Journal of Exceptional Childre
Year:2004 | Volume:3 | Issue:3-4 (9-10)|Papers Count:6

The research is aimed to study the effect of teaching self- supervision strategies in ADHA Students in the city of Tehran. Five students having ADHD were selected based on CSI-4, using accumulated sampling method.The method of researchis single- subject,basedon which two behaviors related to attention defecit disorder including attention to reading task, and talking without permission in mathematics class were studied. They were studied in three stages of baseline (including observing the frequency of these two behaviors in the subjects), intervention stage (including teaching strategies of self- supervision and recording the frequency of these behaviors by the subjects), and follow- up stage (examining fullow up of effect of self- supervision on the aforesaid behaviors). The results showed that teaching the strategies of self-supervision causes an increase in the level of attention and reduction in level of talking without permission in students with attention defecit disorder.

Some students especially those with particular deficiencies in arithmetic calculations are unable to correctly perform fundamental calculation operations (addition, subtraction, multiplication, and division). They frequently make calculation errors and give up easily. Researchers interested in this area have found the cause of these problems in the teachers insufficient and incorrect teaching or students inability to acquire fundamental concepts (one to one corresponding, sets, etc.). By analyzing the calculation errors of these students, we found that they show similar patterns in their errors. By understanding these patterns teachers can succeed in solving students problems and reduce their difficulties in written comprehension to a minimum. In order to achieve this goal, 20 students who attended the Center for Special Learning Difficulties in the city of Yassoj were examined, and after evaluation by the experts, they were diagnosed as discalculia students. The errors of the students in the operation subtest of the achievement test of Iran - key math analyzed and grouped. The results showed that one of the main difficulties of students with dyscalculia is recognizing the facts in mathematics. Other errors are the result of a problem in the comprehension of strategic knowledge, the time and place of using facts or definite techniques or are well the result of chance errors.

The aim of the researchers was to compare rearing style of mothers of Depressed, Anxious, Obsessive- compulsive children with those of mothers of normal children. A multi- stage sample of 40 normal children (boys and girls aged 7 to 11) from schools in 3 educational Districts of Tehran and a biased sample of 90 children with depression (Major Depression and Dysthymia), Anxiety(Generalizaed Anxiety Disorders, Seperation Anxiety [social phobia]), obsession and Compulsion from Hospitals such as: Imam Hossein, Rouzbeh, Navab Safavi, and shahid Esmaeili clinic were selected. Mothers of the 130 selected clinical and normal children were tested by Diana Baumrinds Rearing styles Questionnaire. The analysis of variance showed that there was significant difference between categorical, reassuring, and dispotic rearing styles of mothers of depressed, anxious, obsessive-compulsive children and mothers of normal children. Mothers of depressed, anxious, obsessive and compulsive children apply more dispotic rearing styles than mothers of normal children. Whereas, mothers of normal children apply categorical and disorders, but their tendency to apply categorical and reassuring styles shows no significant difference from those of mothers of children with depression, anxiety, obsession and compulsion.

In this research we have concentrated on the study of some speech and language general characteristics of mentally retarded students in exceptional schools in the city of Tehran in 2001. The subjects were 133 students (66 boys and 67 girls) in priliminary preschool, complementary preschool, first and second grades in primary school. Their chronological ages ranged from 6.7 to 13.6 years. These students were selected by multi-stage sampling method from exceptional schools in Tehran. The test used in this research included "test of language development - primary 3" consisting of 6 main subtests (vocabulary and syntactic) and 3 complementary subtests (articulation and auditory). By combining the scores of the 6 main subtests, we also obtained 6 combined scores. In this study for analysis of data we utilized the t-test and mann-whitney U test. The results obtained from this study indicate that: 1. The sex of students has no effect on their language and speech performance. 2. The chronological age of 12 is the point of emergence of difference in students performance in most of studied language skills. 3. Second grade in primary school level is the turning point of difference in students performance in most of studied language skills. 4. The performance of Downs syndrome students is meaningfully lower and weaker than the other students 5. Most students had difficulty in oral vocabulary and sentence imitation and their least difficulty was in vocabulary comprehension (picture vocabulary). 6. Being bilingual has no effect on the performance of subjects in the studied language skills.

The aim of this research was to normalize Rinulds children depression scale (RCDS) on the students of primary schools in Tehran city. In this respect by using multi stage sampling method, 448 primary students of grades 2 to 5 were chosen randomly among 14 primary schools in 7 educational districts of Tehran. After that they were tested by Hs FORM OF RCDS. The results shown that RCDS has efficient reliability & validily to measure Depression signs in Tehranian children aged 8-11.