نشریه کودکان استثنایی
سال بیست و یکم شماره 1 (پیاپی 79، بهار 1400)

The aim of this study was to investigate the effect of social skills training on social development and family performance in slow-paced students.

The research method was quasi-experimental with pre-test-post-test design with experimental and control groups. The statistical population included 40 students of Simorgh Exceptional School. 20 students were selected by convenience sampling method and were randomly divided into two groups of experimental and control (each 10 students). The instruments were the Wayland Social Growth Test, and Family Performance Questionnaire (FAD), which were pre-tested for both groups.

The experimental group trained based on social skills protocol for 10 sessions of 30 minutes. After the intervention, post-test was performed again in both groups. Analysis of covariance and paired sample t-test were used for statistical analysis. Results indicated that social skill training is effective on social development (P<.0001), and family function (P<.001).

The results showed that social skills training is effective on social development and family functioning in students with intellectual disabilities.

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 purpose of the present study was to evaluate the effectiveness of EQ training on the improvement of social development of children with cerebral palsy in Isfahan City.

The participants were four children with cerebral palsy who were studying in Isfahan Gohar Danesh Center. They were selected by purposeful sampling. These children, according to the school records, had cerebral palsy disorder and normal intelligence. Winelend's Social Growth Scale was used to measure their social growth. A single subject study with A-B-A design was used. After the baseline condition, the intervention was started and during 10 sessions of individual intervention, emotional intelligence training was provided to the participants, and all of them were under the baseline condition two weeks after the end of the intervention second place.

The findings showed that intervention based on descriptive statistics and visual analyses was effective on all four subjects (with 100% PND).

The findings indicated that emotional intelligence training can improve the social relationships of children with cerebral palsy. It can also be useful for people with disabilities such as cerebral palsy.

The purpose of this study is the Investigation of the musculoskeletal structure of the upper limbs and the static balance of children with visual and hearing impairment. 30 low vision children(mean age: 8/76±2/89, weight: 30/82±29/47, height:105/15±13/13, BMI: 32/67± 4/59), 30 low hearing(mean age: 9/53±2/96,weight: 33/86±8/94, height: 112/13±13/1, BMI: 26/40±2/17) and 30 normal peers(mean age: 9/40±2/92,weight: 33/86±29/47, height:110/30±12/84, BMI: 24/79±2/19) were selected from the available community, nonrandomized sampling in order to assess forward head posture and round shoulder in lateral view and lateral head flexion and uneven shoulder in sagittal plan used digital imaging camera and outocad software. Also, in order to assessment of static balance used modify stork test. And for assessment kyphosis used flexible ruler(r=/091). For comparing groups, one-way ANOVA (p>0/05) and scheffe post hoc test is used by using SPSS software (version 20). Data analysis showed there is significant difference between groups in forward head angle (p=0/001), rounded shoulder(p=0/001), lateral head flexion (p=0/001) and uneven shoulder(p=0/001). Besides, there were significant difference among groups in kyphosis rate between low vision group with health(p=0/001) and low hearing(p=0/04)groups. The result of the Static balance test showed there is  significant difference between low vision with low hearing groups(p=0/001), low vision with normal group(p=0/001). according to the results of this study, visual and hearing impairment is associated with postural deformities. Probably, sensory imbalances may reduce balance and create postural problems in these individuals. So, for improving  postural alignment status, control and reduce deformity, maintaining  proper physical condition is necessary in these people.

since students with learning disabilities have problems in academic adjustmen, the aim of the present study was to investigate the mediating role of the academic resilience in relations between academic self-efficacy with academic adjustment of students with learning disabilities.

In this descriptive study of structural equations, 160 students with learning disabilities were selected as a purposeful sample. Data were collected using the Academic Adjustment Questionnaire (Sinha and Singh, 1993), Academic Self-Efficacy Questionnaire (McIllroy & Bunting , 2002) and Academic resilience Inventory (Samuels & Woo, 2002). Data were analyzed using structural equation modeling using Spss23 and Lisrel 8.8 software.

Based on the results, the causal model confirmed the relationship between academic self-efficacy, academic resilience and academic adjustment of students with learning disabilities based on different fitness indices. Academic self-efficacy and academic resilience have a direct effect on the academic adjustment of students with learning disabilities; also, academic self-efficacy has an indirect effect on the academic adjustment of students with learning disabilities through academic resilience (P <0.05).

Therefore, academic self-efficacy and academic resilience play an important role in academic adjustment of students with learning disabilities and targeting these two components by psychological therapies can be effective in increasing the academic adjustment of students with learning disabilities.

The present study was conducted to investigate the effectiveness of rebound therapy on development of motor and sleep habits in children with autism spectrum disorder.

This is a single-case experimental study with multiple baseline design and different subjects that was conducted during 12 weeks on 2 children with autism spectrum Disorder with 10 weeks follow-up. The statistical society of the present study consists of children with autism spectrum Disorder in Isfahan. Among those 2 children with autism spectrum disorder were selected voluntarily. Instruments used in this research included the Children’s Sleep Habits Questionnaire and Bruininks-Oseretsky Test. Data were analyzed using visual inspection, the improvement percentage and effect size methods.

The findings showed that the unified transdiagnostic treatment increase the development of motor and reduced the sleep habits the both post-treatment and follow-up stages so that percent of improvement for the first and second participants in the development of motor were 79% and 63% and in the sleep habits was 85% and 66% respectively.

In this research, significant changes occurred in the development of motor and sleep habits of the two children with autism spectrum disorder and the medical achievements were maintained during the follow-up.

The aim of this study was to identify and introduce the psychological needs and characteristics of autistic and normally developing children to be applied in the architectural design of a functional integrated kindergarten.

The method of this qualitative research was documentary-library content analysis. For this purpose, the developmental psychology theories and the main sources in clinical psychology were used. There were also two series of searches:1) Library search among the books, articles, journals and dissertations that have been done so far about designing space for autistic and normally developing children.2) Regular search of Persian and English databases.

After analysis of the characteristics of normal children, three psychological factors were identified: biological, psychological and social components. Under these three components, nine sub-components or second-level needs, including the need for security, the need to belong to the environment, and the need for mobility were identified. These sub-components were further combined with the clinical features of autistic children. This was end-up to a list of psychological-architectural components of the two groups divided into five categories: space organization, comfort, space predictability, security, and texture of materials. These five categories were elaborated to set the list of the design’s architectural components.

If the design is based on the needs and characteristics of autistic children, it would often bring about more developmental opportunities for normal children and increase their safety, well-being and comfort. This should encourage parents of normal children to use integrated daycare; yet, some exclusive spaces for the education and rehabilitation of autistic children are required.

The present study aimed at comparing resilience, hardiness, academic achievement and academic procrastination in students with and without learning disabilities.

The statistical population is the students with and without learning disabilities in Urmia. 60 students with and without learning disabilities were selected as a sample of the study by random cluster sampling (multi-stage sampling). To do this research, academic procrastination questionnaires, resiliency questionnaire, academic achievement, and tough questionnaires were used. Data were analyzed using a descriptive index and multivariate analysis of variance (MANOVA).

The results of the multivariate analysis of variance showed that there is a significant difference between two groups of students with and without learning disability. The average score of resiliency (F = 16.68), hardiness (F = 63.68) and academic achievement (F = 77/04). In students with disabilities, learning is more than students with learning disabilities and academic failure (F = 23.59) is significantly higher in students with learning disabilities than normal students.

The results of this study indicate the negative effects of learning disability on academic achievement variables, resilience and hardiness and academic achievement of students with learning disabilities.

Memory and reading are in close interaction with each other. The present study was conducted with the aim of comparing the relationship between working memory and false memory in students with learning disabilities and normal students in Isfahan.

The research method was descriptive and causal-comparative. The statistical population included second grade students with reading learning disabilities and normal students in the 4th district of education in Isfahan City in the academic year 2016-2017. Fifty second grade students with learning disabilities were selected by convenience sampling. Ordinary students were selected after matching based on the criteria of intelligence, age and gender and corresponding to the place of study with the group of dyslexic students. The research instruments were facade reading and dyslexia test (Korminoori and Moradi, 2008), Wechsler scale for children, fourth edition, Cornoldichr('39')s working memory test (1995) and Dermis paradigm test (Dis Rodriguer-McDermott, 1995). Data were analyzed by the SPSS20 software using descriptive statistics and multivariate analysis of variance, Pearson’s correlation coefficient and Fisherchr('39')s exact test.

Pearson’s correlation coefficient showed that in both groups of students, there was an inverse relationship between working memory and false memory (p <0.05). Using z test, the difference between the two correlation coefficients was significant.

There was a significant difference between working memory and false memory in the two groups of students. It is suggested that in teaching reading to children with learning disabilities, the teachers should pay due attention to the learning prerequisites such as working memory. Given the inverse relationship between working memory and false memory, it is recommended that work memory training, including visual, auditory, and executive be given to the students using pictures, numbers, words, and letters to prevent error.

This research was aimed to determine the short-term solution-focused approach on the coping strategies and mental toughness of outstanding students.

The design of this quasi-experimental study was pre-test-post-test with a control group. The statistical population included all the top ninth grade female students in Mashhad in the academic year 2018-19. Their number was estimated at 611 people. After the initial evaluation, 30 students who lower scored than the others in the psychological toughness test were selected by purposive sampling as a research sample and assigned to two identical groups of 15 experiments and controls. The experimental group received group-centered group therapy in eight sessions of 90 minutes each week, and The control group did not receive any intervention. In order to collect information, the questionnaires of coping strategies of Lazarus and Folkman and psychological toughness of Kubasa et al. Were used in two stages of pre-test and post-test. Multivariate analysis of covariance was used to analyze the data.

According to the results, by controlling the effect of pre-test, there was a significant difference between the mean scores of post-test in the experimental and control groups in the variables of emotion-focused, problem-focused and mental toughness (P<0.001).

In general, the short-term solution-focused approach has a significate effect on reducing the emotion-focused and increasing the problem-focused and mental toughness of outstanding students.