Journal of Exceptional Childre
Year:2020 | Volume:20 | Issue:1 |Papers Count:12

Objective: The present study aimed to determine the relationship between mothersʾ temperament traits and childrenʾ s attention deficit hyperactivity symptoms: with the mediating role of parental styles. Method: This study was a descriptivecorrelation. The statistical society of this study included all mothers of ADHD students in primary school in the 2nd and 4th districts in Tehran in the academic year of 2017-2018. They were selected by purposive sampling method. For data collection, we used Cloningerʾ s temperament and character questionnaire, Baumrindʾ s parenting styles questionnaire, and Connerssʾ s parent questionnaire. Results: The findings showed that parenting styles can mediate the relation between mothersʾ temperament traits and childrenʾ s attention deficit hyperactivity symptoms. Novelty seeking had indirect effect on ADHD symptoms, and authoritative style had mediator role in this relationship (P≤ 0/01, β =0/32). Harm avoidance had indirect effect on ADHD symptoms, and authoritative style had mediator role in this relationship (P≤ 0/01, β =0/34). Persistence had indirect effect on ADHD symptoms and authoritative style had mediator role in this relationship (P≤ 0/01, β =0/37). Conclusion: Mothers with harmful temperament traits, in parents-child interaction demonstrate nonauthoritative style that causes ADHD symptoms in their children.

Objective: The aim of this study was to determine the effect of learning through virtual social networks based on the 5E instructional design model on the creativity and social participation of mentally retarded children in the experimental sciences. Method: The research method was experimental and the experimental design was quasi-experimental with pretest-posttest and control group The statistical population of the study consisted of all mentally retarded students of Karaj (225 students). Using random sampling, 34 individuals (17 control group and 17 in experimental group) were selected as statistical sample. The data collection tools were Torrance Creativity Questionnaire (1992) and Yazdanpanah Social Participation Questionnaire (2007). The reliability of the tools was confirmed by the Cronbach's alpha (0. 70) and (0. 92), respectively. Data were analyzed using independent T-test and Paired-Samples T-test. Results: The results showed that use of E5 educational design model. increased the creativity and social participation of mentally retarded children in experimental science (P <0. 05). Conclusion: Use of E5 educational design model that is tailored to the needs of mentally retarded children can impact their creativity and active participation in virtual social networks.

Objective: The aim of this research was to study the prediction of accident proneness using sensitivity to reward and sensitivity to punishment with the meditative role of impulsivity and attention deficit. Methods: In this correlational study, all elementary students of Tabriz City in the 2018-2019 education year constituted the research population, of which 150 students were chosen as a sample using random multistage cluster sampling model. Data were collected using Minor Injury Severity Scale (MISS), Balloon Analogue Risk Task (BART), and Continuous Performance Test (CPT) tools. Path analysis was employed in order to analyze the data. Results: It was found that the direct effect of sensitivity to reward on accident proneness was (β = 0. 27, p <0. 01) and sensitivity to punishment on accident proneness was (β = 0. 01, p <0. 01). Also impulsivity on accident proneness was (β = 0. 42, p <0. 01) and inattention on accident proneness was (β = 0. 39, p <0. 01). In addition, sensitivity to reward indirectly had a positive and significant relationship with accident proneness with the mediator role of impulsivity with the impact factor of 0. 17, and inattention with the impact factor of 0. 16. Sensitivity to punishment indirectly had a negative and significant relationship with accident proneness with the mediator role of impulsivity (-0. 14) and attention deficit with the impact factor of (-0. 16). Conclusion: Accident proneness can be predicted by sensitivity to reward and punishment with the mediating role of impulsivity and inattention. This result can be applied in prediction and rehabilitation programs for reducing children’ s injuries in the target group.

Objective: Aggressive behavior is a common problem among children. with Intellctual Disability One of the proposed methods for treating aggression is art therapy. The purpose of this study was to investigate the effect of motivational painting interventions on aggressive behaviors of elementary school students with Intellctual Disability. Method: Twenty-six elementary school students were selected by available sampling method. Semi-experimental design with pretestposttest design with control group was used. The data were collected using a questionnaire for aggressive children (B. D. GH), teacher form. The aggression questionnaire was completed by teachers. Students were randomly divided into two groups of experimental and control (each 13 persons). Then the experimental group received 12 motivational painting instructions in 12 consecutive sessions. The Data gathered from pre and post tests were analyzed by covariance analysis. Results: Results by Covariance analysis showed that there is a significant difference between the mean scores of pretest and posttest of aggression in both experimental and control groups (p <0. 05). Conclusion: Motivational painting is effective in reducing the aggressive behaviors of students with Intellctual Disability. This group of students find the opportunity to emulate their feelings and emotions and display the psychological distress through painting. As the result these feelings showed in a society-friendly way, thus showing less aggressiveness. So that the motivational painting could be used as the one of the effective interventions in reducing behavioral problems among children with Intellctual Disability.

Objective: The purpose of this study was to understand the experiences of parents of children with special needs from educational problems in special schools. so that, by specifying educational problems, one could take actions to reduce the causal factors in the schools. Method: The method was qualitative and phenomenological, for this purpose; 15 parents of children with special needs were selected until reaching information saturation using targeted sampling by conducting semi-structured interviews. The interviews were analyzed using Colaizzi method. Results: It was revealed that the factors causing educational problems in this group of students in special schools can be found in four general themes: teachers' quality, curriculum, educational environment and features, and executive employees. Conclusion: The study showed that examining the experiences of parents of students with special needs from educational problems, can provide a suitable platform for the development of abilities of these students and present a rich environment for gaining skills. Finally, the necessary proposals were presented according to the results.

Objective: The purpose of this research was designing an attention training program for elementary students with attention deficit hyperactivity disorder (ADHD). Method: In order to design the attention training program, a general model of the educational design was used. Qualitative method was used for analyzing data. To design the attention training program, thematic analysis of the qualitative method was used. The sampling was done using a targeted sampling method at saturation. Results: Using thematic analysis for attention as global theme, four organizing themes and 22 basic themes were identified. According to the investigation various sources and views of experts, the program was designed for practicing in the four dimensions of attention (sustained, selective, alternative, and divided) in audio and visual parts. Conclusion: In addition to previous methods, experts can use this educational package in education of ADHD children.

Objective: The aim of this study was to investigate the cognitive emotion regulation and behavioral problems in children with specific learning disorders (reading, writing and mathematics deficits). Method: This causal-comparative study was conducted, among the statistical population of primary school boys (7-12 years old) from 2015 to 2017 in Hamadan and Arak; of which 120 children (30 with math learning disorder, 30 with reading disorder, 30 with Writing disorder and 30 children without any learning disability were selected through purposeful sampling and considering inclusion criteria for entering and leaving the study. The Reading Disorders List, Iran Kaymat's Math Test, Dyslexia writing disorder test, Conner's Behavioral Problem Questionnaire, and Cognitive Emotion Regulation Questionnaire for children were used to assess the participants. Results: It was revealed that all the three the group had learning disorders comparing to the normal group, with a significant difference between the lesser number of positive emotion regulation strategies and the higher rate of negative emotional regulation strategies and behavioral problems. Also reading disorder groups was significantly different from the two groups of math and writing disorders and was highly associated with most of the negative emotional strategies and behavioral problems. Conclusion: The findings of this study provide evidence of emotional and behavioral adjustment problems in students with learning disorders. Therefore, psychological interventions should be considered to improve and correct the behavioral problems and emotion regulation of these children.

Objective: The current research aimed to study the application of assistive technology in sever and multiple disabilities area. Method: for this purpose, we used assistive technology related key words including: assistive technology, instructional technology, and learning technology in sever and multiple disabilities, and from web the Dada of Iran and World, between 1996-2019 was conducted in accordance with the research objectives to execute current study. Results: The results revealed that among selected research papers, the researches on the application of assistive technology in multiple disabilities have the highest frequency (33), and application of assistive technology in orthopedic impairments (17), deaf blindness disorder, and traumatic brain injury have been investigated 4, 2, and 1 times, respectively. All of the mentioned of researches have single-subject designs. micro switch technologies (with 16 frequencies) the most used for individuals with multiple disabilities. combination of software programs and micro switch technology (with 9 frequencies), software programs (with 7 frequencies), social communication technologies (with 6 frequencies), combination of social communication technologies and micro switch technology (with 2 frequencies) are respectively in the next priority. the rehabilitation or exceptional centers (in 50% of researches) are the most widely used training setting in carry out researches. in addition, individualized assessment prior assistive technology selection (in 37. 50% of studies), family involvement (in 80% of studies), and ongoing support for subjects (in 90% of studies) has been studied. the results of all studies have indicate that there is a positive effect of assistive technology on multiple disabilities. Conclusion: the most of evidence-based practice research support toward assistive technology and its effects on persons with multiple disabilities. the application and using technology can help persons with multiple disabilities in promote academic learning, social skills, and independent living. in Iran developing an assistive technology programs in multiple disabilities areas and studding its effectiveness on these groups are needed.

Objective: The aim of this project was to compare the effectiveness of virtual reality with neurofeedback on the impulsivity of ADHD students. The study design was quasi-experimental with pretest, posttest, control and follow-up. Method: The statistical population was all the students (aged 7-12 years) having ADHD symptoms in Isfahan City, of which 48 subjects were selected and randomly assigned into three groups of virtual reality, neurofeedback and control (each 16 students). The mothers of the subjects were asked to answer SNAP-4 in order to assess the type and severity of ADHD symptoms. The virtual reality group received 10 sessions of 3 minutes each, and the neurofeedback group received 30 sessions of 45 minutes each. The control group did not receive any intervention. The posttest and then follow-up were done. Results: The results showed that both virtual reality and neurofeedback were effective on impulsivity, and continued their effects during the follow-up period. Differences between the two experimental and control groups were significant (p<0/001). Conclusion: Evidences show that virtual reality, same as neurofeedback, is effective on the impulsivity of ADHD students.

Objective: The present research aimed to study the psychometric properties of the revised version of Tehran-Stanford-Binet intelligence scale in diagnosis of children with learning disability. Methods: Methodology was descriptive-survey. Population was all students with learning disability and normal students in grades 1-3 in the elementary schools of Makoo City. 50 students with learning disability were selected by purposeful sampling and diagnostic interview and 50 normal students were selected thourogh match students. Data were collected using the 5th version of Tehran-Stanford-Binet intelligence scale and analyzed by the correlation and psychometric analyses of reliability and validity. Results: It was indicated that this test has desirable psychometric properties in internal homogeneity, stability coefficient, diagnostic and criterion validity in diagnosis of learning disability. The subtests of verbal active memory, nonverbal knowaldege, verbal knowaldege, nonverbal fluid reseaning and nonverbal active memory have desirable diagnostic validity. Also active memory and knowaldege are conculsive factors in diagnosis of learning disability. Conclusion: The results provide some evidence that the revised version Tehran-Stanford-Binet intelligence scale is an appropriate tool in diagnosis of children with specific learning disability. Therefore, it is recommended to use this tool in acurate and valid diagnosis of learning disability.