نشریه توانمندسازی کودکان استثنایی
سال چهاردهم شماره 4 (زمستان 1402)

The purpose of this study was to investigate the effectiveness of parenting education with the approach of acceptance and commitment on distress tolerance and behavioral regulation of emotion of mothers of students with attention deficit hyperactivity disorder. The research method was a semi-experimental design with a pre-test and post-test with a control group. The statistical population included all the mothers of 8-10-year-old female students with attention deficit hyperactivity disorder who were studying in the elementary schools of Isfahan city in the academic year of 2022-2023. A multi-stage cluster random sampling method was used to select the sample, and the mothers of 30 children were randomly divided into two experimental groups (15 people) and control group (15 people). The experimental group received parenting intervention with the approach of acceptance and commitment during 10 sessions of 90 minutes. To collect data, Connors Parent Form Questionnaire (CPRS), the distress tolerance questionnaire (DTS) and the emotional regulation questionnaire (BERQ) were used. The data were analyzed using the statistical model of univariate covariance analysis and multivariate covariance analysis and The results showed that the parenting intervention based on acceptance and commitment has a significant effect on increasing the tolerance of distress and its components and the three components of emotional regulation including doing other things, active confrontation and seeking social support and reducing withdrawal and ignoring. . Based on the results, it can be said that interventions based on acceptance and commitment can have effective results in improving the mental health of this group of mothers.

This study aimed to determine the effectiveness of cognitive behavioral game therapy on attention deficit and aggression in children with attention deficit hyperactivity disorder. The present research method was a semi-experimental type with a pretest-posttest design with a control group. The study's statistical population included 60 children with attention deficit hyperactivity disorder (45 boys and 15 girls) who were officially diagnosed by a psychoanalyst and a psychologist at Negah Novin Occupational Therapy Center in district 12 of Tehran city in 2023. The sample size of 30 these children (10 girls and 20 boys) were selected by purposeful sampling. Children were randomly divided into two experimental (n =15) and control (n =15) groups. The instruments were the Conners Parent Rating Scale (CPRS) and the Nelson and Finch Children inventory for angry (CIA). The experimental group received a cognitive behavioral therapy intervention program for ten sessions of forty-five minutes, while the control group did not receive any intervention. Data analysis was performed by SPSS-24 software using descriptive statistics and covariance analysis methods. The results showed that the intervention program of cognitive behavioral game therapy had a significant effect on attention deficit (  P<0.01) and aggression subscales that includes frustration  P<0.01), aggression body  P<0.01), Relationships with Peers  P<0.01), Relationships with Authority Figures . The findings of the present study indicated that therapists can improve the attention deficit and aggression of these children by including cognitive behavioral play therapy in the educational programs of children with attention deficit hyperactivity disorder.

The research was carried out with the present aim of the effectiveness of schema therapy on primary maladaptive schemas in mothers with intellectual disability children in Quds city. This study was conducted as a semi-experimental research with a pre-test and post-test design with a control group. The statistical population of this research included all the mothers of intellectual disability students in Quds city in the academic year of 2022-2023, from which 30 people were selected by the available sampling method and were randomly divided into 2 groups of 15 people, experimental and control. Young Schema Questionnaire (YSQ-SF) was completed by both groups as a pre-test, then the experimental group received 12 sessions of schema therapy and the control group went through their normal daily schedule. Then, both groups were given a post-test and the research data were analyzed using descriptive statistics (central tendency and dispersion indices) and inferential (covariance analysis) methods in Spss version 22. The results showed that schema therapy had a positive and significant effect on reducing initial maladaptive schemas (h=0/628, P<0/001). Using schema therapy as an effective treatment can reduce and adjust the initial maladaptive schemas of mothers with intellectual disability children and help improve their mental status and daily life

The aim of this research was to determine the effectiveness of group counseling based on reality therapy on academic resilience and academic enthusiasm in students with visual impairment in 2022. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the present study consisted of all visually impaired students in Tehran in the academic year of 2021-2022. Among them, 30 people, 15 in the control group and 15 in the experimental group, were selected through available sampling. They were randomly placed in two groups. In order to collect data, Pentrich et al.'s academic enthusiasm questionnaires (1991), Samuels' academic resilience (2004) and Glasser's reality therapy protocol (2010) were used in 8 face-to-face 90-minute sessions. To analyze the data, the multivariate covariance test (MANCOVA) was used. The findings of the research showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.05 between the average of the post-test of academic resilience and academic enthusiasm in both experimental and control groups. As a result, the educational method of reality therapy can be used as one of the new positive approaches to improve the academic performance of visually impaired students with relatively stable effects, to increase academic resilience and academic enthusiasm.

The aim of this study was the effectiveness of schema therapy training on life satisfaction and quality of life of gifted students with symptoms of anxiety. The research method was semi-experimental based on pre-test-post-test with a control group. The statistical population included all students (180 peoples) with anxiety who referred to the counseling office of gifted High School in Khorram Abad city in 2023. The statistical sample consisted of 30 volunteers who were randomly divided into two groups of 15, a experiment group and a control group. The research tool included Veber & Sherboun Short-form Health questionnaire (SF-36) and Diener et al.'s life satisfaction questionnaire (SWLS(. After the pre-test, schema therapy intervention was performed in the experimental group in 8 sessions (one session per week as a group) and after that, the post-test phase was performed in both groups.The findings based on multivariate covariance analysis showed that in the post-test, at a significance level of 0.001, the life satisfaction and physical health and mental health mean in the schema therapy intervention group were significantly higher than those in the control group. As a result, Schema therapy intervention is an effective program to increase life satisfaction and quality of life of students with symptoms of anxiety.This treatment helps students to improve their insigt, turn negative schemas into positive ones, and by creating a purpose and meaning in their lives, reduce the anxiety them and increase their satisfaction with their lives. So, it is suggested to use schema therapy to increase the mental health of students with anxiety symptoms in the education environment.

The purpose of this research was to investigate the effectiveness of interactive story reading on reading literacy skills of students with hearing impairment. 30 male students (with an average age of 10 years and four months) with severe and profound hearing loss (above 70 decibels) studying in the fourth grade of Bagcheh Ban schools were selected by purposive sampling and randomly in Two experimental and control groups were placed. The subjects of the experimental group received the interactive story-reading program during 10 sessions in the form of small groups; While the subjects of the control group did not participate in the intervention program. Literary and informational text of Perls test (PIRLS) was used to evaluate the reading literacy skills of the subjects. Data analysis was done using SPSS-25 software. The results using multivariate analysis of covariance (MANCOVA) indicate the improvement of reading literacy skills of students with hearing impairment participating in the present study (P<0.001). According to the results of the present study, interactive story reading is an effective intervention in improving the literacy skills of students with hearing impairment.