JOURNAL OF EXCEPTIONAL CHILDREN EMPOWERMENT
Year:2018 | Volume:9 | Issue:1 |Papers Count:9

The aim of this study was to study the effectiveness of problem solving training on behavioral problems of preschool children with behavioral disorder. The design of present study was quasi experimental with pre-test, post-test and control group design. Statistical population of this study consisted of all preschoolers with behavioral problems in Kermanshah. Sample of this study consisted of 30 children who were selected using convenient sampling method and assigned to two groups (experimental and control group) randomly, each consisting of 15 children. The experimental group was trained by a problem solving program entitled "I can solve the problem". Gresham & Elliot`s (1990) Social Skills Rating (parent & teacher`s forms) was used to collect data. The obtained data were statistically analyzed by multivariate analysis of variance through SPSS software (version 20). The findings showed that there is a significant difference (p = 0. 001) between the pre-test and post-test scores in all sub-scales of behavioral disorder including external, internal and hyperactive behaviors in the experimental group. Using problem-solving program is an appropriate method for improving behavioral disorders in preschool children with behavioral problems. Therefore, the need to pay attention to problem solving skills as part of school programs due to its effect on improving the behavioral problems of children with behavioral disorder is felt.

The purpose of this study was to evaluate the effectiveness of play therapy on motor skills and visual-motor integration of children aged 2 to 4 years of age with preterm birth. This study was an experimental research with pre-test, post-test control group design. The statistical population consisted of children aged 2 to 4 years old with a preterm birth in Amol, Iran. The sample of this study, who were qualified according to inclusion criteria, included 20 children who were selected by available sampling method and then randomly assigned to experimental and control groups. The experimental group (n=10) participated in 24 sessions (8 weeks, 3 sessions per week for one hour) of play therapy, while the control group (n=10) did not participate in the intervention. Study tools included Peabody Development Motor Scales (Folio & Fewell, 2000) and Test of Visual-Motor Integration (Beery, Buktenica & Beery, 2010). Data were analyzed using analysis of covariance; ANCOVA. Results of two separate tests of covariance analysis showed that the experimental group had better scores in total motor quotient (P<0. 0) and visual-motor integration (P<0. 05) in comparison to control group. The results of this study showed that the scores of motor development and visual-motor integration tests of the experimental group were higher than the control group. Therefore, a special rehabilitation program is needed to compensate for the delayed motor development and improving the visual-motor integration of preterm children.

Aim: The purpose of the present study was to compare social adjustment and emotional intelligence of students with and without behavioral disorder. Methods: The present research was a causal-comparative research. The study population included students with behavioral disorder and normal students. 70 students aged 15-18 years old participated in this study and were divided into two groups of 35. The first group contained 35 students with behavioral disorder who were selected using convenient sampling method; while the students assigned to the second group were selected from among normal students using random sampling method. The instruments of this research were Bell's Social Adjustment Questionnaire and Bradberry and Greave's Emotional Intelligence Questionnaire. Data were analyzed using MANOVA. Results: findings showed that social adjustment and emotional intelligence among normal students was significantly higher than the students with behavioral disorder (P>0. 05). Conclusion: social adjustment and emotional intelligence in students with behavioral disorder was less than the normal students. Therefore, requires specific rehabilitation program in order to increase social adjustment and emotional intelligence in students with behavioral disorder.

This research aimed to investigate the effect of forgiveness training on mental health of mothers of children with behavioral disorder. The present study was an experimental research by pre-test, post-test design with control group. The study sample included 32 mothers of children with behavioral disorder who were selected by random sampling method from elementary schools of Tehran city and randomly assigned to experimental and control group (each consisted of 16 individuals). The experimental group participated in 8 forgiveness training sessions (two sessions weekly; each lasted for 60 minutes), while control group did not participate in these sessions. The research tool used in present study was Goldberg and Hiller's General Health Questionnaire. Data were analyzed using multiple analysis of covariance through SPSS version 23. The findings of this research showed that there was significant decrease in mean scores of general health problems (somatic symptoms, anxiety, social dysfunction and depression) in experimental group after the intervention in comparison with control group (P<0. 0001). The forgiveness training led to improvement of the mental health of mothers of children with behavioral disorder. Therefore, specific educational and rehabilitation program is needed in order to increase general health of mothers of children with behavioral disorder.

Objective: The aim of this research was to study the effectiveness of drama therapy on social skills and emotional recognition of children with high-functioning autism spectrum disorder. Method: The research was a semi-experimental study with pretest-posttest and control group design and 2-month follow-up. The statistical population of the study consisted of all children aged 7 to 12 years old with autism in Isfahan which consisted of a total number of 120 individuals. 30 individuals were selected through targeted sampling method and randomly assigned to two experimental and control groups. The experimental group received drama therapy in 20 sessions. The training was carried out in the group and all the instructors of the children completed Autism Measurement Scale, Matsun Social Skills Questionnaire and Ekman’ s Facial Expression Recognition Test before and after the training, and after the follow-up period. Data were analyzed using SPSS-22 for reporting descriptive statistics and repeated measure ANOVA outcomes. Results: The results of the study showed that there is a significant difference between the mean of social skills of the experimental and control groups at the level of 0. 05 at the post-test stage. Also, the results showed that there is a significant difference in the level of emotional recognition in the post-test phase between the experimental and control groups (P<0. 05). It was shown that the therapeutic presentation of social skills and emotional recognition of subjects participating in the experimental group increased (P<0. 05). Conclusion: Therefore, it can be concluded that drama therapy has been effective in improving social skills and emotional recognition of children with high-functioning autism spectrum disorder. Therefore, this method is recommended as an effective method for improving social skills, emotional recognition and other components of mental health.

The current research was done to study the effectiveness of phonological awareness tasks on auditory perception & speech intelligibility of pre-school severe and profound deaf children. The population of this study included all of the pre-school severe and profound deaf children in Shiraz, from among which 10 children with cochlear implant were chosen using available sampling method from Soroush rehabilitation institute. They were randomly assigned into control and experimental groups and Phonological Awareness Tasks Program was done individually on the experimental group members for 45 minutes each day, during 3 months. Phonological Awareness Test (Soleymani & Dastgerdi, 1379), Categories of Auditory Performance (CAP) & Speech Intelligibility Rating Scale (SIR) were used respectively to investigate Phonological Awareness, auditory perception and speech production and data was analyzed by U Mann-Whitney and Wilcoxon test. Findings indicated that phonological awareness tasks improved auditory perception and speech production scores in deaf children participating in the study (P<0/01). According to the effectiveness of phonological awareness tasks on communication and language skills in deaf children, using this program is highly recommended in habilitation programs.

The aim of present research was studying the effectiveness of art therapy with painting approach on facial emotional expression recognition of children with autism in Isfahan The present study was a semi-experimental study with pre-test and post-test design. The statistical population of study included the children with autism spectrum disorder in Isfahan. 30 autistic children were selected using random sampling method and randomly assigned into two experimental and control groups through targeted sampling and the experimental group received painting lessons during eight 45 minute sessions. Using Ekman and Friesen’ s Facial Emotional Expressions Recognition Test (1978), the facial emotional expressions recognition was measured at the beginning and end of the therapy sessions. Data were analyzed using repeated measurements analysis of variance through SPSS software. The results showed that art therapy intervention with painting approach had a significant effect on the scores of emotional expression recognition in the post-test (F = 14. 87, P <0. 05) and its effect was not lost in the follow-up phase (t=-3. 921, p<0. 01). Based on the findings of the present study, art therapy with painting approach was effective for facial emotional expressions recognition in children with autism in Isfahan and it is suggested that painting therapy should be used along with other therapies for children with autism spectrum disorder.

the aim of this research was to study the effectiveness of Anat Baniel's Method (ABM) for neuro-motor therapy on motor skills and social skills of high-functioning children with autism. This research was a semi-experimental study with with pre-test and post-test with control group design. The statistical population included all autistic children aged 5-10 years, who were referred to Sadr Psychological Clinic. From among the volunteers, 30 children were selected by convenience sampling method and assigned to experimental and control groups. To collect data, The Ulrich's Motor Skills Test and Social Skills Questionnaire of Gersham and Elliot (1990) were used. The experimental group received Annette Benile's intervention in eight 2-hour sessions, while the control group did not receive this training. In order to analyze the data, multivariate covariance analysis was done. The results showed that there was a significant difference between the mean of displacement motor skills (F=7. 22, p=0. 013) and Object control (F=8. 24, p=0. 009) in the experimental and control groups. There was also significant difference between social skills of collaboration (F=7. 69, P=0. 011), self-expression (F=5. 45, P=0. 029) and self-control (F=6. 78, P=0. 016) between the experimental and control group. Generally, based on these findings, it can be concluded that Anat Baniel's Method (ABM) of neuro-motor therapy has increased motor skills (displacement and object control) and social skills (collaboration, self-expression, and self-control) in post-test. According to the results obtained from this intervention method, teaching the framework of this treatment to parents of high-functioning children with autism, improves the social and motor skills of these children.

The aim of present study was the prediction of marital satisfaction based on alexithymia, marital intimacy and subjective vitality in mothers of slow paced children. In a descriptive-analytical study of correlational type, from among mothers of slow paced children of Ahvaz city in 2017, 90 mothers were selected using random sampling method. All participants completed Enrich Marital Satisfaction Questionnaire, Toronto Alexithymia Questionnaire, Bagarozzi Marital Intimacy and Ryan & Frederick’ s Subjective Vitality. Data were analyzed by Pearson correlation and multiple regression with enter model method. The findings showed alexithymia (r=-0/186) have a negative and significant relationship with marital satisfaction in mothers of slow paced children, and marital intimacy (r=0/327) and subjective vitality (r=0/285) have a positive and significant relationship with marital satisfaction. The results of multiple regression showed that predicting variables were significantly able to predict 23/6 percent of variance of marital satisfaction of mothers of slow paced children, and that in this prediction the share of marital intimacy was higher than alexithymia and subjective vitality (P<0/05). The results indicated the importance of alexithymia, marital intimacy and subjective vitality in predicting marital satisfaction in mothers of slow paced children. Therefore, it is suggested to counselors and therapists to work on improving their marital satisfaction, decreasing the level of alexithymia and increasing the level of marital intimacy and subjective vitality.