per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2018-03
17
4
5
14
article
Effectiveness of Positive Psychotherapy on Stress in Mothers of Children with Intellectual Disability
Nila Elmy Manesh
danravan20@yahoo.com
1
University of Payame Noor
Objective: The present study was conducted to determine the effectiveness of positive psychotherapy on stress in mothers of children with intellectual disability. Method: In this study, 30 mothers of children with intellectual disability were selected and then randomly assigned into equal experimental and control groups. The assessment instrument was the Parental Stress Scale. First, questionnaires were administered as the pretest and then positive psychotherapy was offered to the experimental group in eight two-hour sessions. At the end of the course, participants were reevaluated using the Parental Stress Scale. Data were analyzed using MANOVA. Results: The results indicated that positive psychotherapy successfully reduced stress for both domains of parent and child in mothers of children with intellectual disability. Conclusion: Overall, it can be said that positive psychotherapy can effectively decrease stress and can thus be used to help the mothers of children with intellectual disability.
http://joec.ir/article-1-578-en.pdf
:Positive psychotherapy
Stress
Intellectual diability
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Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2018-03
17
4
15
26
article
A Comparison of Prosocial Personality, Psychological Reactance, Perceived Social Support, and Defense Styles in Parents of Children with Physical and Mobility Impairment and Healthy Children in Isfahan
majid saffarinia
m.saffarinia@yahoo.com
1
shohre bayat
shohre.bayat@yahoo.com
2
ahmad nurmmohamadi
ahmad.nurmohammadi@yahoo.com
3
payamenoor university
payamenoor university
payamenoor university
Objective: The aim of this research was to compare prosocial personality, psychological reactance, perceived social support, and defense styles in parents of children with physical and mobility impairment and healthy children in Isfahan, Iran. Method: The present research adopted a descriptive (ex post facto) design. The target population comprised the parents of children with physical and mobility impairment in Isfahan. A sample of 30 parents of children with the noted impairment and 30 parents of healthy children was recruited via convenience sampling. The measures used included Penner’s Prosocial Personality Battery, Zimet’s Multidimensional Scale of Perceived Social Support, Hong and Page’s Psychosocial Reactance Scale, and Andrews’ Defense Style Questionnaire. Data were analyzed using MANOVA. Results: Results demonstrated a significant difference between the two groups in terms of dimensions of support from the family (p≤0.01), support from friends (p≤0.05), directional empathy (p≤0.01) and prosocial personality (p≤0.01). The level of support from the family, directional empathy, and prosocial personality was higher in parents of children with physical and mobility impairment compared to the parents of healthy children. However, the level of support from friends was higher for parents of healthy children than those of children with the noted impairment. Conclusion: The results of this study confirmed the importance of perceived social support and prosocial personality in parents of children with physical and mobility impairment. It is necessary to include these factors while developing health interventions for these parents.
http://joec.ir/article-1-517-en.pdf
Prosocial personality
Psychological reactance
Perceived social support
Defense styles
Physical and mobility impairment
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2018-03
17
4
27
36
article
The Effect of Exercise Variability on the Acquisition and Learning of Overarm Throwing Accuracy in Children with Autism Spectrum Disorder
Kobra Javadian
k.javadian16@gmail.com
1
Rasool Abedanzadeh
r.abedanzadeh@scu.ac.ir
2
Akram Hashemian
rasool63.ir@gmail.com
3
Shahid Chamran University of Ahvaz
Shahid Chamran University of Ahvaz
Islamic Azad University, central Tehran Branch
Objective: The purpose of this study was to evaluate the acquisition and learning of overarm throwing accuracy in children with autism spectrum disorder in different training conditions. Method: The population in this quasi-experimental study comprised male and female children diagnosed with autism spectrum disorder aged 5 to 7 years in Darrehshahr, Iran. A sample of 18 children selected through convenience sampling was recruited and divided into three different groups based on their pretest scores: constant practice, blocked variable practice, and random variable practice. Participants took part in three intervention sessions and performed overarm throwing on targets placed on the front wall at the 3m distance. The constant practice group performed this task onto a 60×60cm target, whereas blocked variable and random variable practice groups performed it on targets with 30×30cm, 60×60cm, and 90×90cm dimensions. The acquisition phase consisted of six blocks, each with six trials, performed in three days. The retention test was performed 24 hours after the final session of acquisition, and then the transfer test was performed 10 minutes after the retention test with changes made to target size. Results: The results of the acquisition phase showed that the three groups had an improved performance which was, however, not significant (p>0.05). The performance of the constant practice group was better than that of others on the retention test (p≤0.05), but no group succeeded in transferring the skill to the new situation on the transfer test (p>0.05). Conclusion: The findings of the present study showed that constant practice is effective in the learning of overarm throwing by children with autism spectrum disorder. Also, the practice specificity principle is confirmed in these children. According to these findings, we recommend that coaches and trainers employ constant practice to teach motor skills to children with autism spectrum disorder.
http://joec.ir/article-1-605-en.pdf
Variable practice
Constant practice
Learning
Overarm throwing
Children with autism spectrum disorder
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2018-03
17
4
37
48
article
The Impact of Transcranial Direct Current Stimulation (TDCS) and Phonological Awareness Training on the Auditory Function of Working Memory in Children with Dyslexia
Leila Bayat Mokhtari
lila_bm7@yahoo.com
1
Ali Reza Agha Yousefi
Arayeh1100@gmail.com
2
Hossein Zare
H_zare@pnu.ac.ir
3
Vahid Nejati
nejati@enabz.com
4
Payam Noor University
Payam Noor University
Payam Noor University
Beheshti University
Objective: This study aimed to examine the impact of transcranial direct current stimulation (TDSCS) in the dorsolateral prefrontal cortex (DLPFC) on auditory/verbal working memory. Method: This research was an experimental study with pretest-posttest design, placebo group, and random assignment. The sample comprised 20 eligible male students with dyslexia aging 8 to 10 years. Two types of simulation (anode and sham) with the current of 1.5 mA for 20 minutes were presented in addition to 15 minutes of phonological awareness training in 10 sessions. The participants were tested with n-back task before and after stimulation. Results: Analysis of covariance showed that anode stimulation significantly improved performance in the auditory/verbal dimension of the working memory compared to sham stimulation. Conclusion: This study showed that anode stimulation improves performance on tasks involving auditory working memory.
http://joec.ir/article-1-523-en.pdf
Transcranial direct current stimulation (TDCS)
Dorsolateral prefrontal cortex (DLPFC)
Working memory
N-back task
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2018-03
17
4
49
64
article
Modern Presentations of ADHD in Terms of Frequency Bands in Quntitiative Electroencephalography (QEEG): The Modern Theoretical Approach
Touraj Hashemi
tourajhashemi@yahoo.com
1
Nazari Nazari
erfan_linguistics@yahoo.com
2
Golamreza Nourazar
noraza@yaho.com
3
Naimeh Mashinchi Abbasi
N_Psychology20@yahoo.com
4
Objective: The present study aimed to review the presentations of attention-deficit/hyperactivity disorder (ADHD) based on brain frequency bands through quantitative electroencephalogray (QEEG). Method: This study used the review method to determine the differences between modern theories in terms of ADHD diagnosis and classification. Results: Theoretical review revealed that the number of studies on brain activity in those with ADHD has increased in the past decade. Although the Diagnostics and Statistical Manual of Mental Disorders (DSM-5) defines three ADHD clinical phenotypes (attention difficulties, hyperactivity /impulsivity, and the combined subtype), a QEEG spectrum classification of ADHD population has recently been developed, defining four main subtypes: Subtype I (abnormal increase of delta-theta frequency range centrally or centrally-frontally), Subtype II (abnormal increase of frontal midline theta rhythm), Subtype III (abnormal increase of beta activity frontally), and Subtype IV (excessive alpha activities at posterior, central, or frontal leads). Conclusion: Although this classification has been implied in various studies, comprehensive investigation is required for it to be established in diagnosis. The present review illuminated the theoretical and experimental basis of the QEEG spectrum classification of ADHD.
http://joec.ir/article-1-532-en.pdf
ADHD
Quntitiative electroencephalography (QEEG)
Subtype I
Subtype II
Subtype III
Subtype IV
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Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2018-03
17
4
65
76
article
The Effectiveness of Hope Training on Decreasing the Academic Burnout of Female High School Students with Intellectual Disabilities Living in Khoramaabad
ghadampour.e@lu.ac.ir
1
sadeghi41@yahoo.com
2
parastoo.chehri@gmail.com
3
khalili.zahra75@gmail.com
4
Objective: The purpose of this study was to investigate the effectiveness of hope training on decreasing the academic burnout of female high school students with intellectual disabilities living in Khoramaabad. Method: This study was an experimental one with a pre-test, post-test and a control group. The female high school students with intellectual disabilities living in Khoramaabad made the sample during the academic year of 2014-2015. By means of random selection 30 female students were selected and assigned into two groups of experimental (n=15) and control group (n=15). The participants of the experimental group received lessons of hope for nine sessions, yet those of the control group received no intervention. Eventually, both groups took the post-test. The instrumentation was Breso (2007) academic burnout questionnaire. Subsequently, the data of this study were analyzed through multivariate analysis of covariance and by means of SPSS software version 19. Results: The results revealed that hope training can reduce academic burnout and its dimensions (P£0/001). Conclusion: Accordingly, it is recommended to teachers to embark on providing those students experiencing academic burnout with hope training.
http://joec.ir/article-1-220-en.pdf
Hope
Academic burnout
Intellectual disabilities
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2018-03
17
4
77
86
article
Effects of Self-Compassion on the Quality of Life and Happiness of Mothers of Children with Autism Spectrum Disorder
soniya daroshi
s.darvishi1367@yahoo.com
1
flor khayatan
f.kjayatan@yahoo.com
2
Objective: The aim of this research was to investigate the effects of teaching self-compassion on the happiness and quality of life of mothers of children with autism spectrum disorder. Method. The population comprised 60 mothers of children with autism spectrum disorder, from among which 30 were recruited through convenience sampling and randomly divided to experimental (n=15) and control (n=15) groups. The experimental group received eight 90-minute instructional sessions while the control group received no treatment. The effectiveness of this intervention was examined in pretest, posttest, and follow-up phases using the Oxford Happiness Questionnaire and the World Health Organization Quality-of-Life Scale. Results: Data analysis revealed that teaching self-compassion increases the happiness and quality of life of mothers of children with autism spectrum disorder. Conclusion: Results showed that teaching self-compassion increases the happiness and quality of life of mothers of children with autism spectrum disorder, with improvements retained on follow-up.
http://joec.ir/article-1-431-en.pdf
Teaching self-compassion
Autism spectrum disorder
Happiness
Quality of life
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2018-03
17
4
87
100
article
Comparison of the Effectiveness of Teaching Social Cognitive Skills and Cognitive Behavioral Play Therapy on the Social Skills and Social Acceptance of Children with Disruptive Behavior Disorders
sepideh shishehsar
sepidehsh19@yahoo.com
1
faezeh attarian
fa.1358.a@gmail.com
2
hamid kargarbarzi
kargar_hamid25@yahoo.com
3
sepideh darvish naranjbon
hila_sepid@yahoo.com
4
hadi mohammadlo
hadimohammadlo5000@gmail.com
5
Allame Tabatabaii University of Tehran
Azad University of Arak
Azad University Science and Research Branch of Sirjan
Azad University of Central Tehran
Shahid Beheshti University
Objective: The aim of the present study was to compare the effectiveness of teaching social cognitive skills and cognitive behavioral game therapy on the social skills and social acceptance of children with behavioral disorders in Karaj. Method: This research was a semi-experimental one with a pretest-posttest and a control group. All first and second graders of the primary schools located in district 1, 2, and 3 of Karaj in 2016 made the population. By randomly and available sampling method, 46 children were selected. They were placed randomly into three groups (two experimental and one control). The first experimental group received a thirty-minute cognitive social skills training for ten sessions and the second one received cognitive behavioral game therapy for ten sessions each lasting thirty minutes. In this study, the questionnaire of child symptoms inventory, the scale of social skills and the social acceptability questionnaire were used. Results: The MANOVA revealed that there was no significant difference between the two groups regarding the impact of both interventions; however, both cognitive social skills and cognitive behavioral game therapy contributed to the development of social skills and social acceptance in both groups. Conclusion: Teaching cognitive social skills and cognitive behavioral game therapy seem to have a positive effect on the development of social skills and social acceptance in children with behavioral disorders and they can be applied as clinical interventions.
http://joec.ir/article-1-594-en.pdf
Cognitive social skills
Cognitive game therapy
Social acceptance
Behavioral disorders
per
Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2018-03
17
4
101
112
article
A Comparative Study between Mothers with Two Children with Disabilities (Multiple Disabilities, Intellectual Disabilities, Physical and Motor Disabilities, Blindness, Visual Impairments, Deafness, and Hearing Impairment) and Mothers of Normal Children in Terms of General Health Components
razazandi@yahoo.com
1
lavasani@ut.ac.ir
2
afrooz@ut.ac.ir
3
mardookhi_ms@yahoo.com
4
Objective: The present study aimed to see whether there is a difference between mothers of children with disabilities and mothers of normal children in terms of mental health. Method: This research was a retrospective (casual-comparative) study. Subjects comprised 516 mothers of children with disabilities (202 with intellectual disabilities, 63 with deafness, 58 with blindness, 94 with physical and motor disabilities, and 99 with multiple disabilities) selected through complete count and 69 mothers of normal children chosen randomly. Data were collected using the 28-item General Health Questionnaire (GHQ) with the validity and reliability of 0.72 and 0.85, respectively. Results: Results showed a significant difference in the mental health of mothers of children with disabilities and mothers of normal children. However, in mental health symptoms, i.e. physical symptoms and depression, no significant difference was observed between the two groups. The two groups (mothers of normal children vs. mothers of children with multiple disabilities, intellectual disabilities, or physical and motor disabilities) significantly differed on two variables of anxiety and insomnia (p≤0.001) , while no significant difference was found between mothers of normal children and mothers of children with blindness, visual impairment, multiple disabilities, deafness, or hearing impairment. In terms of social function, a significant difference was found between mothers of normal children and mothers of children with multiple disabilities, intellectual disabilities, physical and motor disabilities, deafness, or hearing impairment (p≤0.001), while no significant difference was seen between mothers of normal children and mothers of children with blindness or visual impairment. Conclusion: Mental health differentiates the mothers of normal children and mothers of children with disabilities. Mothers of two children with special needs experience more stress. Therefore, their mental health status is worse than that of mothers of normal children.
http://joec.ir/article-1-600-en.pdf
Mental health
Mothers of children with disabilities
Intellectual disabilities
Blindness
Deafness
Physical and motor disabilities
Multiple disabilities
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Exceptional Children Research Institute
Journal of Exceptional Children
1682-6612
0
2018-03
17
4
113
128
article
Applying Schema-Broadening Instruction to Remediate Word Problem Deficits among Second-Grade Students with Dyscalculia
sarah dazy
sarah.dazy@yahoo.com
1
parvin kadivar
kadivar220@yahoo.com
2
mohammad Hosein abdollahi
abdollahimh@yahoo.fr
3
hamiReza hassanabadi
hassanabadi.hr@gmail.com
4
Objective: The purpose of this study was to assess the effectiveness of schema-broadening instruction (SBI) for second-graders with dyscalculia. Method: In this quasi-experimental study, eight students with dyscalculia with cut-off scores<85 on KeyMath, >first quartile in five subtests of NAMA Reading and Dyslexia Test, and full intelligence quotient (IQ) scores in the normal range (>85) participated in an individual tutoring program on word problems (using Pirate Math). Pirate Math focuses on the basic skills of number combinations, procedural calculations, and algebra in order to improve narrative problem-solving skills. Individual tutoring was provided in three 20-30-minute sessions per week for 5 weeks, while the control group (n=8) received no tutoring. Results: Results of repeated-measures analysis of variance supported the effectiveness of SBI. Compared to the control group, the experimental group showed an enhanced word problem skill (ŋ2=0.66 vs. ŋ2=0.02), procedural computation (ŋ2 =0.87 vs. ŋ2 =0.25 for addition and ŋ2=0.97 vs. ŋ2=0.16 for subtraction), and algebra (ŋ2=0.78 vs. ŋ2=0.28).Conclusion: SBI considers the principles of effective intervention for students with dyscalculia. Results demonstrated the efficacy of this tutoring protocol in remediating the key deficits of students with the noted disability. Therefore, it can be used in teaching mathematics to this group of students.
http://joec.ir/article-1-399-en.pdf
Dyscalculia
Schema-broadening instruction
Valid mathematics tutoring
Word problems