Journal of Child Mental Health
Year:2022 | Volume:9 | Issue:2|Papers Count:2

Background and Purpose: One of the most important skills that play a key role in students' learning are reading skills. The purpose of this study is to design and validate an intervention program based on multiple learning systems for dyslexic students. Method: The present study was a meta-synthesis. five electronic databases from 2005 to 2021 were searched using a comprehensive search strategy. To obtain the selected articles for the analysis, systematic search strategies were used. The keywords procedural learning, statistics, sequence, dyslexia were searched in five databases including Scopus, Sciencedirect, PubMed, PsycINFO, Springer, Magiran, Sid and Noormags. As a result of this search, 229 articles were retrieved. Based on the inclusion and exclusion criteria, 22 research papers were selected for the study. The Seven-step pattern of Sandelowski & Barroso research synthesis was used for data analysis. Results: Based on the identified codes, 10 main categories related to learning systems and 9 main categories in the field of Intervention programs were extracted. Some of the categories related to learning systems include implicit, non-verbal, gradual, behavioral and numerical learning. The categories related to Intervention programs were visual sequence, auditory sequence, motor sequence, sensory and motor coordination, language sequence, play, cognitive and metacognitive strategies, and accuracy and concentration. The extracted categories were agreed upon by the coders (Kappa Cohen: 0. 65). After identifying the goals, content, and activities of the learning systems, the training program was organized into 14 training sessions. The content validity ratio of the Lavshe table showed that the program's objectives and content were valid with a score of 0. 85 and a content validity index of 0. 79. Conclusion: The findings of this study provide a program to help dyslexic students From our findings, we can conclude that paying attention to basic learning systems has been effective for improving reading skills, since our daily lives depend on implementing procedures. As a result, this program can be recommended as a useful rehabilitation program for specialists and therapists in the field of specific learning disorders.

Background and Purpose: Autism spectrum disorder is one of the most common neurodevelopmental disorders, the diagnosis of which in children has a negative impact on the quality of life of parents, especially mothers. Thus, the present study was conducted with the aim of comparing the effect of cognitive behavioral training with an intervention based on acceptance and commitment on the self-esteem of mothers of children with autism spectrum disorder. Method: The current research was a semi-experimental study with a pre-test-post-test design that included two experimental groups and a control group. The study sample included 36 mothers with children with autism spectrum disorder in Rasht City in 2019, who were selected according to the entry and exit criteria. These participants were placed in one of three groups: cognitive behavioral intervention, acceptance and commitment therapy, or the control group. At first, the self-esteem questionnaire (Sorensen, 2005) was administered as a pre-test to all three groups. The first experimental group received cognitive behavioral training in ten 90-minute sessions, and the second experimental group received acceptance and commitment therapy in eight 60-minute sessions, while the control group did not receive any intervention. Then, a post-test was conducted with all three groups. And after three months, the follow-up was done. The data were analyzed using univariate covariance analysis. Results: The results of this study showed that the effectiveness of the on acceptance and commitment therapy for self-respect (1. 318) was different from that of the cognitive-behavioral training group. And the results of the dependent t test showed that in the cognitive behavioral training group (P=0. 491, t(11)=0. 713) and the intervention based on acceptance and commitment (P=0. 067, t(11)=2. 028) no significant difference was observed between the two stages of post-test and follow-up on self-esteem (p<0. 05). Conclusion: Based on these findings, it can be stated that both methods of cognitive behavioral education and intervention based on acceptance and commitment increased the self-esteem of mothers with children with autism spectrum disorder. The implications of the obtained results are discussed in the article.