Journal of Exceptional Childre
Year:2008 | Volume:8 | Issue:1 (27)|Papers Count:16

Objective: This ex-post facto research compares neuropsychological aspects of preschoolers with and without neuropsychological/developmental learning disabilities. Method: 20 preschoolers with and without neuropsychological/developmental learning disabilities aging 4 to 6 were recruited utilizing a multiple stage randomized cluster sampling. The instruments included NEPSY, Wechsler Preschool and Primary Scale of Intelligence (WPPSI), and a checklist consisting of neuropsychological /developmental learning disabilities for preschoolers.Results: The results showed a significant difference between the neuropsychological aspects of children in the two groups. Accordingly, we can suggest that preschoolers with learning disabilities had serious problems with their neuropsychological functions. Conclusion: This study stresses on assessment of neuropsychological and executive functions in preschool children showing learning difficulties.

Objective: The purpose of this research was to explore the effectiveness of cognitive behavioral therapy on mathematics problem solving performance in fifth grade elementary school female students with mathematics disorder in Yazd. Method: 355 grade elementary female students with mathematics disorder were recruited, and evaluated utilizing Key-math test and assigned to two groups as experimental and control groups. The problem-solving test was administered as the pretest, posttest and follow up. The experimental group received ten cognitive behavioral therapy sessions, and the control group did not receive any intervention.Results: The results of analysis of covariance showed that there was a significant difference among mean scores of math problem solving performance in the two groups. Also the results of analysis of correlation displayed a significant correlation among problem-solving performance and IQ scores, average, math exam scores and Key-math score; solving performance and socio-economic status of subjects. Conclusion: Accordingly, we can suggest that cognitive behavioral therapy can be applied as an effective therapeutic intervention for students with mathematics disorders.

Objective: This research investigating speed of hands for Braille reading among blind secondary high school students regarding their handedness. Method: From 160 secondary high school students in Shahid Morady school, who use Braille, 27 blind participants (8 girls, 19 boys) (mean of age = 19.8) were randomly selected. All participants completed Edinburgh Handedness Inventory (Oldfield, 1971) for Laterality Quotient (LQ). The participants were divided into 2 groups as 14 for the right handed, and 13 for the left handed. Then each participant used his hands for reading a text titled «One Paged Folder» including 357 words in 3 situations (with both hands, just with right hand, and just with left hand). Reading speed was calculated by a chronometer in each occasion according to all of the text words per second. Results: Utilizing Friedman test revealed that using both hands needed the least time. But comparing the speed of reading between two groups by Mann-Whitney U detected significant differences, so that left handed participants had the most speed when using just left hand for Braille reading. There was no significant difference according to Kruskal-Wallis test results between two genders in interaction with laterality and reading speed. Conclusion: Reading Braille by both hands has the most speed. And, left handed blinds have the most speed in reading Braille by using just left hand in comparison with right handed individuals.

Objective: This quasi-experimental study examines the impact of art therapy techniques on social development in students with intellectual disabilities. Method: The sample includes 36 educable students with intellectual disability, ranging from 9 to 11 years of age, were selected by simple random sampling in 3 groups, each consisted of 12 students, as 2 for experimental, and 1 for control groups. Raven Black & White Test for Children and Vineland Social Development Scale were respectively utilized to measure intelligence and social development.Results: Findings showed that dramatic educational techniques could improve social development. Accordingly, making-believe trainings were more effective than doll-playing.Conclusion: The findings stress that some art therapy techniques could be used to facilitate and improve social development in students with intellectual disabilities.

Objective: This study compares psychological well-being in mothers of elementary students with and without intellectual disabilities. This study also attempts to examine discriminatory power of mothers coping styles with stress in predicting psychological well-being. Method: For this study, 75 subjects were selected for each group from Uromia special and regular education schools. Ryff psychological well-being scale (PWS) and Endler-Parker coping styles were administered. Stepwise regression, independent group t-test and ANOVA statistical methods were used for data analysis. Results: Independent group t-test showed significant differences between psychological well-being means groups (p<0/01). Normal child mothers had higher mean (m = 356.96). Mothers of both groups applied problem centered coping styles (task-oriented). Regression analysis displayed that only mother’s status, and not their coping styles, could predict psychological well-being. Conclusions: The results suggest that child intellectual disabilities can lead to some considerable psychological wellbeing problems for these mothers.

Objective: The present study was conducted to examine the effectiveness of behavior therapy (BT) and cognitive-behavior therapy (CBT) on amelioration of attention deficit hyperactivity disorder (ADHD). The effectiveness was studied during the time and within the basic settings in which the core symptoms are manifested. Method: 8 subjects from two special education settings were selected. Multiple baseline design across subjects was utilized. Baseline data were collected through frequent observation of behaviors for each subject. In intervention phase, 4 subjects assigned to BT, and 4 others to CBT programs. Behaviors of subjects were also observed in follow-up phase. Results: The Results obtained from analysis of data points in experimental phases indicated a significant amelioration in symptoms of off-task behaviors. The effects were observed for 3 subjects of BT and 4 subjects of CBT in intervention phase. However, maintenance of effects was not observed in follow-up phase. Conclusion: The findings have implications to study long-term effectiveness of BT and CBT in treatment for the ADHD core clinical symptoms, and generalization of data from school-based setting to home environment.

Objective: This survey research investigates the relationship between pencil grip and some important factors in students with mental retardation. Method: 126 students with mental retardation (53 girls and 73 boys), ranging from 9 to 19 educating in grades 1st to 5th in two exceptional children schools in Shahr-e Rey, were assessed. Those students having anatomical, neurological, orthopedic, behavioral, severe vision and hearing difficulties were already excluded. A handwriting checklist developed by the researchers was administered. Results: Correlation coefficient showed that there exists a significant positive relationship between pencil grip and handwriting (r = 0.381, p<0.0001). No meaningful relationship was observed between pencil grip and handwriting speed. Also, no meaningful difference was found between right- or left-handed students, between males and female students, between students with and without Down s syndrome. Conclusion: This study stresses on the corrective treatments for pencil grip that may help better handwriting.

Objective: The purpose of this study is investigating prevalence extent of behavioral disorders among students. Method: Target population in this study is all primary school students in Tehran day-time public schools. Sample size, which was based on the scientific principle and formula for determining the size of sample, is 1420 students, who were selected through cluster sampling method. In order to collect data, a children Illness symptom questionnaire (CSI-4) was used. To analyze data, both descriptive as well as inference statistics were used. Results: Research findings have shown that:1) Most primary school students (68.9%) have no behavioral disorders, and 31.1% suffer from the illness. 2) The extent of diseased fearness and irresolute actions is significantly higher in girl students, compared with boy ones. 3) The extent of boy students' voice tic and motion tic is significantly higher than girl students.4) the extent of anxiety disorder in girls is significantly higher than boys. 5) The extent of defiant disorder is sighficaly higher in boys than girls. Conclusion: As a result can be said one third of students in primary schools have at least one behavioral disorder.