فصلنامه روان شناسی افراد استثنایی
پیاپی 11 (پاییز 1392)

The present research aims to study the effect of computer-aided working memory training on executive functions and math performances in students with mathematics disorders. This was a quasi-experimental research. From among all the students in centers for learning disorders, 20 female students with mathematics disorder studying at the 3rd, 4th and 5th grades of elementary schools in the educational year 2011-2012 in Tehran were selected using convenience sampling method. The subjects were randomly assigned into the two control and experiment groups. the Key Math Diagnostic Arithmetic Test as well as executive functions tests (including the Tower of London Test, the Continuous Performance Test and Stroop test cards) were carried out on the subjects. Then, the experiment group (including students with mathematics disorder) received 20 sessions of computer-aided working memory training in 7 weeks. Afterwards, all the subjects (both experiment and control groups) were assessed in terms of executive functions and math performances. It is noteworthy that the control group did not receive any training. Both groups received only the school trainings. One month later, the post-test was administrated. The results of the pre-test and post-test were analyzed using t-test. The results showed that computer-aided working memory training had a significant effect on executive functions and math performances of students with mathematics disorder, and could improve it. The findings of this research can be used in neurological and educational interferences.

The present research aims to study and compare the extent of effectiveness of computer-assisted cognitive remediation (CACR) and psycho-stimulant drugs in improvement of response inhibition and sustained attention function in children with attention deficit/hyperactivity disorder (ADHD).This was an experimental, prospective research with a pre-test and post-test design, and follow-up with two experiment groups. Using convenience sampling method, 23 children with ADHD were selected. They were matched in terms of severity of disorder, and were randomly assigned into two groups of psycho-stimulant drug therapy (n= 11) and CACR (n= 12). The research instruments included the Continues Performance Test (CPT), SNAP-IV questionnaire, the short form of WISC-R and Child Syndrome Inventory (CSI-4). The data were analyzed using multivariate ANOVA & repeated measures (RM-MANOVA), mixed-design analysis of variance, and follow-up tests. The CACR had a significant and enduring effect on the subjects’ performance in response inhibition and sustained attention. Although CACR, compared to drug therapy, was more effective in improvement of response inhibition and sustained attention; the differences were not statistically significant. Generally, both treatments were effective in improving response inhibition and sustained attention. Therefore, CACR can be used as an alternative technique to the psycho-stimulant drugs in treatment of ADHD.

Given the emphasis the specialists put on the necessity of mental health interventions for elementary school children as a primary prevention, and also their focus on the treatment and development of mental health, the present research aims to study the effectiveness of cognitiveـbehavioral social skills training on reducing symptoms of students with externalizing behavioral disorders. This was an experimental research with a pre-test and post-test design, with a two-month follow-up period. The statistical population included all female elementary school students with externalizing behavior disorders studying at 5th and 6th grades in Langarud city in the educational year 2012-2013. Using multi-stage cluster sampling method, 30 subjects were selected and randomly assigned into the two experiment and control groups. The Child Behavior Checklist (CBCL) was used to evaluate the rate of externalizing behavioral disorders in students. The Walker Social Skills Curriculum was presented in 17 sessions during two months to the experiment group. The data were analyzed using repeated measures/mixed-model ANOVA and the Bonferroni test. The results showed that there was a significant difference between the rate of symptoms of externalizing behavior disorders in both control and experiment groups during post-test and follow-up stage. Moreover, social skill training with cognitive-behavioral approach proved to be an effective intervention in reducing the symptoms of externalizing behavior disorders.

The present research aims to compare social skills, life satisfaction, and the locus of control in students with hearing impairment, students with visual impairment, and normal students at middle school and high school levels of Ahvaz city. A Sample of 129 people, including 50 students with hearing impairment, 28 students with visual impairment, 51 normal students participated in this study and filled out social skills, life satisfaction, and the locus of control questionnaires. This was a causal–comparative research, and multivariate analysis of variance was used to test the hypotheses. The results indicated that there was a significant difference between the three groups (P>0.001). There was a significant difference in the variables of social skills and locus of control, resulting in better social skills and higher Locus of Control in normal individuals compared to those with hearing impairment and vision impairment. Through investigating the results, this finding was obtained that the difference in the social skills of students with hearing impairment and vision impairment was significant, being in favor of the group with vision impairment As for the locus of control, when comparing the normal group and the group with hearing impairment, the results indicated a significant difference in external locus of control in favor of group with hearing impairment, but no significant difference was observed in the variable of life satisfaction among the three groups. The paper discusses the application of these findings.

The present research aims to study the differences in thinking styles and emotional creativity in gifted and ordinary 1st-grade high school students in Urmia city. The research method was that of causal-comparative. Using multi-stage cluster sampling method, 400 subjects (including 200 gifted, 200 ordinary ones) were selected from among the 1st-grade high school students in Urmia. The Thinking Styles Inventory (Sternberg, 1994) and the Emotional Creativity Inventory (Averill, 1994) were carried out on them. The data were analyzed using multivariate analysis of variance (MANOVA). The results showed that there was a significant difference between ordinary and gifted students in their emotional creativity and thinking styles. The mean of legislative and judicial thinking styles in gifted students were higher than that of ordinary students. Moreover, the mean of executive, global, local, and conservative thinking styles in ordinary students were higher than that of gifted students. Generally, the results suggest that the interaction between thinking styles and emotional creativity is an important factor in students’ individual learning differences. Although the results of this research are exploratory in nature, they have practical implications.

The present research aims to study the effect of employment status, marital status, education level, intensity of disability and gender on the total rate of mental health as well as physical symptoms, anxiety, social maladjustment, and depression in physically disabled persons in Isfahan city. The research method was that of causal-comparative. The statistical population included all disabled people in Isfahan, from among which 100 subjects were randomly selected. The 28-item General Health Questionnaire (GHQ-28) was used to assess the psychological status of the participants. The results of MANOVA showed that employment status significantly affected the total score of GHQ (P<0.01), physical symptoms (P<0.05), and anxiety (P<0.05). Also, marital status significantly affected the total score of GHQ (P<0.05) and depression (P.0.01). However, the education level, intensity of disability, and gender had no significant effect on total score of GHQ, physical symptoms, anxiety, social maladjustment, and depression variables. The research findings suggest that physically disabled people should be provided with the appropriate opportunities for marriage and employment, so that their psychological status can be improved.

The present research aims to study the effect of teaching theory of mind on improvement of cooperation, self-control and assertiveness in 7- to 12-year-old autistic children in Tehran from the viewpoint of mothers. This was a quasi-experimental research with a pre-test and post-test design. The statistical population included all the 7- to 12-year-old autistic children in Tehran. Using convenience sampling method, 12 subjects were selected and randomly assigned into the two experiment and control groups. The research instruments were 38-item questionnaire of theory of mind and Gresham-Elliott Social Skills Rating System (1990). The data were analyzed using the methods of descriptive as well as inferential statistics (independent and paired t-test). The results showed that teaching theory of mind did not improve the extent of cooperation, self-control and assertiveness in autistic children from the viewpoint of mothers. In other words, there was no significant difference between experiment group and control group after the post-test was carried out (p>0.05). Therefore, it can be concluded that teaching theory of mind cannot improve the level of cooperation, self-control and assertiveness in the 7- to 12-year-old autistic children.

Positive and negative parental attitude towards children with special needs not only cause related emotional states in these children, their parents and other family members, but also can affect, both directly and indirectly, the process of tracking and receiving the educational, counseling, and rehabilitation services. Hence, assessment of parental attitude towards children with special needs and also presentation of a program for improvement of the attitude are of great importance. The present research aims to study the validation and revision of parental attitude towards children with special needs. This was a survey research with a descriptive method. The statistical population included all the parents with children with special needs, who had enrolled their exceptional children in rehabilitation centers and exceptional elementary schools in the educational year 2011-2012. Using cluster sampling method, 400 subjects were selected. The data were analyzed the methods of descriptive statistics (including mean, standard deviation, and frequency percentile) as well as inferential methods (including Pearson’s correlation, and confirmatory factor analysis via SPSS and LISREL software). The results showed that the scale of parental attitude towards children with special needs was a reliable and valid scale. Therefore, applying this scale can help specialists and researchers in the area of education and rehabilitation to evaluate the parental attitude towards children with special needs.