Journal of Exceptional Children
Effectiveness of Cognitive Rehabilitation of Verbal and Visuospatial Working Memory in Improving the Mathematical Performance of Students with Dyscalculia
Effectiveness of Positive Psychology Intervention on Self-Forgiveness and Resilience in Mothers of Children with Learning Disabilities
Comparing Emotionally Focused Therapy Training and Short-Term Self-Regulation Couple Therapy in Enhancing Dyadic Coping Strategies and Cognitive Emotion Regulation in Parents of Children with Intellectual Disability
Effectiveness of Intensive Short-Term Dynamic Psychotherapy (ISTDP) on the Social Anxiety of Mothers of Children with Asperger Syndrome
The Role of Behavioral Problems and Adaptive Functions in Children with Developmental Delays on the Psychological Distress of Mothers
Content Factors of Professional Development for Teachers of Special Elementary Schools for Students with Intellectual Disability
Objective: The aim of this study was to identify the content factors of professional development for teachers of special elementary schools for students with intellectual disability in Tehran, Iran. Method: The present study was a mixed methods research. In the qualitative part, the population was composed of all the experts of education, of which 15 were selected through purposive sampling. The statistical population in the quantitative study comprised all elementary school teachers of students with intellectual disability in Tehran (n=347), of which 200 were selected based on Cochran’s formula through simple random sampling. To collect data, semi-structured interviews and a researcher-made questionnaire were employed. Qualitative data were analyzed through thematic analysis, and quantitative data were analyzed using the partial least squares method. Results: The results revealed that the content of teachers’ professional development consists of 10 factors: teachers’ attitudes, specialized subject knowledge, variety of learners and their special needs, design of educational strategies, evaluation methods, learning environments and models, participation and collaboration, information and communication technology, group and individual activities, and citizenship and personality education. Conclusion: In total, content factors explained about 95% of the variance in teachers’ professional development. From among these factors, learning environments and models had the highest (0.90) and evaluation methods had the lowest (0.81) factor loading
Effectiveness of Self-compassion training on anxiety, stress and depression in mothers of children with Autism
Objective: Choosing a strategy to control anxiety, stress and depression in mothers of children with Autism is crucial. This study aimed to evaluate the effectiveness of training programs based on self-compassion on anxiety, stress and depression in mothers of children with Autism. Methods: A quasi-experimental research design of pre-test - post-test and follow-up was used to answer the research questions in this study. The population consisted of all mothers of children with autism referred to Omid-Asr center in Tehran in 1395. The sample consisted of 24 mothers of level one children with autism which were recruited through a convenient method of sampling. The sample were randomly assigned into two groups each of them 12 mothers as the experimental group and 12 mothers as the control group. The experimental group trained for 8 sessions in the field of self-compassion and the control group was put on the waiting list for a shorter version of the intervention. To measure the level of anxiety, stress and depression in mothers 21-DASS scale was used and descriptive statistics and analysis of covariance was used to analyze the data. Results: The results of the data analysis of covariance analysis showed that self-compassion training had a significant impact in reducing anxiety, stress and depression in mothers of children with Autism (p≤ 0/001). Conclusion: Therefore, according to the results of the findings, self-compassion training as psychological intervention strategy in reducing anxiety, stress and depression in mothers of children with Autism has been effective.
The relationship between mobility and orientation using white cane and mental health and personality traits among individuals with visual impairment
Objective: Orientation and mobility is the most important factor in independence and social participation of people with visual impairment. The main mode of independent mobility and orientation is using white cane. Therefore, the purpose of the present study was to investigate the relationship between mobility and orientation using white cane and mental health and personality traits among individuals with visual impairment in Tehran, Iran Method: For this purpose, a correlation design was used. In this study 41 visually impaired persons from rehabilitation centers and university students in Tehran were selected by purposive sampling. Orientation and Mobility Inventory, Symptom Checklist-90-Revised (SCL-90-R) and Eysenck Personality Inventory (EPI) in the form of structured and semi-structured interview were utilized. Finally, using correlation, multiple regression analysis and t and F tests data were analyzed. Result: Lying Scale (tend to improve your show) of EPI factors were correlated with orientation and mobility component. Also, problems in Iinterpersonal Sensitivity (feelings of inadequacy and inferiority, particularly in comparison to other people), Depression (clinical depression) and the score of Positive Symptom Total (PST) of SCL-90-R factors, were best predictors of orientation and mobility component. The differences between varying levels of employment and tunnel vision in terms of mobility and orientation component found. Conclusion: The results indicated that the role of mental health and personality traits on mobility and orientation is confirmed. However, as provided by improving the conditions of employment for people with visual impairment can imagine a better performance in mobility and orientation for them.
Psychometric properties of the Gilliam Autism Rating Scale–Third Edition (GARS-3) in individuals with autism: A pilot study
The effectiveness of safe parenting skills training program on parenting practices of mothers of children with signs of internalizing and externalizing behavior problems Lahijan city
Methods: This is an experimental study with pretest-posttest control group. The study population consisted of all mothers of preschool children (6-year-old) in Lahijan city. The initial sample size included 120 mothers of preschool children who were selected randomly. Finally, 30 mothers of children with internalizing and externalizing problems were selected and randomly divided into two groups: experimental group (n = 15) and control group (n = 15). Achenbach's Child Behavior Checklist (parent and teacher form) (1991) as a screening tool and Bamyrand''s questionnaire on parenting style (1972) were used in this study. Safe parenting skills training program which was designed by Aliakbari Dehkordi and Alipour (1394) was implemented in the experimental group during 8 sessions. Data were analyzed using Multivariate analysis of Covariance data (MANCOVA).
Results: The results showed that safe parenting skills training program impacts parenting style significantly (P0.01≥).
Conclusion: The results showed that safe parenting skills training programs improves authoritative parenting style and reduces strict parenting practices. Given the fact that parenting practices have a major role in providing mental health of children, using the safe parenting skills training program is recommended to mothers in order to manage safe relations with their children and to use positive parenting practices.