Empowering Exceptional Children
Year:2018 | Volume:9 | Issue:3 |Papers Count:8

Aim. The present research aims at determining the effectiveness of Captain Log’ s cognitive software on working memory of students with learning disabilities. Methods. This is a quasi-experiment research with pretest-posttest design and a control group. The statistical population consisted of all students with learning disabilities who attended the educational and rehabilitation centers of students with specific learning problems (governmental and nongovernmental) in Tehran durin year 2016. 24 students were selected by convenience sampling method and were randomly assigned to two groups of 12 students (control and experiment). Then, the experiment group was trained during eight sessions of Captain Log’ s working memory builder software program, while control group did not receive any intervention. Before and after the intervention, Tehran-Stanford Binet Intelligence Scale was used for measuring active memory. Data were analyzed by one-variable and multivariate covariance analysis. Findings. The results demonstrated that Captain Log’ s cognitive working memory builder software has a positive influence on the working memory (verbal and non-verbal) of students with learning disabilities. Conclusion. Therefore, it could be concluded that Captain Log’ s Software can be used to improve the working memory of students with learning disabilities and consequently solve their educational problems.

Aim. The purpose of this study was to design and evaluate the validity and reliability of a smartphone application for inhibitory control of deliberate self-harm behaviors among dolescents. Methods. The study was a descriptive research of correlational type. The population consisted of all girls) admitted to Roozbeh Psychiatric Hospital who had deliberate self-harm behaviors during the past year. Using purposeful sampling method, a sample of 15 adolescent girls (aged 14-18) admitted to Roozbeh Psychiatric Hospital, who had deliberate self-harm behaviors were selected and evaluated using semi-structured clinical interview, Raven IQ Test, Deliberate Self-Harm Survey, and Go-NoGo Test. Test-retest reliability, internal consistency and concurrent validity of inhibitory control training and Go-NoGo Test were evaluated using Pearson correlation analysis. Results. The results indicated that the correlation coefficients of internal consistency reliability, and test-retest reliability were significant (P<0. 001). Correlation coefficient of concurrent validity for reaction time and error ratios were significant (P<0. 001). Statistical analysis indicated the reliability and validity of this application. Conclusion. It seems that this application can be used as an intervention to increase response inhibition, especially in those who deliberately harm themselves.

Aim: The purpose of the present study was to compare the effectiveness of verbal self-instruction method and perceptual-motor games on behavioral-emotional organization and problem solving skills of high school students in Tabriz. Methods. This was an experimental study with pre-test and post-test design and a control group. The statistical population includes all boy students in Tabriz primary schools in the academic year of 2017-2018. Based on DSM-5 diagnostic criteria and CSI-4 questionnaire, they were diagnosed as uncontrolled and hypreactive students. Finally, 60 students were selected using cluster sampling method, 40 of whom were assigned randomly to two experiment groups and 20 students to the control group. To collect the data, Conners’ Psychological Nursing Scale was used and multivariate analysis of covariance was used to analyze the data. Results. Comparison of means shows that behavioral-emotional organization and problem-solving skills in cognitive-motor skills and verbal self-learning in pre-test are higher than the post-test. Finally, comparing the effectiveness of perceptual-motor method and verbal self instruction method, there was no significant difference in behavioral-emotional organization and problem solving skills among students. Conclusion. Based on the findings, it can be concluded that proper interventions such as using verbal self-learning and perceptual-motor games can be useful in treating behavioral-emotional problems, increase problem-solving skills and improve cognitive skills of hyperactive students.

Aim. The aim of present study was to investigate the effectiveness of lego therapy training program on the social interaction and stereotypic behaviors in children with autism. Methods. The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 22 children with autism from Tehran city in 2017-2018 academic year who were selected by convenient sampling method. Subjects were divided into experiment and control groups randomly, each group consisting of 11 children. The experiment group participated in 16 sessions of lego therapy training program (twice a week; each session lasted 60 minutes), while the control group did not. The tool utilized was Gilliam Autism Rating Scale (GARS). Multivariate analysis of covariance was used by SPSS24 for analyzing the data. Results. The results showed that lego therapy training program had a significant effect on the social interaction and stereotypic behaviors children with autism. Conclusion. The lego therapy training program can increase social interaction and decrease stereotypic behaviors of children with autism; Therefore, planning for make use of this program is of particular importance.

Aim. The aim of this study was to investigate the effect of positivist psychological education on the hardiness and emotional balance in mothers of children with attention deficit/hyperactivity disorder (ADHD). Methods. The research method was quasi-experimental with pretest-posttest design with control group. The statistical population of the study consisted of all mothers of children with ADHD who were referred to the Atiyeh’ s Comprehensive Psychiatric Center in Tehran during the years 2017-2018 for the treatment of their children. 28 mothers were selected using convenience sampling and randomly assigned to either experiment (13) or control (15) groups. The experiment group participated in 10 sessions (once a week, 120 minutes each session), while the control group did not participate in these sessions. To collect information, the Kobasa Hardship Questionnaire (1979) and PANAS Affections (1988) were used. Data were analyzed using one-variable and multivariate covariance analysis using SPSS25 software. Results. The results of this study showed that education based on positive psychological concepts led to a significant increase in the degree of hardiness and its components (except the challenge, (P>0. 05)), positive emotions and negative emotional loss in mothers of children with ADHD (P<0. 05). Conclusion. According to the findings, the use of a positive-psychological education program to promote hardiness and increase the positive excitement of mothers of children with ADHD with the goal of their psychological immunization is suggested.

Aim. The aim of this study was to investigate the effectiveness of Arsh Leisure Time Program training on the mental health in mothers of slow paced children in Tehran city. Methods. The present research was a semi-experimental study with pre-test, post-test design and control group. The study sample included 30 mothers and their slow paced children who were selected by convenient sampling method from exceptional schools in Tehran city in 2018 academic year, and were divided into experiment and control group (each consisting of 15 individuals) randomly and equally. The experiment group participated in Arsh Leisure Time Program training for 16 sessions (two sessions weekly; each lasting for 60 minutes), while control group did not. The tool used in present research was Goldberg and Hiller's General Health Questionnaire (1993). Data were analyzed by multiple analysis of covariance through SPSS24. Results. The findings of this research showed that there was a significant decrease in mean scores of general health and subscales (somatic symptoms, anxiety, social dysfunction and depression) in experiment group at the post-test in comparison to control group. In other words, the intervention had a positive effect on the mental health of experiment group. Conclusion. Arsh Leisure Time Program training led to improve the mental health in mothers of slow paced children. Therefore, a specific leisure time program is necessary in order to increase mental health in mothers of slow paced children.

Aim. The purpose of the present research was to investigate the effectiveness of targeted reading intervention based on response to intervention on reading function and academic self-efficacy of students with dyslexia in Hamedan city. Methods. This research was a quasi-experimental study with pre-test, post-test design and a control group. The study population consisted of third grade elementary school students with dyslexia. Subjects were selected by simple random sampling method, so that 30 students with dyslexia particiapted. Subjects were divided into two groups randomly (experiment and control group), each consisting of 15 students. Experiment group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The tools of present research were Koromi-Nouri & Moradi’ s Reading and Dyslexia Test (2005) and McIllroy & Bunting’ s Academic Self-efficacy Questionnaire (2001). The data were analyzed by using multivariate analysis of covariance test (MANCOVA). Results. Findings of this research showed that mean scores of reading function and academic self-efficacy in experiment group were significantly increased after intervention in comparison with control group. The targeted reading intervention led to improve the reading function and academic self-efficacy of students with dyslexia. Conclusion. Therefore, paying attention to the variables such as reading function and academic self-efficacy are essential and planning for providing targeted reading intervention based on response to intervention for these students is of particular importance.

Aim. The study is aimed at investigating the effectiveness of positive parenting program training on the relationship between parents and their slow-paced child. Method. The present study is a quasi-experimental research with pretest-posttest design and control group. The statistical population included all parents of slow-paced students who were studying in elementary school in Semnan city in 2014-2015 academic year and the study sample included 30 couples who were parents of slow-paced students selected by available sampling method from Semnan schools and were randomly placed into two experiment & control groups. The experiment group participated in 8 training sessions of positive parenting program (one 90-minutes session a week), while no training was provided to the control group. The tools used in this study were a demographic questionnaire and Pianta’ s Parent-Child Relationship Scale (1994). Data were analyzed by Multivariate Analysis of Covariance (MANCOVA) using SPSS22. Results. Findings indicated a significant difference between pre-test and post-test scores in experiment group (p<0. 05). Conclusion: It can be concluded that positive parenting program improves the relationships between the parents and slow-paced child.