per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2008-06
8
1
1
18
article
Neuropsychological Aspects of Preschoolers with and without Neuropsychological/Developmental Learning Disabilities
Ahmad Abedi
abedi@isfedu.org
1
Moukhtar Malekpour
2
Hossein Moulavi
3
Hamidreza Oraizi
4
Sholeh Amiri
5
Isfahan University
Isfahan University
Isfahan University
Isfahan University
Objective: This ex-post facto research compares neuropsychological aspects of preschoolers with and without neuropsychological/developmental learning disabilities. Method: 20 preschoolers with and without neuropsychological/developmental learning disabilities aging 4 to 6 were recruited utilizing a multiple stage randomized cluster sampling. The instruments included NEPSY, Wechsler Preschool and Primary Scale of Intelligence (WPPSI), and a checklist consisting of neuropsychological /developmental learning disabilities for preschoolers. Results: The results showed a significant difference between the neuropsychological aspects of children in the two groups. Accordingly, we can suggest that preschoolers with learning disabilities had serious problems with their neuropsychological functions. Conclusion: This study stresses on assessment of neuropsychological and executive functions in preschool children showing learning difficulties.
http://joec.ir/article-1-356-en.pdf
Neuropsychological learning disabilities
executive functions
preschoolers
assessment
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2008-06
8
1
19
33
article
Impact of Cognitive–Behavioral Therapy on Mathematics Problem-Solving in Fifth Grade Elementary Girls with Mathematics Disorder
Monireh Raiesyazdi
Raiesyazdy_2184@yahoo.com
1
Shole Amiri
2
Hossein Molavi
3
Isfahan university
Isfahan university
Objective: The purpose of this research was to explore the effectiveness of cognitive–behavioral therapy on mathematics problem–solving performance in fifth grade elementary school female students with mathematics disorder in Yazd. Method: 355 grade elementary female students with mathematics disorder were recruited, and evaluated utilizing Key-math test and assigned to two groups as experimental and control groups. The problem-solving test was administered as the pretest, posttest and follow up. The experimental group received ten cognitive–behavioral therapy sessions, and the control group did not receive any intervention. Results: The results of analysis of covariance showed that there was a significant difference among mean scores of math problem–solving performance in the two groups. Also the results of analysis of correlation displayed a significant correlation among problem-solving performance and IQ scores, average, math exam scores and Key-math score; solving performance and socio-economic status of subjects. Conclusion: Accordingly, we can suggest that cognitive–behavioral therapy can be applied as an effective therapeutic intervention for students with mathematics disorders.
http://joec.ir/article-1-357-en.pdf
Mathematics disorder
cognitive–behavioral therapy
problem-solving
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2008-06
8
1
34
42
article
Which Hand is Faster in Braille Reading? A Neuropsychological Study
Ahmad Alipour
alipor_a@yahoo.com
1
Mojgan Agahheris
2
Nahid Yoosef Poor
3
Payame Nour University
Objective: This research investigating speed of hands for Braille reading among blind secondary high school students regarding their handedness. Method: From 160 secondary high school students in Shahid Morady school, who use Braille, 27 blind participants (8 girls, 19 boys) (mean of age = 19.8) were randomly selected. All participants completed Edinburgh Handedness Inventory (Oldfield, 1971) for Laterality Quotient (LQ). The participants were divided into 2 groups as 14 for the right handed, and 13 for the left handed. Then each participant used his hands for reading a text titled «One Paged Folder» including 357 words in 3 situations (with both hands, just with right hand, and just with left hand). Reading speed was calculated by a chronometer in each occasion according to all of the text words per second. Results: Utilizing Friedman test revealed that using both hands needed the least time. But comparing the speed of reading between two groups by Mann-Whitney U detected significant differences, so that left handed participants had the most speed when using just left hand for Braille reading. There was no significant difference according to Kruskal-Wallis test results between two genders in interaction with laterality and reading speed. Conclusion: Reading Braille by both hands has the most speed. And, left handed blinds have the most speed in reading Braille by using just left hand in comparison with right handed individuals.
http://joec.ir/article-1-358-en.pdf
Blinds
Braille
handedness
reading speed.
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2008-06
8
1
43
52
article
Impact of Art Therapy on Social Development in Students with Intellectual Disabilities
Zarinsadat Larijani
Zlarijani@yahoo.com
1
Narges Razeghi
2
Islamic Azad University
Objective: This quasi-experimental study examines the impact of art therapy techniques on social development in students with intellectual disabilities. Method: The sample includes 36 educable students with intellectual disability, ranging from 9 to 11 years of age, were selected by simple random sampling in 3 groups, each consisted of 12 students, as 2 for experimental, and 1 for control groups. Raven Black & White Test for Children and Vineland Social Development Scale were respectively utilized to measure intelligence and social development. Results: Findings showed that dramatic educational techniques could improve social development. Accordingly, making-believe trainings were more effective than doll-playing. Conclusion: The findings stress that some art therapy techniques could be used to facilitate and improve social development in students with intellectual disabilities.
http://joec.ir/article-1-359-en.pdf
Art therapy
Social development
intellectual disabilities.
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2008-06
8
1
53
69
article
A Comparative Study on Psychological Well-Being in Mothers of Elementary Students with and without Intellectual Disabilities
Farzaneh Michaeli Manee
f.michaeli.manee@gmail.COM
1
Uromia University
Objective: This study compares psychological well-being in mothers of elementary students with and without intellectual disabilities. This study also attempts to examine discriminatory power of mothers’ coping styles with stress in predicting psychological well-being. Method: For this study, 75 subjects were selected for each group from Uromia special and regular education schools. Ryff psychological well-being scale (PWS) and Endler-Parker coping styles were administered. Stepwise regression, independent group t-test and ANOVA statistical methods were used for data analysis. Results: Independent group t-test showed significant differences between psychological well-being means groups (p<0/01). Normal child mothers had higher mean (m = 356/96). Mothers of both groups applied problem centered coping styles (task-oriented). Regression analysis displayed that only mothers status, and not their coping styles, could predict psychological well-being. Conclusions: The results suggest that child intellectual disabilities can lead to some considerable psychological well-being problems for these mothers.
http://joec.ir/article-1-360-en.pdf
Psychological well-being
coping style
intellectual disabilities.
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2008-06
8
1
70
84
article
Impact of Behavior Therapy and Cognitive–Behavior Therapy on Amelioration of ADHD Symptoms
Mirmahmoud Mirnasab
) mirnasab2006@gmail.com
1
Mahmoud Mansour
2
Gholamali Afrooz
3
Bagher Ghobari Bonab
4
Ahmad Behpajhooh
5
University of Tabriz
University of Tehran
University of Tehran
University of Tehran
University of Tehran
Objective: The present study was conducted to examine the effectiveness of behavior therapy (BT) and cognitive-behavior therapy (CBT) on amelioration of attention deficit hyperactivity disorder (ADHD). The effectiveness was studied during the time and within the basic settings in which the core symptoms are manifested. Method: 8 subjects from two special education settings were selected. Multiple baseline design across subjects was utilized. Baseline data were collected through frequent observation of behaviors for each subject. In intervention phase, 4 subjects assigned to BT, and 4 others to CBT programs. Behaviors of subjects were also observed in follow-up phase. Results: The Results obtained from analysis of data points in experimental phases indicated a significant amelioration in symptoms of off-task behaviors. The effects were observed for 3 subjects of BT and 4 subjects of CBT in intervention phase. However, maintenance of effects was not observed in follow-up phase. Conclusion: The findings have implications to study long-term effectiveness of BT and CBT in treatment for the ADHD core clinical symptoms, and generalization of data from school-based setting to home environment.
http://joec.ir/article-1-361-en.pdf
ADHD
behavior therapy
cognitive–behavior therapy
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2008-06
8
1
85
97
article
Pencil Grip in Students with Mental Retardation
Fatemeh Hadavandkhani
fhadavandkhani@yahoo.com
1
Hadi Bahrami
2
Fatemeh Behnia
3
Mojgan Farahbod
4
Masood Salehi
5
University of Welfare and Rehabilitation Sciences
University of Welfare and Rehabilitation Sciences
Research institute of Exceptional Children
Objective: This survey research investigates the relationship between pencil grip and some important factors in students with mental retardation. Method: 126 students with mental retardation (53 girls and 73 boys), ranging from 9 to 19 educating in grades 1st to 5th in two exceptional children schools in Shahr-e Rey, were assessed. Those students having anatomical, neurological, orthopedic, behavioral, severe vision and hearing difficulties were already excluded. A handwriting checklist developed by the researchers was administered. Results: Correlation coefficient showed that there exists a significant positive relationship between pencil grip and handwriting (r = 0/381, p < 0/0001). No meaningful relationship was observed between pencil grip and handwriting speed. Also, no meaningful difference was found between right- or left-handed students, between males and female students, between students with and without Down’s syndrome. Conclusion: This study stresses on the corrective treatments for pencil grip that may help better handwriting.
http://joec.ir/article-1-362-en.pdf
Pencil grip
handwriting
mental retardation