Journal of Exceptional Childre
Year:2009 | Volume:9 | Issue:1 (31)|Papers Count:9

Objective: This study investigates the impact of training executive functions (EFs) on mathematics and reading performance in primary students with specific learning disabilities.Method: In this quasi-experimental design, 90 elementary fourth grade students with mathematics and reading disabilities were randomly recruited and assigned to experimental and control groups from a population (209 students) in Isfahan. Comoldi working memory test, Coolidge Personality and Neuropsychology Inventory (CPNI), KeyMath test, and Reading Level Diagnostic Test were respectively utilized to evaluate working memory, EFs, mathematics and reading abilities. EFs were trained through group training sessions and each EF was train in a separate block for ten sessions. The training was focused on stimulating and reinforcing the neurological connections. 25 days after the post-test, the follow-up was administered.Results: Multiple MANOVA and repeated measurements analysis revealed that the training could make a significant difference between the two groups. Conclusion: The findings emphasize that workingon EFs can yield considerable effects foe students with specific learning disabilities.

Objective: The purpose of this study was to investigate types of Braille reading errors, speed and accuracy of reading Braille in primary school student with visually impairment. Method: 41 students with visual impairments using Braille were selected through judgment selection. On the basis of reading textbook, for every grade one reading test was made. Participants read the text and recorded their reading. Errors were divided into 6 types including phonetic, omission of letter, omission of dot, omission of word, guessing, dots reversal. Results: Data analysis displayed that omission of word was the most prevalent error in all grades. There was a significant relationship between prevalence of error and the grades, and also reading function. Students with higher grades had better function in reading. Student with low vision in and the females had better accuracy in reading Braille. Conclusion: Omission of word was the most prevalent error in reading Braille and there was relationship between academic grade, vision level and gender with read function.

Objective: This study set to assess the effectiveness of cognitive-behavioral therapy in ameliorating GAD in adolescents. Method: The participants of the study comprised 62 girls with GAD that were selected by diagnostic interview and Penn State Worry Questionnaire and randomly assigned into experimental and control groups. In order to assess the effectiveness of CBT on decreasing anxiety, Cattell anxiety Questioners was used the before and after CBT. Results: t-test analysis showed a significant difference between the two groups. Conclusion: Cognitive-behavioral therapy could be suggested as a useful therapeutic method to treat anxiety in adolescents.

Objective: The purpose of this investigation is to assess visual-motor functioning and the determination of visual-motor age in children with specific learning disorders (SLD). Method: In this survey study, 58 students with SLD were recruited, and Test of Visual-Motor Skills - Revised (TVMS-R) (Farahbod & Minaee, 2002), was administered to determine visual-motor age, and then compared to their calendar age. TVMS-R has 8 categories and it is based on copying some geometric designs. Results: Significant difference on visual-motor age and calendar age was found for all grades (first grade up to fifth grade). Conclusion: Visual-motor age in children with SLD in elementary grade is lower than their calendar age.

Objective: This research compared linguistic characteristics in gifted and non-gifted female students in 1st to 3rd elementary graders in Isfahan. Method: The sample was selected by multiphasic sampling from different educational areas in Isfahan. The sample included 60 gifted and 60 normal students ageing 6 to 8:11, and was evaluated by Cattell Intelligence Test - A form. Linguistic characteristics were measured by Test of Language Development. Results: The data were analyzed by multivariate analysis of variance (MANGVA). The analysis of results demonstrated that there was significant difference in linguistic characteristics between two groups (P< 0/0001). Conclusion: The results are discussed theoretically, and some clinical implications have been suggested.

Objective: This study compares coping skills and ambiguity tolerance between withdrawal and normal female students. Method: In this comparative-causal study, 725 female students of high schools in Ardabil were selected, and evaluated by Woodworth Questionnaire. 50 students were diagnosed as being withdrawal. 20 withdrawn patients were randomly selected. Also, 20 non-withdrawal students were chosen from classmates and matched. Both groups completed Ambiguity Tolerance Scale, and Coping Skills Questionnaire. Results: The findings of this study showed that there is difference between normal and withdrawal students in the coping skills and ambiguity tolerance. Theses data showed that coping strategies used by normal students were more often problem-oriented, cognitive, and behavioral ones, whereas strategies of withdrawal students were predominantly emotion-oriented and avoidant. Conclusion: Withdrawal students need to receive some training for more effective coping skills.

Oebjectiv: This study was to investigate differences between social skills and academic achievement in students in integrated and regular schools in Qazvin province. Method: 200 students were sampled from population of exceptional children:85 five students from integrated schools, and 115 students from special education schools. These two groups were matched according to their demographics such as age, gender, grade, and level of disability. Social Skills Rating System (Gresham & Elliot, 1990) was used to assess social skills. Academic achievement of students was assessed with GPA of students and achievement section of Social Skills Rating System. Results: The finding of research indicated that there was not a significant difference between social skills and academic achievement of student in the integrated schools and special education classes. However, there were significant differences in social skills between male and female students. Female students were higher both in social skills and academic achievement. Conclusion: This research displays that integration of exceptional children in regular schools, without consideration of influential factors, will not yield higher social skills and academic achievement in exceptional students.