) and control (n=15) groups. To collect the data, Self percepption Profile for Children (Harter, 1988) and Assertiveness Scales (Thompson & Berenbaumm, 2011) were used. For experimental group, emotion regulation training was executed at 8 weekly sessions in 90 minutes whereas control group did not receive any training. The results of univariate and multivariate covariance analysis showed that by controlling the effect of the pretest between the scores of the posttest for the experimental and the control group, there was a significant difference between the variables of self perception and assertiveness (P= 0.001). Such emotion regulation training can be used as an effective intervention method to improve self perception and assertiveness of students with learning disabilities.

Undoubtedly one of the most important and most influential periods in one’s life is the childhood period. Given that children during this period of their lives are confronted with the essential concepts and some of the distresses and social beliefs that are influential in the development of their habits, characters, and skill sets. As a result, the benefits of appropriate education conforming to social and cultural norms for all children at different levels of abilities seem to be necessary, which is the natural right of all children benefiting from real, natural, and safe situations in the least restrictive environment; environments which simply because of the inability of children in certain fields would not be depriving their presence amongst their peers, while preventing marginalization of these children. Accordingly, (Objectives) the present study is formed with the aim of creating an integrated - educational environment during the pre-school years and with the case study on the integration of children with normal or physical movement impairments.(Method) To achieve these aims, the descriptive-explanatory analytical survey method was used. (Results) the results of studies as in specified theoretical and field levels show the most appropriate environment for the formation of integrated pre-schooling environment is the integrated-educational environment where the three main functions are identified as; health promotion, interaction levels elevation, and promotion of knowledge and skill set levels of children. Also at a macro level look, the most important factor in an integrated care environment is the appropriateness of environment with the needs, desires, and abilities of all children. (Conclusion)Thus the results of the present study at the macro level indicate formulation of appropriate policies and strategies on an average scale in developing plans and strategies for implementation, and at the micro level helping to develop an integrated - educational environment for the purposes of benefiting children afflicted with physical-motor and normal disorders, and ultimately creating an appropriate platform for children to interact and integrate with each other, a platform to promote the culture of integration and the principles of normalization in the country.

The aim of the present research was the effectiveness positive parenting program (triple-p) on relationship profile of mothers and deaf children.

Study procedure was semi-experimental with pretest-posttest design with control group. 40 mothers of deaf students participate in this study that selected random clustering from exceptional schools of Tehran provinces. Participants were divided into two experimental and control groups, each of which was consisted of 20 individuals. Experimental group received triple-p in 16 sessions lasting for 90 minutes, while control group did not. The instrument of present research was parent-child relationship scale (PCRS).

The results showed that experimental and control groups had significant difference, at least in one of the subscales of PCRS. The final results of MANCOVA showed that triple-p had significant and positive effect on interaction profile of mother-child (P<0/001).

Since parenting skills training can lead to enhancement of relationship profile of parent-child, planning for triple-p training has particular importance.

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 this study was to evaluate the effectiveness of Neuropsychological Model of Making of Creative Mind on improving the functions of perceptual-motion, spatial-vision, and memory children of dyscalculia.

The research design was quasi-experimental with control group. The statistical population consisted of 204 children from the first to fifth grade with learning disabilities who were studying in Bandar Anzali in the academic year 2018-2019. Initially, 30 students with impaired learning disorder (diagnosed using Wechsler test and K-Mat mathematics) were selected by convenience and sampling method. Based on the entry criteria they were then divided into two experimental and control groups. then the test of Perceptual-motor of cratty, the test of spatial-visual of Corsi Blocks Task, and the memory test of Alloway were performed on both groups. Subsequently, the neuropsychological model of making of creative mind was administered to the experimental group for 12 sessions (2 hours each), and the control group received no training. All the three questionnaires were again run on both groups. The findings were analyzed using the covariance test.

The mean of the groups showed that perceptual-motor function, visual-spatial and memory function in the experimental group were significantly increased as compared to the control group.

The results showed that Neuropsychological Model of Making of Creative Mind improves the functions of perceptual-motion, spatial-vision, and memory children of dyscalculia.

The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on reduction of academic burnout in students with early learning disabilities in Tehran.

This was a quasi-experimental study with pretest-posttest,and follow up. The participants consisted of 40 students with learning disability of 8 to 12 years old.They were selected through simple random sampling and randomly divided into 3 eperimental groups and a control group. attributional retraining,emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups.Brosu et al. academic burnout Questionnaire(1997),was used in the pretest, posttest, and follow up stages. The data were analyzed using MANCOVA,ANCOVA.

The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training program.

Educational programs that use the social cognitive approach of Bandura in designing educational packages have more significant effects. Therefore, the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.

 This study aimed to assess and compare the Facial Emotion Recognition Ability of deaf, semi-deaf and normal hearing students (aged 14–20 years) in Mashhad. 

 This research is an applied research and of comparative causal type. In order to conduct the research, 105 students were selected by stratified random sampling (By gender and disability) and assigned to normal, semi-deaf, and deaf groups. In this explanatory study, an alternative version of Benton facial recognition test was used; assesing four subscales anger, sadness, happiness and fear. 

 One-way and multivariate analysis of variance showed that there is a significant difference in the components of happiness emotion recognition only between the deaf and normal group. There is a significant difference between the normal, deaf and semi-deaf group in the component of anger, fear and sad emotion recognition and total emotion recognition score. There was no significant difference between the deaf and semi-deaf group in any of the four components. 

 Deaf and semideaf students are less likely to understand and process emotional states of sadness, anger, and fear because recognizing such emotions requires the use of more mental representations.