Empowering Exceptional Children
Year:2017 | Volume:7 | Issue:20|Papers Count:10

Aim: The aim of the present study was to examine the efficacy of POOYESH educational program on self-esteem of children with learning problems.Methods: The study design was quasi-experimental, pre-test and post-test with control group. The sample consisted of 30 primary school students in grades 3 to 5 referred to the Imam Hossein Hospital for their learning problems and were randomly assigned to two experimental and control groups. POOYESH educational program was conducted 90-minutes a session for eight weeks (two sessions per week). To evaluate the effectiveness of the training, Pope Self-Esteem Scale was utilized. Analysis of covariance and dependent t-test was used to analyze the data.Results: The results indicated that the scores of the total self-esteem and the three subscales of Global, Academic and Body Self-Esteem increased significantly in the experimental group compared with control group. These results were also confirmed after a two months follow-up.Conclusion: According to the results of this research and the necessity of increasing self-esteem of children with learning problems, it can be suggested that the POOYESH educational program be used in the schools and health centers to help improve the self-esteem of children with learning problems.

Aim: Learning disability is one of the most complicated disorders in the field of exceptional children. This complexity can be demonstrated in definition, classification and evaluation. In the diagnosis section, the criteria and the evaluation instruments are not so much clear. The most of the students with learning disability have reading problems. This study, has been done with the aim of investigating the auditory perception of the students with dyslexia, and comparing them with their normal classmates.Methods: 30 dyslexic students, from the ones who visited the learning disability centers in Tehran City along with 30 normal students were selected by convenience sampling method and auditory perception test APT/HI was conducted for them, after checking the entrance criteria.Results: The dyslexic students had lower performance rate in all the auditory perception subtests, compared to the normal students.Conclusion: Many dyslexic students are weak in case of auditory perception and the evaluation and reinforcement of such perceptive skill should be involved in their rehabilitation program. Considering the high comorbidity of the central auditory processing disorder and learning disability, we can see that evaluating such skill in suffering students, seems to be important. In this regard there are many tests that can be conducted in a short period of time, which make it possible to diagnose the auditory perception problems in the subjects. On the basis of such evaluation results, comprehensive plan can be designed and implemented.

Aim: The purpose of the present study was to compare the visual perception and selective attention skills of dyslexic and non-dyslexic primary school students.Methods: The study sample consisted of all the third grade male and female students of primary schools of the city of Tehran, with and without dyslexia, studying in regular schools, as well as in the learning disabilities centers in 93-94 academic year. Using the convenience sampling method, 40 dyslexic children (20 girls and 20 boys) and 40 children without dyslexia (20 girls and 20 boys) were selected. For collecting the data, Frostig Developmental Test of Visual Perception and d2 Test of Attention were utilized.Results: To analyze research data, both descriptive and inferential statistics were used. After checking the assumptions of parametric tests, the results of univariate analysis of variance (ANOVA) were presented to evaluate the research hypotheses. Statistical analysis showed that visual perception skills (in every five sub-skill) and selective attention skill of third grade primary school students with dyslexia are different from their peers without reading disorder.Conclusion: dyslexic students have a poorer performance in visual perception and selective attention skills.

Aim: This study aims were developing emotional reading skills training program based on the Theory of Mind (ToM) and study its effectiveness on Autistic Children Empathetic Skills.Methods: The study was kind of experimental study with pre-test and post-test and control group. Target population consists of all autistic children in 1394 were referred to specialized centers autism Tehran Of subject sample consisted of 16 autistic children with a high performance according to population size, the sampling method, the center of education, rehabilitation and treatment of April was Autism And the three questionnaires, pervasive developmental disorder and Asperger's syndrome grading scale, high-performance Sun Graysvn, Baron-Cohen and empathy test questionnaire responded Mind Reading.Results: The results showed that teaching emotional skills in children with autism with high performance improved empathy and Hypothesis.Conclusion: They are the children study at a significance level of P<5% reliability were confirm.

Aim: The purpose of present study was to examine the effectiveness of self-regulation strategies training on the academic achievement and self-efficacy for blind students in physics course.Methods: The research methodology was experimental and its type was quasi-experimental and pre-test-post-test. For this purpose, first-graders blind female students were selected from two blind high schools in Tehran. The type of sampling was convenience sampling. In each class, 10 blind students were educated. One of those classes was chosen as a test group and the other one was as a control group. Self-regulation strategies training is taught to the test group in 12 sessions each of which was about 45 minutes. On the other hand, the other class was considered as the control group, and this program is not taught to them. To measure the variables, we used the questionnaire of self-efficacy research of Fencl and Scheel physics course (SOSESC-p). Also, to measure the academic achievement, we used the scores of Forty-question self-made test from the first high school physics book. Questionnaires were given to the students before and after the training courses.Results: The results showed that the experimental group had better performance compared with the control group in self-efficacy and academic achievement parameters in physics course. Conclusions: The research demonstrated that the self-regulated learning strategies had a great impact on the self-efficacy and achievement of blind students in physics course.

Controversial reports are available about the relationship between cognition intelligence and emotional intelligence with academic achievement. Since these reports are mainly based on studies in high school students, this study was aimed to the relationship between cognition intelligence and emotional intelligence with academic achievement of students in sixth grade primary school. In a correlation study, sample of 110 male students were selected through goal-oriented sampling procedure from primary school in Varamin province and allocated into two equal groups. Yearly total average in fifth grade of the one of groups was more than 19 and other group was lower than 13. To collect the data, were used Wechsler intelligence test and Bradberry-Greaves emotional intelligence test. Data were analyzed by using Pearson correlation and step wise regressions. The findings showed that cognition intelligence and emotional intelligence have a positive and signification relationship with academic achievement. Cognition intelligence and emotional intelligence predicted 52 percent of variance of academic achievement in students with average of more than 19, while these two variables predicted 51 percent of variance of academic achievement in students with average of lower than 13. Cognition intelligence had the most contribution in prediction of academic achievement into each two groups. The results indicated that cognition intelligence and emotional intelligence have highly importance in the academic achievement. Also, it seems that academic achievement is influenced by interaction effects of other factors.

Aim: The aim of this study was investigating the effects of Resiliency based on Islamic spirituality Training on marital satisfaction & Components of Resiliency based on Islamic spirituality in mothers of Slow Pace Children.Methods: In this study a semi-experimental design with pretest-posttest was applied. Afrooz Marital Satisfaction Scale (AMSS) and Resiliency based on Islamic spirituality researcher made scale were utilized to evaluate marital satisfaction, resiliency and Components of Resiliency based on Islamic spirituality among mothers with Slow Pace Children. The sample size includes 30 mothers having Slow Pace children that assigned for experimental and control groups randomly. Analyzing of data is performed using Multivariable Analyze of Covariance.Result: Results reveal that marital satisfaction and its component and Components of Resiliency based on Islamic spirituality of mothers with Slow Paced children in experimental group significantly improved. According to the findings of the study it can be concluded that resiliency based on Islamic Spirituality skills training enhance the marital satisfaction and resilience in mothers of Slow Pace children.

Aim: The aim of study was to prediction of executive functions based on personality traits and self-concept in high school students.Methods: The research design of this study was descriptive-analysis and correlation type. In this study 140 boy students selected by In order to reach the goal of the research 120 boy high school students were selected using cluster random sampling method from schools of Tehran city. The instruments were cognitive abilities questionnaire, big five-factor personality inventory and self-concept questionnaire. Data were analyzed by stepwise regression analysis method.Results: findings showed that personality traits of neuroticism, extroversion, openness to experience, agreeableness and conscientiousness and also self-concept have significant relation with social development. These variables predicted 69 percent of variance of executive functions and self-concept had the most contribution in prediction of executive functions.Conclusion: The results are due to the importance of personality traits and self-concept variables in predicting executive functions in high school students. Therefore paying attention to this variables have crucial role in predicting executive functions.

Aim: This study aimed to determine the effectiveness of family-centered interventions on clinical symptoms of children with oppositional defiant disorder is.Methods: Quasi-experimental study with pre-test and post-test. For this purpose by using convenience sampling method, were selected 30 children with behavioral problems and their parent that had been referred for receive service to services psychology and counseling center. The experimental group participated in a training program, but the control group received no training. In general, this program was conducted in 17 sessions. Sessions as the training program of cognitive-behavioral approach were respectively 3 Session of parents all together (without children), 6 Session group for mothers, 7 Session Individual play therapy for children and finally one Session for each family and a child. The instrument used in this study Child Symptom Inventory (CSI-4) is. For the analysis data used of multivariate analysis of covariance (MANCOVA).Results: The results showed that Family-based interventions had a positive effect on the clinical symptoms of children with oppositional defiant disorder.Conclusion: family-based interventions lead to decreased clinical symptoms of oppositional defiant disorder in children.

Adjustment disorders create interpersonal and social problems. Children with this disorder, family, school and society would face with various problems and difficulties. Also made vulnerable them against psycho-social disturbances in adolescence and adulthood and sometimes cause exam anxiety in them. The aim of this study was to investigate effectiveness of positive parenting program on social adjustment and exam anxiety in children in Tehran. This study was quasi-experimental research design with pretest-posttest and control group. The population of study included all students in elementary girls 8-12 years and their mothers in Tehran in the 2014-2015 academic years. Sampling of this study was multistage cluster. In order to select sample, 3 primary girl schools was selected randomly and after the implementation of California Personality Inventory (part of adjustment) and Sarason's Exam Anxiety, 15 students' mothers from a school were assigned to experimental group and 15 students' mothers from another school assigned to control group. The experimental group received positive parenting program in 8 weeks of 1.5 hours which program was based on pattern of Saunders. Data were analyzed by using Shapiro, Levin and analysis of covariance. Results showed that positive parenting program was effective on increasing social adjustment and reducing of text anxiety among girls of experimental group. According to training of Positive Parenting enhance social adjustment and reducing exam anxiety in mothers of children is effective, so implementation of the training program along with other treatments is recommended.