Journal of Exceptional Childre
Year:2017 | Volume:17 | Issue:3 |Papers Count:14

Objective: The aim of this research was to examine the effect of visual storytelling on externalizing and internalizing behaviors in children with oppositional defiant disorder. Method: This study was quasi-experimental (controlled pretest-posttest with follow-up). The statistical population included primary-school children in Tehran with oppositional defiant disorder. Using purposive sampling, we selected 22 primary-school children diagnosed with oppositional defiant disorder visiting a learning and therapeutic center. Before the intervention, their parents completed the Child Behavior Checklist as a pre-test. In the next step, 13 visual storytelling sessions were held for the experimental group. At the end of the intervention, the parents completed the noted checklist for pre-test and follow-up. Results were analyzed using univariate and multivariate covariance analyses. Results: The results showed that visual storytelling significantly reduced externalizing behaviors on the post-test and follow-up. However, it significantly reduced internalizing behaviors only on the post-test, with no significant change in the follow-up. Conclusion: Visual storytelling can be used as an intervention method to decrease externalizing behaviors in children. Internalizing behaviors can also be reduced in case of an ongoing implementation of this method.

Objective: This study explored the predictive role of personal growth initiative in the adjustment of blind students. Method: Participants were 120 blind students aging above 14 years selected through convenience sampling. They completed Robitschek’s Personal Growth Initiative Scale and Sinha and Singh’s Adjustment Inventory of School Students (AISS) with the help of the interviewer. Data were analyzed in SPSS using Pearson’s r and multiple regression. Results: Results showed a relationship between personal growth initiative and adjustment in students. Result of regression analysis between personal growth initiative and adjustment yielded the F statistic of 49.46 which was significant (p≤0.01). The standardized regression coefficient (Beta) for each personal growth initiative component was -2.218 for readiness for change, -3.420 for planfulness, -3.727 for using resources, and 0.010 for intentional behavior. The value of t statistic was significant for all components except for intentional behavior. Conclusion: Personal growth initiative significantly predicts the adjustment of students. Moreover, all components of personal growth initiative, except for intentional behavior, can predict the adjustment of blind students.

Objective: The purpose of this study was to compare visual and verbal metaphor comprehension in children with and without specific learning disorder (SLD).Method: In this causal-comparative study, the sample comprised 20 children with and 20 children without SLD studying in Qom, Iran, selected by multistage random cluster sampling. Data collection instruments included the Metaphoric Triads Task (MTT), Verbal Metaphor Test, and Raven's Progressive Matrices. Data were analyzed using MANOVA. Results: The results showed a significant difference between the two groups (p<0.05) in terms of verbal metaphor comprehension. However, this difference was not significant in terms of visual metaphor comprehension.Conclusion: Children with SLD are almost similar to other children in comprehending visual metaphors which can be the result of picture-superiority effect. Nevertheless, the comprehension of verbal metaphors is weak in them due to their lower semantic knowledge.

Objective: Vision plays an essential role in the process of development. Also, segregated and integrated educational settings have different educational outcomes. The present study compared the level of depression and anxiety among students with visual impairment in day and boarding schools.Method: The statistical population consisted of all blind high school students in Tehran, Iran, covered by the Special Education Organization. Eighty students were selected as the sample and assigned to four groups of 20 (two female and two male groups). Half of the participants studied in day high schools and the other half in boarding high schools. In this causal-comparative study, Beck's Depression Inventory and Spielberger’s State–Trait Anxiety Inventory (STAI) were employed to measure the level of depression and anxiety of blind students. Two-way ANOVA was used in order to investigate the effect of educational setting (day versus boarding school) on the students’ level of depression and anxiety. To measure the predictive power of variables, multivariate regression analysis was run. Results: The results revealed that students of boarding schools were less depressed and more anxious, while gender differences were non-significant in terms of depression and anxiety. Moreover, findings indicated a negative relationship between the duration of residence in boarding schools and the blind students' level of depression.Conclusion: Since the levels of depression and anxiety between two groups of students in day and boarding schools were significantly different, the results of the present study can be used to improve the mental health of students with visual impairment.

Objective: The goal of this study was to evaluate the level of ten aspects of marital satisfaction in parents of children with autism spectrum disorders (ASD). Method: The research population in the present descriptive, post-event study comprised all parents of children with ASD studying in pre-elementary and elementary schools of Mashhad, Iran, in 2013-2014. Ninety-five couples were selected through convenience sampling. To evaluate marital satisfaction, the Afrooz Marital Satisfaction Scale was used. Data were analyzed by ANOVA, t-test, and Friedman test. Results: According to results, mothers had significantly higher means than fathers in desire thinking, personal behaviors, problem-solving, leisure time, emotional interaction, and marital satisfaction. Moreover, the level of satisfaction of mothers and fathers was significantly below average. Furthermore, personal behavior had the highest level, while problem-solving had the lowest level among parents.Conclusion: With regard to strong and weak points, it is recommended that educational packages be used step by step in treatment centers to provide the necessary intervention for parents of children with ASD.

Objective: This study aimed to determine the anthropometric ratios of index and ring fingers in students with and without intellectual disability in order to help the early diagnosis of this condition. Method: The distance between the tip of the fingers to the last phalanges was measured with a digital caliper in 180 students with and without intellectual disability belonging to age groups of 7-8, 8-9, and 9-10 years, residing in Zabul, Iran. Data were analyzed in SPSS, Minitab, and Microsoft Excel. Statistical tests comprised the Kolmogorov-Smirnov test, Levene’s test, and independent samples t-test. Mean, standard error, and histograms were used to describe the data. The two groups were compared in terms of mean data and the ratio of the length of second to fourth fingers (2D:4D). Results: In all three age groups, the mean anthropometric length of the index finger (2D) of the students with intellectual disability was shorter than that of other boys, which was statistically significant only in the age group of 9-10 years (p≤0.05). In the age groups of 8-9 and 9-10 years, the mean anthropometric length of the left ring finger (D4) of students with intellectual disability was significantly shorter than that of other boys (p≤0.05). There was no significant difference among the three age groups of students with and without intellectual disability in terms of the mean ratio of left-hand index to ring fingers (p>0.05). Conclusion: According to the findings, the noted comparisons can serve as a prognostic factor.

Objective: The present study aimed to investigate the effectiveness of computerized cognitive training on the attention functions of students with dyslexia. Method: The present experimental study had a pretest-posttest design with a control group. The study population comprised male and female students with dyslexia studying in the 2nd to 5th grades in Markazi Province, Iran, from 2013 to 2014. From among these, 60 students were selected by cluster random sampling and randomly assigned to four groups: experimental (right-handed, left-handed) and control (right-handed, left-handed). Data collection instruments included a demographic information questionnaire, a computerized cognitive training software program, the Stroop Test software, the Wechsler Intelligence Scale for Children-IV, the Reading and Dyslexia Test, and Chapman's Handedness Inventory. Data were analyzed using the multivariate analysis of covariance (MANCOVA).Results: The results showed that, after performing the computerized cognitive training, the sub-scales of attention function on the Stroop Test significantly improved in both experimental groups (right- and left-handed). Moreover, the use of computerized cognitive training was more effective in improving the attention functions of right-handed students with dyslexia compared to left-handed ones.Conclusion: Computerized cognitive training can be used to improve attention functions in students with dyslexia. Furthermore, cognitive flexibility is higher in left-handed individuals than right-handed ones.

Objective: The present study examined the effect of a conflict resolution teaching program on the social competencies of children with attentiondeficit/ hyperactivity disorder (ADHD). Method: In this controlled quasi-experimental study with a pretest-posttest design and follow up, a sample of 21 students with ADHD was selected from among students of the 5th and 6th grades of elementary schools (11 and 12 years of age) in Tehran, Iran, through multistage random sampling and then randomly assigned to experimental and control groups. Child Symptom Inventory-4 (CSI-4, parent checklist) and Felner’s Social Competence Inventory were used for the diagnosis of ADHD and assessment of social competencies, respectively. A conflict resolution program was implemented for the experimental group for 12 sessions (60 minutes each, twice a week). Results: Variance Analysis showed a significant difference in social competency and its components (cognitive, behavioral, emotional, and motivational) between the experimental and control groups. Conclusion: Research findings showed that the conflict resolution program increases the social competencies of children with ADHD.

Objective: The present research aimed to compare the visual-spatial working memory executive functions and organizing and planning skills of students with developmental dyscalculia and normally developing students. Method: The statistical population of the present causal-comparative study comprised male students in the 1st to 5th grades of elementary schools in Mashhad, Iran, during the academic year of 2017-2018. Two groups (16 each) were selected through quota sampling from among those studying in District 2 of Mashhad. The first group consists of 16 students with dyscalculia selected based on the checklist in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV); Raven’s Progressive Matrices; and clinical interviews. The second group including 16 normally developing students was selected from among the students of the same classes. After that, calculation error and visual-spatial executive functions of working memory were measured using Shalev’s standardized arithmetic test (including three components of number comprehension, number production, and arithmetic calculation) and Corsi block-tapping test and Tower of London test, respectively. Results: Based on results, visual-spatial working memory was significantly weaker in children with developmental dyscalculia than normally developing children. In contrast, there was no significant difference between the two groups in terms of planning and organizing functions. The relationship between several organizing and planning functions and the percentage of error was significant. Also, there was a significant difference between the two groups in terms of number comprehension and number production. Conclusion: In general, executive functions in the new concept of developmental dyscalculia have no influence on math disability. Further, visual-spatial executive functions are an influential factor affecting dyscalculia, and improvement in these functions helps resolve errors.

Objective: This study aimed to compare the effectiveness of filial therapy and Barkley's Parent Training Program in reducing symptoms of anxiety and attention deficit hyperactivity disorder (ADHD) in children aging 7-12 years. Method: This was a quasi-experimental study with a control group. The statistical population consisted of all mothers of 7- 12-year-old children with ADHD who lived in District 4 of Isfahan, Iran. From among them, 45 were chosen after interviews and randomly divided into 3 groups (15 each). Research instruments included Savary’s ADHD questionnaire and Reynolds and Richmond's Revised Children’s Manifest Anxiety Scale. Data were analyzed by multivariate analysis of variance (MANOVA). Results: Results showed that both methods were effective in reducing the symptoms of anxiety and ADHD in children, but no significant difference was observed between the two, as also confirmed by paired comparisons. Conclusion: Filial therapy and Barkley's Parent Training Program can be used as complementary treatment for anxiety and ADHD.