JOURNAL OF EXCEPTIONAL CHILDREN EMPOWERMENT
Year:2019 | Volume:10 | Issue:1 |Papers Count:10

Aim: The purpose of this study was to determine the effectiveness of sand play therapy on challenging behaviors and anxiety in children with high-functioning autism disorder. Methods: The research method was semi-experimental with pre-test and post-test design and control group. The statistical population of this study included all children aged 7-11 years old with autism disorder who received health care services from Tehran health centers and rehabilitation centers in 2018. In this study, 16 boys with high-functioning autism disorder were selected using available sampling method based on Autism Spectrum Scale Questionnaire, then 8 of them were randomly placed in the experiment group and 8 others were assigned into the control group. The Revised Scale of Challenging Behaviors of Bodfish, Symons, Parker & Lewis (2000), was used to assess challenging behaviors and Anxiety Inventory of Spence, Barrett & Turner (2003), was used to assess anxiety. The experiment group received a sand play therapeutic intervention in 10 sessions of 45 minutes during the two months individually. At the end, both groups were re-assessed. Data were analyzed using multivariable covariance analysis. Results: The findings of this study showed that sand play therapy reduced challenging behaviors and anxiety of children with high-functioning autism disorder. Conclusion: According to the results, we can use sand paly therapy to reduce challenging behaviors and anxiety of children with high-functioning autism disorder as an interventional method.

Aim: The present study was conducted aiming to investigate the effectiveness of Barkley’ s parental training on self-control of children with attention deficit/hyperactivity disorder (ADHD). Method: The research method was an experimental study with pretest, posttest and control group design. The statistical population of the present study included parents of children with attention deficit/hyperactivity disorder in the City of Isfahan in academic year 2016-2017. Clustered random sampling method and random replacement were used in the present study in a way that 40 parents were selected from among parents of children with attention deficit/hyperactivity disorder via clustered random sampling method and were randomly replaced into experiment and control groups. The parents present in the experiment group received fifteen sixty-minute therapeutic intervention sessions during two months. The questionnaires utilized included Conners ADHD Questionnaire (1997) and Kendal and Wilcox Self-Control Questionnaire (1979). The data from the study were analyzed using ANCOVA via SPSS23 software. Results: The results showed that Barkley’ s parental training has had significant effect on self-control of children with ADHD (p<0/001) in a way that this therapy was able to improve self-control in ADHD children. Conclusion: According to the findings of the present study, it can be concluded that Barkley’ s parental training can be applied as an efficient treatment to improve self-control of ADHD children through modifying parents’ interactional and parental model of ADHD children.

Aim: The present study investigates the comparison of executive functions of children with attention deficit/hyperactivity disorder and children with specific learning disorder with normal children, and with emphasis on non-comorbid conditions of these two disorders. Method: The methodology of the study was descriptive of causal-comparative type. 24 children with attention-deficit/hyperactivity disorder and 27 children with a specific learning disorder were selected by convenience sampling method. After diagnosis and evaluation, executive functions in these groups were assessed by controlling central nervous system. Students with diagnosis of comorbidity were excluded from the study. Also, in order to compare the performance of children with attention deficit/hyperactivity disorder and specific learning disorder with normal children, 28 normal students were selected as the control group and entered the study. Collected data was analyzed using MANOVA and post hoc Scheffé 's test. Also, the profile of executive functions of the three groups was presented in a graph. Results: the results of the study indicate significant differences between executive function skills in normal children and children with attention deficit/hyperactivity disorder and children with specific learning disorder. Also, significant differences between children with attention deficit/hyperactivity disorder and children with specific learning disorder in visual-spatial memory, composite memory, executive function, cognitive flexibility and response inhibition were observed. However, no significant differences were observed in working memory and verbal memory between children with attention deficit/hyperactivity disorder and children with specific learning disorder (p>0/01). Conclusion: Based on the results, children with attention deficit/hyperactivity and children with specific learning disorder have a deficit in executive functions. Moreover, children with attention deficit/hyperactivity disorder are weaker than children with a specific learning disorder in executive function skills.

Aim: The purpose of this study was to investigate the structure of mathematical talent based on the proposed model developed on multiple criteria approach. According to this approach, math talent is known as an evolutionary product of the interaction of cognitive, personality and environmental characteristics of individuals. Methods: The present study was a descriptive, correlational one and Structural Equation Modeling was used for the data analysis. The study population included all students of exceptional talents middle schools, in the academic year 2018-2019, in Tehran. The required data were gathered using the online version of Wisconsin Card Sorting Test, Corsi Block-Tapping Test, Deary-Liewald Reaction Time Task, Self-Regulation Strategy Inventory, Mathematics Skills Self-Efficacy, Classroom Climate in the Mathematics Lesson, Fennema-Sherman Attitude Mathematics Scale, Test of the Three-Mathematical Minds and the first-semester math score of the students. A sample of 243 middle school students (8th grade) was selected by convenience sampling method. Results: The results showed that in this study cognitive variables had a significant effect on math talent, but the statistical effect of personality and environment variables was not confirmed. Also, the results showed that the effect of cognitive variables on environmental variables and the effect of environmental variables on personality variables were confirmed. Conclusion: Given the fact that mathematical talent is a multidimensional construct, the identification of gifted and talented students requires different tools and multiple criteria.

Aim: The aim of this study was to investigate the effectiveness of sound therapy by Tomatis method on reading skill and motor skills in dyslexic students. Method: For this purpose, first, from among students who had been diagnosed with dyslexia referring to counseling and rehabilitation clinics in Tehran, 14 were chosen using convenient sampling method and were randomly and equally assigned into control and experiment group. In the next stage, pre-test was done and the experiment group received 30 sessions (3 times a week, about 2 hours) sound therapy by the Tomatis method, while control group did not. At the end of intervention post-test was done and then groups were followed up after 1. 5 month. The data were evaluated using MANCOVA. Results: The results showed that sound therapy had an impact on improving reading skills and fine motor skills in dyslexic students but they did not affect their gross motor skills. Conclusion: According to the findings, considering the usefulness of sound therapy on improving the performance of dyslexic students and bearing in mind the short duration of these interventions and their attractiveness for children, it seems that applying this method can be beneficial to learning disabilities and other disorders that are caused by imperfections in executive functions such as ADHD and autism.

Aim: The purpose of this study was to investigate the effectiveness of forgiveness program on reducing the externalized behavioral problems of adolescents in the Tehran’ s Correction and Rehabilitation Center. Method: This research was a semi-experimental study with pre-test, post-test and control group design. In this research, 30 adolescents in Correction and Rehabilitation Center with behavioral problems were selected by available sampling method. The subjects were randomly and equally assigned to experiment and control groups. The experiment group participated in 16 120 minutes forgiveness education sessions, while the control group did not. The research tool used for this study was Achenbach & Rescorla’ s Teacher's Report Form (2001). Data were analyzed by multivariate covariance method and analyzed using SPSS23. Results: The results showed that forgiveness education program had a significant effect on reducing the externalized behavioral problems of adolescents with behavioral problems (p<0. 05). Conclusion: This educational program caused positive and effective results. Therefore, paying attention to forgiveness programs is essential in reducing the behavioral problems of adolescents.

Aim: The aim of the present research was to investigate of the effectiveness of cognitive rehabilitation training program on working memory profile of students with hearing impairment. Methods: This study was a quasi-experimental research with pre-test, post-test design and control group. The participants were 28 students with hearing impairment from Hayate Tayyebeh Tarbiyat Exceptional Complex in Khorramabad City in 2018-2019 academic year who were selected by random sampling method. Subjects were divided into experiment and control groups randomly, each group consisting of 14 students. The experiment group received 10 sessions of cognitive rehabilitation program, while the control group did not. The research tool utilized was Working Memory Test Battery for Children (Arjmandnia, 2018). Univariate analysis of covariance was used by SPSS24 for analyzing the data. Results: The results showed that cognitive rehabilitation training program had a positive and significant effect on working memory profile (central executive, visual spatial sketchpad and phonological lop) in students with hearing impairment (P<0. 001). Conclusion: The cognitive rehabilitation training program can improve working memory profile of students with hearing impairment. Therefore, it is recommended that this program be used for improvement of working memory in students with hearing impairment.

Aim: The aim of the present research was to investigate of the effectiveness of self-regulation strategies training on resiliency and social adjustment in students with learning disorder. Methods: This study was a quasi-experimental research with pre-test, post-test design and control group. The participants were 28 students with learning disorder from Tehran City in 2019 academic year who were selected by convenient sampling method. Subjects were placed into experiment and control groups randomly, each group consisting of 14 students. The experiment group participated in 8 sessions of self-regulation strategies training (two times a week; each session lasted 50 minutes), while the control group did not. The instrument was used were Connor-Davidson Resiliency Scale (2003) and Bell's Social Adjustment Questionnaire (1961). Multivariate analysis of covariance was used by SPSS24 for analyzing the data. Results: The results showed that self-regulation strategies training had a significant effect on the resiliency and social adjustment in students with learning disorder (P<0/001). Conclusion: The self-regulation strategies training can increase resiliency and social adjustment in students with learning disorder. Therefore, it is recommended that this program be used for improvement of resiliency and social adjustment in these students.

Aim: The aim of the present research was to study the relationship between intelligence beliefs and academic performance of students with learning difficulties in first and second grades of high schools. Methods: Research population consisted of all girls studying in first and second grades of Tehran’ s 5th district high school from among whom a number of 60 students were chosen. The sampling method was that six high schools were selected from 5th district using convenient sampling method, and from each school, 10 students with learning difficulties were randomly selected from among students identified by teachers or school counselors as having learning difficulties. Research tools included Zabihi & Hesari’ s Intelligence Beliefs Questionnaire (2005) and grade point average of students as index of their academic performance. Data were analyzed using Pearson correlation coefficient. Results: Data analysis showed that there is a significant relationship between intelligence beliefs and academic achievement. In addition, there is a stronger relationship between the incremental intelligence beliefs and academic performance in comparison to the relationship between inherent intelligence beliefs and academic performance. Conclusion: Findings of the present study point to the importance of improving the incremental intelligence beliefs among students in order to improve their academic performance.

Aim: Present study was conducted aiming to investigate the effectiveness of unified transdiagnostic treatment on emotion’ s cognitive regulation and cognitive empathy of the students with externalized behavior disorder. Methods: It was a quasi-experimental study with pretest, posttest and control group design. The statistical population included all male first grade high school students with externalized behavioral disorder in the town of Bookan in academic year 2017-2018. 30 male students with externalized behavioral disorder were purposefully selected and randomly placed into experiment and control groups. The experiment group received ten seventy-five-minute sessions of interventions during two-and-a-half months while the control groups didn’ t receive any intervention during doing the process. The applied questionnaires included Children and Adolescents Behavioral Inventory Questionnaire (Achenbach and Rescorla, 2001), Emotion Regulation Questionnaire (Gross and John, 2003) and Cognitive and Affective Empathy Questionnaire (Jolliffe and Farrington, 2006). The data gathered were analyzed via SPSS24 through ANCOVA method. Results: The results showed that unified transdiagnostic treatment has significantly influenced emotion’ s cognitive regulation and cognitive empathy of the students with externalized behavior disorder (p<0. 001). The degree of the effect of unified trans-diagnostic treatment on emotion cognitive regulation and cognitive empathy of the students with externalized behavior disorder was 72% and 67% respectively. Conclusion: According to the findings of the present study, it can be concluded that unified trans-diagnostic treatment can be applied as an efficient treatment to improve emotion’ s cognitive regulation and cognitive empathy of the students with externalized behavior disorder.