Journal of Exceptional Childre
Year:2009 | Volume:9 | Issue:2 (32)|Papers Count:7

Objective: The purpose of this study was to compare the effectiveness of process training and task-process training methods on spelling ability in elementary students with learning disabilities.Method: 30 students identified by the teachers and the dictation pre-test were selected and assigned to three groups: process, task-process and control groups. The two experimental groups received 10 sessions of individual training. The instruments used for selecting the sample were Diagnostic Dictation Test, Cattle Intelligence Test, Visual Sequential Memory Test and Auditory Memory Test, Auditory Sequential and Auditory Attention.results: The Finding of analysis of covariance showed that the differences between the three groups were significant (p<0.01), that is, the task-process had the highest mean and the process group had the next highest mean of dictation scores (p<0.01).Conclusion: This study concluded that task-process training is an effective method in improving dictation performance for elementary students with learning disabilities.

Objective: This research investigates a causal model for explanation of depression in mothers having children with and without intellectual disabilities ID.Method: The sample group consisted of 75 mothers of children with ID, and 75 mothers of normal children from Uromia schools. The groups were matched on their education, social class, age, gender and student level of education. In the designed model perceived emotional intelligence (measured by TMMS), negative thought control abilities (measured by TCQ) exogenous variable, psychological well-being moderator variable (measured by Ryff psychological well-being scale) and depression (evaluated by Beck depression inventory) indigenous variable were considered. The scales assessed psychometric characteristics through exploratory and confirmatory factor analysis. The initial model modified according to results and tested through structural equations model.Results: The findings indicated good fitness for normal children mothers and model variables are able to explain psychological well-being. Conversely, the model is not suitable for the mothers of children with ID. Furthermore, thought control strategies are able to explain depression in both groups.Conclusion: Clinical implications are discussed.

Objective: The purpose this research was to investigate the effectiveness of inclusive in-service training on the regular primary teacher’s attitude toward inclusive education of students with hearing impairment.Methods: The method of this research was quasi-experimental, including 50 sample people (25 experimental, 25 control group). They were selected randomly without replacement. During the study, the experimental group was exposed to the inclusive in-service training and control group did not any service.Results: Covariance analysis showed that experimental group’s attitude became more positive towards control group (P<0.01). Furthermore, the analysis of results manifested that experimental group’s attitude became more positive at domains of philosophy of inclusive education, feeling of competence, security supports, relationship of normal and students with hearing impairment, and expected outcome of inclusive education, but did not show any significant difference in classroom learning climate (P>0.05).Conclusion: Holding inclusive in-service training can change some related attitudinal aspects.

Objective: This study examines relationship between personality traits and coping strategies in parents of children with autistic spectrum disorders.Method: By simple random sampling method, 80 parents (40 fathers & 40 mothers) of the children enrolled in special education schools were selected. Lazarus-Folkman coping questionnaire and Gordon Personal Profile Inventory were completed by the parents. The data were analyzed by using multiple regression and t-test for independent samples.Results: Results showed a significant relationship between emotional stability, responsibility and vigor with task oriented strategies in mothers and only a relationship between sociability with emotional oriented strategies in mothers. No significant difference was found between coping strategies of fathers and mothers. Meanwhile a significant difference was found in sociability, original thinking and vigor of fathers and mothers.Conclusion: This research stresses on the necessity of considering the personality traits and coping strategies in parents of children with autistic spectrum disorders.

Objective: The current study was conducted to estimate reliability and  validity of Index Personal Wellbeing scale - cognitive disability (McCummins  & Lou, 2004) on children with intellectual disabilities.Method: Sample consisted of 356 children with intellectual disabilities and their mothers in north of Tehran and Hamedan. Test includes index Personal Well-being Scale - Cognitive Disability. The data were analyzed utilizing Alpha Cronbach Coefficient for reliability test and multivariate regression for validity test.Results: The findings provided support for reliability and validity in Index Personal Wellbeing Scale - Cognitive Disability on children with intellectual disabilities with 0.789 Alpha Cronbach Coefficient and 0.785 R Square.Conclusion: This study shows that this scale could be applied to measure personal wellbeing in children with intellectual disabilities and their mothers.

Objective: The aim of this study was to compare emotional intelligence and attachment style in children with and without stutter in the Ardabil guidance schools.Method: in this cross-sectional comparative study, 14 guidance schools were randomly selected and 30 students with stuttering were randomly selected from the list, and matched with 30 students without stuttering according to age, gender and class level. Then, they completed the Shoot’s emotional intelligence questionnaire and Parker’s relation to parent’s questionnaire, obtained data were analyzed with t-test.Results: Results manifested there is difference between students with and without stuttering in the emotional intelligence and attachment style items.Conclusion: Overall conclusion of this study shows that students with stuttering disorder may have some problems in emotional intelligence.

Objective: This research compares auditory-verbal sequential memory, auditory discrimination, language comprehension of simultaneous affirmative sentences and recognizing sounds in the beginning, middle and the end of words with those with and without attention deficit hyperactivity disorder (ADHD) children.Method: The statistical population of this research consisted of children 3 to 8 year old children living in Tehran. 195 children were randomly selected. Four checklists developed by Seif Naraghi and Naderi were used to collect the data. Chi Square test was used to examine the research hypotheses.Results: Findings showed that there was no significant difference between children with and without ADHD in the ages 3-4, 4-5 and 6-7 years-old in the auditory-verbal sequential memory. But in 5-6 and 7-8 year old children there existed a significant difference between the two groups.Conclusion: The results show that children with ADHD perform poorly in the auditory-verbal sequential memory, auditory discrimination and language comprehension of simultaneous affirmative sentences compared to normal children.