Journal of Exceptional Childre
Year:2009 | Volume:9 | Issue:3 (33)|Papers Count:10

Objective: This study investigated the effect of training social problem-solving strategies on social adjustment and academic performance among secondary school shy students.Method: Utilizing a multi-phase random sampling method, 700 shy students were selected, and then completed Shyness Scale. Eighty students were finally selected, and randomly assigned into two experimental and control groups. The experimental group received seven sessions of training for social problem solving strategies. Students' social adjustment was measured by social adjustment subscale of California Personality Inventory and their school achievement was measured by mean school achievement as the pre-test and post-test for two groups.Results: Results showed that pretest-posttest differences of experimental group were significantly more than control group (P=0.001).Conclusion: This study emphasizes that social problem solving strategies can improve the social adjustment and academic performance in secondary school shy students.

Objective: This research studied the effectiveness of verbal self-instruction training on symptoms amelioration in children with oppositional defiant disorder (ODD).Method: In this quasi-experimental method, 40 male students with ODD (fourth & fifth graders) were selected from Tabriz schools and then randomly assigned into two experimental and control group. The subjects were recruited utilizing DSM-IV-TR criteria and CSI. Then verbal self-instruction training was administered for experimental group in 12 sessions (60 minutes for 6 weeks) and control group received no intervention.Results: ANCOVA analysis showed that verbal self-instruction training could alleviate symptoms.Conclusion: We can conclude that verbal self-instruction training could be applied in helping children with ODD.

Objective: The present study investigates the development of social information processing (SIP) in students with mild intellectual disabilities with regard to the social information processing model presented by Crick and Dodge (1994).Method: The sample consisted of 120 students ageing 10 to 12, 13 to 15 and 16 to 18 years. They were selected from the exceptional schools in Shiraz and were interviewed individually using Tur-Kaspa and Bryan (1994) social stories.Results: The results indicated the presence of a significant difference between the mean scores of the first and the third group of students in all stages of SIP. However no significant difference was observed between the mean scores of the second group and the other two groups in any of the SIP steps.Conclusion: This study concludes that there probably exists a slow social cognition development in these students.

Objective: This study investigates prevalence of children with behavioral disorders in primary schools in Tehran.Method: 1273 students were selected randomly, and their teachers completed Child Behavior Checklists (CBCL).Results: Results indicated that 20.3 percent of children have behavioral disorders based on clinical classification. Also 5.8 percent of students are borderline classification. The most frequent disorder in clinical classification is internalizing behavioral disorders and the least frequent disorder is anxiety. The most frequent problem in borderline group is depression and the lowest frequent problem is thinking problem.Conclusion: The findings emphasize on the necessity of serious related interventions for these children.

Objective: This study investigates the prevalence of attention deficit hyperactivity disorder (ADHD), conduct disorder (CD), and oppositional defiant disorder (ODD) among elementary students in Shiraz.Method: Utilizing a random cluster sampling method, 1300 students were recruited, and evaluated with CSI-4 (parents form).Results: Data analysis revealed that %17.5 of the students have these three disorders, and the boys had a greater ratio. It included attention deficit (%6.7), hyperactivity-impulsivity (%6), Combined ADHD (%5), CD (%5), ODD (%3.6).Conclusion: These findings stress that prevalence of disruptive disorders are considerable in Shiraz, and need to be emphasized in the therapeutic and educational policies.

Objective: This review article outlines the thinking and evidence behind our hypothesis that the problems suffered by dyslexic people may be attributable to some cerebellar deficits.Method: Firstly, we provide an overview of recent evidences that propose a central role for the cerebellum in cognitive skills in particular those scaffolded by spoken language in addition to its well-recognized role in motor skills. Secondly, some evidences from Sheffield Laboratory outlined that cerebellar function is abnormal in dyslexia condition.Results and Conclusion: Two specific lines of evidence are considered: behavioral and converging evidence from neuroimaging which demonstrate significant differences between the dyslexic and control groups. The same battery of behavioral tests was applied to a group of children who are non-discrepant poor readers. Finally, an ontogenetic casual chain was provided for the development of dyslexia in terms of cerebellar deficits from birth.

Objective: The present research is conducted to study the educational achievement and behavioral problems of hearing impaired students (boys) whose study at schools for exceptional student, and customery schools in Qom.Method: To measure the educational achievement of the students, the average marks of the current year, the past year separately and the total of current and past year were obtained. To conduct the study Causal-Comparative. Method was adopted the demographic data and the Rater behavioral test (A is form form the teachers and B form for parents the parents) were applied. As the students were not able to complet the questionnaire, 30 teacher and 30 parent were selected for sample groups. The resultes showed that there was not a significant difference between the two group of student, but depression in students of schools for exceptional was less than students that were studying in customery schools and anti-social behavior was more in the second mentioned group.