JOURNAL OF EXCEPTIONAL CHILDREN EMPOWERMENT
Year:2019 | Volume:10 | Issue:3 |Papers Count:10

The purpose of this study was to compare the effectiveness of individual and group play therapy on resilience in elementary school students with attention deficit/hyperactivity disorder (ADHD). The statistical population of this study included all elementary school students of Tehran City in year academic 2018-2019. Using targeted sampling method, 60 of them were selected and randomly assigned to two experiment groups and one control group (each group consisting of 20 student). To collect data, Connor-Davidson Resilience Scale (CD-RISC) (2003) was utilized. This quasi-experimental study was conducted with a pretest-posttest design with control group. The experimental groups underwent individual play therapy (10 sessions 45 minutes) and group play therapy (10 sessions 60 minutes), but the control group received no training. Data were analyzed using Covariance Analysis. The results showed that both individual and group play therapy were effective to increasing the resilience of elementary school students with attention deficit/hyperactivity disorder (p<0. 01). Also, the results showed that individual play therapy had a greater effect on the improvement of resilience of elementary school students with attention deficit/hyperactivity disorder (p<0. 01). The results showed that individual and group play therapy can be used to increase the resilience in ADHD students. It is suggested that these two treatments be used in schools for ADHD children.

The present study aims to study the effectiveness of art-based group training on anxiety and self-esteem of elementary female students. This study was quasi-experimental with pre-test and post-test design and a control group. The statistical population of this study included all the students of Sabaye Noor Girls' Elementary School, located in Tehran's second district in the academic year of 2017-18. From the above population, the sample was obtained via available sampling methodology and randomly placed. Spielberger's State-Trait Anxiety Inventory (STAIC), and Coopersmith's Self-Esteem Inventory (SEI), was used to evaluate all fifth-grade students. Those with anxiety score above the mean (state anxiety=29/6 and trait anxiety=37/3) and a lower general self-esteem score (34/7) were identified and from among them 24 individuals were selected as the sample and were assigned to two experiment and control groups of 12. In order to conduct the research, the experiment group underwent Art-based group training (AT) in eight sessions and were reassessed in the post-test phase. Results of multivariate covariance analysis showed significant differences in anxiety and self-esteem between the experiment and control groups. (P<0. 05). According to research findings, it can be concluded that art-based group training has been effective in reducing anxiety and increasing self-esteem in students.

The purpose of the present study was to determine the effectiveness of parent-based intervention during incredible years on behavioral problems of 5-7 years old intellectual disable children. The research method was experimental with pretest-posttest design and follow-up with control group. The statistical population consisted of educated intellectual disability students (n=128) who were educated in special centers of Lordegan City in 2018. Thirty individuals with behavioral problems were selected randomly based on Rutter's Behavioral Problems Scale (1975, Parent Form) and randomly assigned to two groups of 15 (experiment and control) and then the experiment group's parents in 12 sessions received Incredible Years Intervention, while the parents of the control group did not receive any intervention during this time. At the end of the intervention period and 3 months later, Rutter's Behavioral Problems Test (Parent Form) was again answered by the two groups as post-test and follow-up, respectively. The obtained data were analyzed by repeated measures ANOVA using SPSS22 software. The results showed that there was a significant difference between the performance of the experiment and control groups in the behavioral problems in the subscales (aggression and hyperactivity, social maladaptation, antisocial behavior and attention deficit disorder) (p<0. 005). According to the results, the intervention program of Incredible Years can be used as an effective intervention method to reduce the behavioral problems of intellectual disability children.

This study aimed to investigate the effectiveness of Davis training method on improving reading, planning and organizing skills of students with learning disabilities. The research method was semi-experimental with pretest-posttest design and a control group. The statistical population consisted of 400 children (170 girls and 230 boys) with learning disabilities in learning centers 1, 2, 3 and 4 in Kermanshah City in the academic year 2018-2019. A sample of 30 of these students was selected by simple random sampling and randomly assigned to two experiment groups (8 boys and 7 girls) and a control group (7 boys and 8 girls). At first, the Colorado Learning Difficulties Questionnaire (CLDQ) by Willcutt et al. (2011) was completed by parents of both groups and then they did the Tower of London (ToL) test (Shalice, 1982). The experiment group then participated in Davis training sessions. The control group did not receive the training. Then the questionnaires were completed again by both parents for both groups and the two groups participated in the London Tower Test. The data were analyzed by using statistical test of covariance analysis. The results showed that average scores of reading, planning and organizing skills in the post-test in experiment group were significantly increased in comparison to control group. Based on the findings of the research, it can be concluded that Davis training method improves reading skills and with identifying problems related to dyslexia, increases planning and organizing ability with focusing on thought processes.

The aim of this study was to investigate of the effectiveness of group play therapy techniques on anxiety sensitivity, helplessness and resiliency in students with learning disabilities (LD). This study was semi-experimental with pre-test, post-test and follow-up design with a control group. The statistical population consisted of 253 students with learning disabilities who had been referred to the Center for Learning Disabilities of Boushehr Province’ s Department of Education in 2018-2019 academic year. From among them, 40 students who had required attributed based on Colorado Learning Difficulties Questionnaire (CLDQ), Wechsler Intelligence Scale for Children (WISC), 5th Diagnostic and Statistical Manual of Mental Disorders (DSM-5), were selected and assigned to experiment and control group (each group consisting of 20 students). The measurement tools were Anxiety Sensitivity Questionnaire (1986), Learned Helplessness Questionnaire (1988) and Connor-Davidson Resiliency Scale (2003). The experiment group received 12 sessions (45 minutes each) of group training. For statistical data analysis, mixed variance analysis with repeated measures design was used. Findings showed that group play therapy techniques have a significant effect on anxiety sensitivity, helplessness and resiliency and this effect remains unchanged in the two-month follow-up phase (P<0. 05). Finally, we may conclude that group play therapy techniques, as an effective and functional intervention, could be used to improve anxiety sensitivity, helplessness and resiliency of students with LD.

The aim of this research is the study of effectiveness of mindfulness-based training on cognitive emotion regulation and cognitive flexibility in mothers of children with specific learning disorder. The study was experimental with pretest-posttest design and a control group. Statistical population included all mothers of students from third to fifth grade referred to learning disabilities centers in the Urmia City in the 2016-2017 academic year. Of these, 30 individuals were selected by simple random sampling method and were randomly assigned to experiment and control groups (each group consisting of 15 individuals). The experiment group received mindfulness-based therapy in eight one and a half hour session. The tools used in this study were Cognitive Emotion Regulation Questionnaire (2001), as well as Cognitive Flexibility Questionnaire (Dennis and Vander Wal, 2010) made as post-test questionnaires to the mothers were then collected data using SPSS 22 software and Covariance Analysis Method were analyzed. The results showed that mindfulness-based intervention reduces negative emotions (P<0/05) and increase positive emotions (P<0/05). The findings also showed that mindfulness-based programs increased cognitive flexibility (P<0/05) in mothers of children with specific learning disability and there is a significant difference between the experimental and control groups. According to the findings, it can be concluded that a program based on mind-awareness reduces psychological problems and increases mental health in mothers of children with special learning disabilities.

The present study was conducted to determine the effectiveness of cognitive therapy according to Dougas model on inefficient attitudes and worry in the students with generalized anxiety disorder. The research method was quasi-experimental with pretest, posttest and control group design. The statistical population included 96 12-16 years old female students with generalized anxiety disorder in academic year 2017-18 in Isfahan City. 30 students with generalized anxiety disorder were selected from the statistical population using purposive non-random sampling method and were randomly placed into experiment and control groups. The experimental group received twelve ninety-minute sessions of therapy interventions received cognitive therapy based on Dougas model once a week during three months while the control group didn’ t receive any intervention during the study. The applied instruments included Generalized Anxiety Disorder Questionnaire (GADQ), Penn State Worry Questionnaire (PSWQ), Dysfunctional Attitudes Scale (DAS). Data analysis was done via SPSS23 software through ANCOVA method. The results of data analysis showed that cognitive therapy based on Dougas model has significantly influenced inefficient attitudes and worry in the students with generalized anxiety disorder (p<0. 001) According to the findings of the present study, it is suggested to apply cognitive therapy based on Dougas model as an efficient method in order to decrease inefficient attitudes and worry in the students with generalized anxiety disorder.

The aim of present study was to determine the effectiveness of parenting education based on choice theory on parent-child relationship and clinical symptoms of children with oppositional defiant disorder. Present research was a quasi-experimental study with pre-test, post-test and follow-up design. 26 parents of students with oppositional defiant disorder referred to Psychological and Counseling Services were selected as the sample of the study using available sampling method and then were assigned randomly into two equal groups of 13. The experiment group participated in the parenting training program and the control group received no intervention. The instruments used in this study were Parent-Child Communication Questionnaire (PCRS), Child Symptom Inventory-4 (CSI-4) and demographic characteristics survey. Multivariate analysis of covariance was used to analyze the data. Findings showed that parenting training based on choice theory improved parent-child relationship and reduced clinical symptoms of children with oppositional defiant disorder (in oppositional and hyperactivity components) and had no significant effect on the components of accuracy and combined disorder (P≤ 0/01). Teaching parenting skills based on choice theory can lead to a stronger parent-child relationship and can reduce children's behavioral problems.

The purpose of the present research was to study the psychometric properties of the Persian version of social-emotional assets and resilience scale for normal and deaf preschool children in Isfahan City. This study was a descriptive research of survey type. The statistical population of the present research included 382 experts and mothers of normal and deaf preschool children of Isfahan City in 2018-2019 academic year. The sample included respectively 10, 310 and 62 experts and mothers of normal and deaf children who were selected randomly. Assessment tool included Social-Emotional Assets and Resilience Scale for preschool children (SEARS). Viewpoints of 10 experts were gathered to assess the questionnaire’ s face and content validity. Lawshe method and Waltz & Bausell method were used to calculate content validity index. Construct validity was analyzed using factor analysis. The reliability of scale was calculated using Cronbach’ s alpha. The scale was constructed in 5 subscales and 42 items with a set of 4 answer choices for each question. The face validity and content validity (CVI=0/83) was confirmed. Content validity index was 0/83, 0/89, 0/83, 0/81 and 0/84 for subscales of self-regulation, social competence, empathy, responsibility and emotional knowledge, respectively. The reliability using Cronbach’ s alpha was 0/88 for the total score and 0/87, 0/86, 0/90, 0/84 and 0/85 for the subscales, respectively. The Social-Emotional Assets and Resilience Scale for normal and deaf preschool children has been shown to be a valid and reliable tool. Therefore, it is capable to be used in Iranian society and can be used for assessing emotional competency of normal and deaf preschool children.

The aim of this study was to investigate the effectiveness of mindfulness education on psychological hardiness and rumination in mothers of students with specific learning disabilities. The research method was quasi-experimental with pre-test-posttest and follow-up design and control group. The statistical population of the study consisted of all mothers of students with specific learning disabilities of Tarom City in the academic year 2018-19. A sample of 20 mothers were selected through available sampling and randomly assigned to experiment (10) and control (10) groups. The experiment group participated in 8 sessions (once a week, 120 minutes each session) of mindfullness education while the control group did not attend these sessions. For data collection, Ahwaz Hardiness Questionnaire (AHI) and Nolen-Hoeksema & Morrow's The Ruminative Response Scale (RRS) were used. Data were analyzed using repeated analysis of variance and software SPSS25. The results of this study showed that mindfulness education led to a significant increase in psychological hardiness and its components (p≥ 0. 05) and decreased mental rumination among mothers of students with specific learning disabilities (p≥ 0. 05). According to the findings of this study, the use of mindfulness education to promote psychological hardiness and reduce the mental rumination of mothers of children with specific learning disabilities with the aim of their psychosomatic immunization is suggested.