Journal of Exceptional Childre
Year:2005 | Volume:5 | Issue:1 (15)|Papers Count:8

Sometimes accurate identification of dyslexia is very difficult due to lack of any standard reading tests in Iran. Consequently proper treatment planning also may be a problem. A comprehensive review of reading tests in other countries not only provide a pattern for designing Persian reading tests, but also create good ideas of informal testing for Iranian experts. Three English reading tests are outlined and compared as follows: “Neale Analysis of Reading Ability" consists of Reading passages and supplementary diagnostic subtests and is suitable for 6-13 years old children. Reading level, spelling, auditory discrimination, grapheme- phoneme correspondence, and relatively phoneme awareness are included. This test provides accuracy age, rate age, and comprehension age. “Durrelll Analysis of Reading Tests” is made for children from preschool to primary. This test identifies the grade level and Consists of various subtests of reading and some related items.“ Standard Readi Tests" consists of normalized passages and various subtests including spelling, Aural Discrimination, copying, visual Discrimination, Visual Orientation and Diagnostic word- Recognition that last one exactly analyse word subtypes reading ability. However, it should be mentioned that clinicians should complete the results of these tests by precise observations and complementary informal tasks.    

The purpose of this research was to study and compare stages of adolescents moral development with conduct disorder and normal on base of Kolberg theory. For this purpose, 54 of 12-17 years old adolescent (27 with conduct disorder and 27 normal adolescent) was selected from secondary school of Tehran city and also corrective center. They were interviewed with stories of kolberg. The results of analysis of adolescent with conduct and normal showed that the stages of adolescent with conduct disorder consist with pattern of kolberg and the adolescents grow older, they reach to upper level of moral reasoning. But comparing of percentage of adolescent’s responses with conduct and normal in Kolberg’s stories showed that moral reasoning of adolescents with conduct and normal differ in first and second level. In fact the speed and movement of adolescents with conduct disorders in stages of moral development is slowly than normal adolescents.        

The aim of this research is to study the effect of ABA (Applied Behavior Analysis) intervention method on two groups of children with autism disorder during six months which was carried out at 2003 and 2004 in Isfahan Autism Center. Each group including 20 children (10 girls, 10 boys) as experimental and 20 as control with average calendar age of 6.8 for experimental and 5.4 for control were selected from 100 children, all were evaluated as children with autism by psychiatrists. Then method which is used in this research is the up-dated method of Ivar Lovaas that is known as Applied Behavior Analysis intervention method. The basic aspect of this method is to recognize the weaknesses behavioral and conceptual problems of children with autism and the programming the situation for individual teaching (one-by-one) by training personnel and teachers, through functional conditioning (refer to Skinner). For gathering the data, GARS test (Gilliam Autism Rating Scale) is used, which is involve of three sub-test: stereotype behaviors, communication and social interaction. Each sub-test has 14 questions with a maximum rating of 42 points, which shows the intensity of autism negative signs for analyzing the data, The SPSS software with T-Test and analysis of variance is used. This research which was executed in a semi-experimental way, approved that children in experimental group, as the study of Lovaas at 1983 has indicated, could make improvements by reducing average 30 points of autism negative signs and the children by acquiring suitable behaviors at same level with their peers, were able to acquire significant improvements at P < 0.01 while the control group have not meaningful improvements.      

The purpose of this research is to compare the blind, deaf and normal female students’ social skills By using simple random sampling, three separate samples of size 30 were selected from the blind, deaf and normal female students the at high school level. The scale of the social skills was conducted for the respondents. After data collection and analysis, the results showed that the normal students’ social skills were significantly better than both the blind and deaf students’ social skills. Further, the blind students’ social skills were significantly better than the deaf students’ social skills. The results were the same as before for the three sub-scales of the social skills, i. e. cooperation, assertion and self- control. Finally, recommendations were presented by taking advantage of the results.        

This research is aimed to investigate and compare the social skills in students with specific learning disabilities (S.L.D) with normal Student in age range 8-12 in Tehran. Data on social behavior questionnaire and social problem solving skills questioner were collected by using accessible sampling for 30 L.D students in Yousefabad learning disorder center and cluster  sampling for 30 normal student in same grade that all from elementary and secondary schools in Tehran. The gathered data were analyzed through two-way analysis of variance. The result indicated that: there are no differences between the intention attribution of the normal students and L.D. Students. Differences in social problem solving models (aggression, isolation, and problem solving) are statistically significant (a= 0.05, F (1/56=0.212). In aggression model, the boys with Learning disabilities in Isolation model, the girls with the learning disabilities and in problem-solving model, the normal boys got the high average. In teacher evaluation of the social behavior, the normal boys got high average and in perceived self-efficacy for achieving the social goals they obtained high efficiency.      

In order to study of health knowledge of caregivers in special education centers, 248 caregivers in 14 providences were selected and by a questionnaire which was consist 90 questions their knowledge were assessed. Results showed 36.3% of caregivers answered to less than 50% of questions correctly. Average score of the test of health knowledge in caregivers who had extra diploma was less than caregivers who had licentiate ( 48.32 ± 10.6 vs 56.61 ± 11.53, P = .0001).The average score of the test in caregivers who were working as part time was less than caregivers who were working as full time(48.68 ± 10.6 vs 55.57 ± 11.65, P = .0001). Average score of the test in caregivers that had more than 15 years record of service was less than other caregivers (P = .0001 ).Scores of caregivers in cares related to the environment health, oral health and parasital infections was less than others cares. Findings of this study showed the necessity the education to caregivers specially caregivers who work as part time and caregivers with extra diploma.