نشریه کودکان استثنایی
سال بیست و یکم شماره 2 (پیاپی 80، تابستان 1400)

The purpose of this study was meta-analysis of technology-based interventions aimed at improving reading disorder among students.

It is fundamental in terms of the purpose and  a mata-analysis review  in terms of method. The statistical population consisted of peer-reviewed journal articles in three databases of Eric, Science Direct, and Magiran that were searched in May 2019. The number of samples reached six Persian articles and seven English articles after applying the exclusion and inclusion criteria. The study was carried out at three stages of mapping, critical evaluation and meta-analysis.

Finally, eight studies with the highest critical evaluation score were obtained. The optimum age of participants was 7 years, optimum sample size was 15, the optimum type of intervention program was task-based and exercise-based, the total optimum intervention time was 28 - 56 hours, and the optimal run time was about 2 - 4 months.

Suggestions were made regarding the selection and division of samples into groups of comparison, focus and nature of interventions, interventionists, and observance of research ethics.

The present study on subject of the juveniles are affected by conduct disorder is related to whether resilience could associate between conduct disorder with perceived social support, social self - efficacy and emotional intelligence.

This study is descriptive - correlation. It has done at the correction and rehabilitation center in Tehran and its sample was 72 boys. In order to collect the data, Connor - Davidson Resilience Questionnaire, Zimet Perceived Social Support Questionnaire, Kenly Social Self – Efficacy Questionnaire, Schutte Emotional Intelligence Questionnaire and Rating Conduct Disorder Questionnaire (teachers form) have been used.

The results showed perceived social support, social self - efficacy, emotional intelligence and resilience by individual had significant negative correlation with conduct disorder. However, the role of resilience has not been confirmed as a mediator variable in relation conduct disorder with perceived social support, social self - efficacy and emotional intelligence.

Based on the results, it is vital that the people with conduct disorder are taught by training of theorical and pragmatic concepts about resilience. Also, it is necessary that they feel perception of social support, social self – efficacy and emotional intelligence at a high level for decreasing the signs of this disorder.

The research’s aim was to study parentchr('39')s experiences regarding educational problems in Coronavirus pandemic for students with special needs. Identifying these problems may lead to reducing them.

The research method was qualitative and phenomenological. Therefore, 14 parents of students with special needs were selected by purposive sampling method. Data gathering continued until data saturation level was reached. Dialogues were analyzed using Colaizzichr('39')s seven-step method.

The findings of this study showed that the factors that cause educational problems during the Coronavirus pandemic for this group of students can be categorized in 3 general contexts: issues related to facilities, issues related to attitudes and educational problems of parents and teachers.

The present study showed that, it is possible to provide a suitable platform for developing and nourishing the abilities and talents of this group of students by changing attitudes, appropriate training and providing facilities. At the end of the article, based on the research results, the necessary suggestions and implications were discussed.

The aim of this study was to compare executive functions (response inhibition, sustained attention and working memory) between children with externalized behavioral disorder and normal children by considering the role of gender.

The method of this study was descriptive and causal-comparative. The statistical population included all primary school students (8 to 12 years old) in Tabriz in the 2018-2019 academic year. From this population, 100 children with externalized behavioral disorder (50 girls and 50 boys) and 100 normal children (50 girls and 50 boys) were selected by random multistage cluster sampling using the CSI-4 teacher form questionnaire. In order to measure executive functions, stroop test, continuous performance test, and Wechsler working memory test were used.

The multivariate analysis of variance results showed that executive functions in children with externalized behavioral disorders were different from normal children (p<0/05, F=62/43). Also executive functions were different between girls and boys (p<0/05, F=4/66).

Executive functions in children with externalized behavioral disorders were weaker than in normal children. There were no significant differences in response inhibition and sustained attention between girls and boys, but girls performed better than boys in working memory.

The purpose of this study was to design and test a model of job stress and work-family conflict on the psychological well-being of educators in special learning disability centers.

The research population included all instructors of special learning disability centers under the auspices of Iranchr('39')s Exceptional Education Organization, of which 1030 people were selected by non-random and voluntary sampling. The research instruments included the short form of Reef Psychological Welfare Questionnaire (1989), Orly and Girdano Job Stress Questionnaire (1980), and Carlson Family-Work Conflict Questionnaire (2000). Data were analyzed using structural equation method and AMOS software.

The findings confirmed the good fit of the hypothetical model with the data.

Job stress and work-family conflict directly reduce psychological well-being. There was a negative relationship between job stress and work-family conflict. Finally, work-family conflict variable had a greater share in psychological well-being.

Sluggish cognitive tempo (SCT) is used to describe a particular type of attention deficit disorder, concentration and slowness in information processing. The aim of this study was to develop a program of executive functions and investigate its effect on the performance of students with SCT.

The research method is semi-experimental with pre-test, post-test with control group. The designed training package consisted of 14 sessions in which 4 skills (working memory, inhibition, flexibility and attention training) were taught. The statistical population in cluded 8-10year old students from Tabriz, of whom 30 were selected and randomly divided into two groups: experimental (15) and control (15). The SCT questionnaire was completed by the parents of both groups. After the pre-test, the experimental group was trained for 14 sessions. The post-test was performed again and the pre-test and post-test data were analyzed using covariance analysis.

The obtained data showed significant difference between the two groups in the variables of the post-test variable of SCT after adjusting for the effect of the pre-test score (P<01).

The research findings suggest that by improving the executive functions, the symptoms of SCT disorder can be decreased.

The purpose of this research was to investigate the effectiveness of Adlerian play therapy on reduction of social anxiety and maladaptive perfectionism in children with stuttering.

The present study is quasi-experimental research with pretest-posttest control group design. The statistical population included all children aged 8 to 12 years with stuttering referred to the speech-therapy clinics of Shiraz City in the academic year 2018-2019. The sample consisted of 24 children with stuttering who had social anxiety and maladaptive perfectionism in the clinical boundaries. They were selected and randomly divided into two experimental and control groups. Liebowitz Social Anxiety Scale for Children (2003) and Frost, R. O. Multidimensional Perfectionism Scale (1990) were used to collect data, which were administered as both the pretest and posttest. The content of sessions was provided according to Adlerian Play Therapy. Data were analyzed by using descriptive statistics and multivariate analysis of covariance (ANCOVA) method.

The ANCOVA results indicated that the mean scores on social anxiety and maladaptive perfectionism and its components in the experimental groups decreased significantly in comparison with the control groups.

Thus, it can be concluded that Adlerian Play Therapy was effective in reducing social anxiety and maladaptive perfectionism in children with Stuttering.

The aim of this study was to investigate the effectiveness of sensory-motor integration intervention on studentschr('39') self-esteem and mathematical performance with learning disabilities.

The research method was quasi-experimental with pre-test-post-test design with control group and follow-up stage. The statistical population of this study consisted of male students with learning disabilities in Kerman. A sample of 40 subjects was selected by simple random sampling method and randomly assigned to 20-person experimental and control groups. The experimental group received 45minute 16 sessions of sensory-motor integration intervention, and the control group did not receive any intervention. After three months, the follow-up test was performed. Data collection tools included the Wechsler Intelligence Scale, the Mathematical Performance Test, and the Self-Esteem Questionnaire. Data were analyzed using SPSS software.

The results of covariance analysis showed that sensory-motor integration intervention is effective on self-esteem and mathematical performance and according to the results obtained from comparative follow-up in experimental groups and The effect control of this intervention was stable (P <0.05 and F =, eta =).

Sensory-motor integration intervention, by creating a new experience, contributes to the mathematical performance and self-esteem of students with math learning disabilities and can be used as a beneficial intervention to reduce studentschr('39') problems with math learning disabilities.

The aim of this study was to investigate the effect of Dalcroze music therapy training exercises on improving the perceptual-motor skills of visually impaired children.

The present study was a single case of ABA design. The statistical population of the study included all visually impaired children under 6 years of age in Isfahan welfare centers in the 98-97 academic year. Three children were selected as a sample using simple random sampling method. After determining the baseline, the subjects underwent 8 sessions and after 2 weeks, 3 sessions were followed up. The measuring instrument was Ozersky (1950) standard test of perceptual-motor skills. Data were analyzed using mean, standard deviation, percentage of non-overlapping data, median, recovery percentage, in-situ and out-of-position effect size of the data.

The results showed that training in music therapy exercises had an effect on improving the perceptual-motor skills of visually impaired children. In visual analysis of data graphs, the percentage of improvement for subjects 1, 2 and 3 was 67.78, 24.21 and 42.74, respectively.

Therefore, music therapy exercises based on Dalcroze theory can be used as one of the ways to improve the perceptual-motor skills of visually impaired children under 6 years old.

The present mixed research was conducted with the aim of designing and compiling an educational program based on the method of response to mathematical intervention.

The intervention program was first designed and then validated by experts. Then, using purposeful sampling, 20 students were selected and participated in a single AB test. Data were collected by Kay math test. Finally, the obtained results were compared with the Wechsler 4 results for diagnosis. Data were analyzed by in-class correlation and non-overlapping data ratios.

A) The formal validity of the program is suitable for implementation at the significance level of 0.005. B) The program is effective in improving math skills. C) The general pattern of program deletion is not observed in the intervention rows. D) A math-based response-to-learning curriculum cannot detect learning disabilities.

The designed program is effective for at least 85% of students with poor math. In addition, its ability to help improve the academic performance of the same number of students can also justify the use of this program.