JOURNAL OF EXCEPTIONAL CHILDREN EMPOWERMENT
Year:2019 | Volume:10 | Issue:2 |Papers Count:11

Aim: Positive interaction between mother and the child can prevent the emergence of psychological, evolutional, emotional and social damages in children besides creating safe attachment in them. Therefore, the present study was conducted aiming to investigate the effectiveness of parent-child interaction package on attachment quality of children with inadequate mother-child interaction. Method: The present study was quasi-experimental with pretest-posttest, control group and two-month follow-up design. The statistical population of the present study included mothers of 3-6-year-old children in the City of Isfahan in the autumn of 2018. 40 mothers of 3-6-year-old children were selected through purposive sampling method and they were randomly replaced into experiment and control groups (20 mothers in the experiment and 20 in the control group). The experiment group received nine 75-minute sessions of parent-child interaction training. The tool used in the present study was Kappenberg & Halpern’ s Attachment Quality Scale (2006). The data were analyzed by repeated measurement ANOVA method via SPSS23 software. Results: The results showed that parent-child interaction training package has significantly influenced children’ s self-control in inadequate motherchild interaction (f=76/67, p<0/001). In a way that this training package could lead to the improvement of dimensions of mother-child interaction. Conclusion: According to the findings of the present study, it can be concluded that training package of parent-child interaction by employing the recognition of emotions and thoughts and creating a context for experiencing emotions, can be applied as an efficient method to increase attachment quality of children with inadequate mother-child interaction.

Aim: Cognitive and homework assignments in gifted schools may hurt the psychological and emotional processes of gifted students. Therefore, the present study was conducted aiming to investigate the effectiveness of mindfulness therapy on the first-grade high school gifted students' anxiety and emotion regulation. Method: The research method was experimental with pretest, posttest, control group and two-month period follow-up design. The statistical population of the present study included all firstgrade high school gifted students in the city of KhorramAbad in academic year 2017-18. Purposive sampling and random replacement were used in the present study in a way that 30 students were selected from first high school students in the city of KhorramAbad through purposive sampling method and randomly placed into experiment and control groups. The experiment group received interventions in 10 seventy-five-minute sessions during three months. The utilized tools in the present study included Anxiety Questionnaire (Beck et al, 1988) and Emotion Regulation Questionnaire (Gross and John, 2003). The data from the study were analyzed through repeated measurement ANOVA via SPSS23. Results: The results showed that the mindfulness therapy has significantly influenced the gifted students' anxiety and emotion regulation (P<0. 001). Moreover, the results showed that this therapy was able to significantly maintain its effect in time (P<0. 001). The effect of mindfulness therapy on anxiety and emotion regulation of gifted students was 86% and 74% respectively. Conclusion: According to the findings of the present study, it can be concluded that mindfulness therapy concomitant with employing techniques such as thoughts, emotions and mindful behavior can influence anxiety and emotion regulation. Therefore mindfulness therapy can be applied as an efficient therapy to decrease anxiety and increase and emotional regulation in gifted student.

Aim: The purpose of this study was to investigate the effectiveness of mathematics education through computer training programs on learning mathematics concepts and interest in mathematics of slow learner students. Method: This research was quasi-experimental with pretest-posttest design and control group. The statistical population consisted of all elementary second grade slow learner students of Sangar City in the academic year of 2016-2017, from among whom 30 students were selected through convenient sampling method and were divided into two groups of experiment and control (15 in the experiment group and 15 in the control group). The experiment group was trained through computer training programs (within 10 sessions of 45 minutes), but the control group did not receive any educational intervention. The research tools included the Mental Learning Ability Questionnaire of Secondary Grade (Tabrizi, 2010), Wechsler IQ Scale for Children (Wechsler, 1949) and Interest in Mathematics Questionnaire (Nemati, 2009). Finally, the data were analyzed using one-way and multivariate analysis of covariance and analyzed using SPSS 16. 0 software. Results: The results of covariance analysis showed that mathematical education through computer training programs, improves learning of mathematical concepts and increases interest in mathematics in slow learner students (P<0/001). Conclusion: Regarding the effect of this training program, the use of computer-aided teaching technology is essential in teaching slow learner students.

Aim: Attention deficit/hyperactivity disorder (ADHD) is one of the most common behavioral disorders in childhood that has significant effects on the child, family and society. The purpose of this study was to assess the prevalence of ADHD in Iran. Methods: A search of internal databases including SID, Magiran, Irandoc, Iranmedex and also Google search engine obtained 136 Persian articles with ADHD theme. Based on the systematic review study protocol, the full text of the thirtyeight final papers that examined 35, 036 children in 18 provinces of the country were selected for meta-analysis. GraphPad Prism5 software was used for meta-analysis. Results: The findings showed that the prevalence of ADHD in the country was at least 0. 95% to 17%, with an average of 8. 7% and a confidence interval of 95% (6. 10-11. 23). The highest prevalence rate was in Tehran and the least amount was related to the study in Ilam province. According to the results, the prevalence of this disorder in boys is nearly twice in comparison to girls. Conclusion: It seems that the prevalence of this disorder in Iran is not significantly different from the global average, and the differences resulting from the different rates of prevalence in different provinces are due to the difference in the examination and diagnostic protocols.

Aim: The aim of this research was to investigate of parenting program based on Barkley model on interaction of mother-child with behavioral disorder in Varamin City. Method: The present research was a quasi-experimental study with pre-test, post-test design and control group. The participants were 30 mothers of children with behavioral disorder from consultation clinic of Armaghan in 2019 academic year who were selected by convenient sampling method. Subjects were divided into experiment and control groups, each group consisting of 15 mothers randomly. The experiment group participated in 10 sessions of parenting program based on Barkley model (twice a week; each session lasted 80 minutes), while the control group did not. The research tool included Robert C. Piyanta’ s Child-Parent Relationship Scale (1992). Multivariate analysis of covariance was used by SPSS24 for analyzing the data. Results: The results showed that parenting program based on Barkley model had a significant effect on the interaction and also conflict, closeness and dependency subscale in mother-child with behavioral disorder (P<0/001). Conclusion: The parenting program based on Barkley model can increase interaction of mother-child with behavioral disorder. Therefore, planning for providing this program has a particular importance.

Aim: The purpose of the present study was to evaluate the effectiveness of educational program of intrafamily relationships on the marital satisfaction of mothers and the resiliency of sisters of children with autism spectrum disorder. Method: This research was quasi-experimental study with pre-test, post-test and follow up design. The statistical population of this research included mothers and sisters of autistic children, living in Tehran in 2018. From among this population, 24 individuals were selected by the available sampling method and randomly assigned to two groups; experiment (12 people) and control (12 people). Both groups answered the pre-test and then experiment group received the educational program of intra-family relationships in 9 sessions. The tools of the present study were Afrooz Marital Satisfaction Scale (2010) and Connor & Davidson Resiliency Scale (2003). The obtained data were analyzed using repeated measurements of analysis of covariance with SPSS. Results: The results showed that educational program of intra-family relationships was effective on the marital satisfaction and the resiliency variables and the effect of this change was stable in the follow up (P<0/05). Conclusion: According to the finding of the present study, it can be concluded that the educational program of intra-family relationships can increase the marital satisfaction of mothers and the resiliency of sisters of children with autism spectrum disorder.

Aim: The present research aimed to design a family-based cognitive rehabilitation package and evaluating its effectiveness on executive functions of dyslexic students. Method: The research was semi-experimental with pre and post-test and a control group. Statistical population contained all students who were studying in governmental centers for learning disorders in Tehran in 2017-2018. From among these centers, two centers were selected and 30 students were selected by random multi-stages clustering and were assigned into two groups (15 in experiment group and 15 in control group). Experiment group received 12 one-hour sessions of intervention once a week for 3 months. Both groups were evaluated by Boshra Cognitive Inhibition (Rafihkhah et al., 2016), Working Memory Test Battery for Children (Pickering & Gathercole, 2001), Integrated Visual and Auditory Continuous Performance Test (Sandford & Turner, 1994), and Behavior Rating Inventory of Executive Function (Jerard, 2000). MANCOVA and ANCOVA were used for analyzing the data whith SPSS24. Findings: Findings showed that family-based cognitive rehabilitation with emphasize on sustained attention, working memory and inhibition had significant effects on executive functions of dyslexic students (P>0/01). Conclusion: The family-based cognitive rehabilitation with emphasize on sustained attention, working memory and inhibition is effective for dyslexic students.

Aim: The purpose of this study was to investigate the relationship between goal orientation (with mediator role of educational resilience) and academic engagement. Method: The research method was correlation. The statistical population of the study consisted of 2nd grade high school students in Islamshahr City. 315 students were selected using Cochran formula and stratified random sampling. To measure the variables, Academic Engagement Questionnaire (Reeve and Tseng, 2011), Resiliency Scale (Samuels, 2004) and Goal Orientation Questionnaire (Midgley et al, 2000) was used. Data were analyzed using Pearson correlation coefficient and path analysis of LISREL statistical software. Findings: Findings showed that the goal orientation of mastery and avoidance is directly related to academic engagement (through educational mediation). The variables predict 49% of the variance in the academic curve variable. Conclusion: Target orientation is a structure that can simultaneously promote academic engagement and academic resilience, and people with higher resilience can better tolerate stressful situations and are more involved in problem solving.

Aim: This study aimed to design an anger management package for high school students and to assess its effectiveness on their depression, anxiety, and stress. Method: The study was a single group quasi-experimental research with pretest-posttest design. A total of 39 students aged between 14 and 15 (M = 14. 33 and SD = 0. 48) were chosen using convenient sampling from Tehran City’ s private schools and took part in 5 sessions based on cognitive-behavioral therapy. Multidimensional School Anger Inventory (MSAI, Smith, Furlong, Bates, and Laughlin, 1998) and Depression, Anxiety & Stress Scale (DASS, Lovibond & Lovibond, 1995) were answered by the participants before and after the intervention. Finding: The results of repeated measures illustrated that anger management training improved destructive expressions and anger experience; however, positive coping did not change significantly. In addition, depression, anxiety and stress were also significantly diminished. Conclusion: In sum, it can be concluded that the designed anger management package for high school students has positive effects on students’ mental health. Therefore, anger management training for families is recommended.

Aim: The aim of the present research was to investigate of the effectiveness of cognitive emotion regulation strategies training on cognitive flexibility in deaf students. Method: This study was a quasiexperimental study with pre-test, post-test design and control group. The participants were 28 deaf students from Mir School in Isfahan City in 2019 academic year who were selected by convenient sampling method. Subjects were divided into experiment and control groups, each group consisting of 14 students who were assigned randomly. The experiment group participated in 8 sessions of cognitive emotion regulation strategies training (two times a week; each session lasted 50 minutes), while the control group did not. The tool used was Dennis & VanderWal’ s Cognitive Flexibility Inventory (2010). Univariate analysis of covariance was used by SPSS24 for analyzing the data. Results: The results showed that cognitive emotion regulation strategies training had a significant effect on the cognitive flexibility of deaf students. Conclusion: Cognitive emotion regulation strategies training can increase cognitive flexibility of deaf students. Therefore, it is recommended that this program be used for improvement of cognitive flexibility in deaf students.