Department of Psychology And Education Of People With Special Needs
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Articles
اندازه گیری تربیتی (2252004X)(13)pp. 193-211
Objective: The present paper aims at investigating psychometric properties of Social Emotional Learning Scale (SELS) among a sample of 4th and 5th grade Iranian male students. Statistical Population: The statistical population consisted of all 4th and 5th grade male students of elementary schools who studied in schools of Isfahan during the school year 2010-2011. To do so, 380 students of Isfahan elementary schools were selected using multistage random cluster sampling method and were asked to fill out social emotional learning questionnaire. The SELS is a self-report questionnaire made up of 20 items, which assesses three criteria: self-regulation (SR), peer relationships (PR), and task articulation (TA). The data were analyzed using confirmatory factor analysis. Results: Cronbach’s alpha coefficient for the total scale and its subscales were 0.85 (total), 0.71 (SR), 0.83 (PR) and 0.79 (TA). The confirmatory factor analysis also confirmed the accuracy of the three factors (task articulation (TA), peer relationships (PR), and selfregulation (SR)). The results suggested that SELS is a three-factor, reliable tool for assessing and evaluating dimensions of social emotional learning among elementary students.
Procedia - Social and Behavioral Sciences (18770428)15pp. 2694-2698
The main purpose of the present study is to determine the relation between students' attitudes subscales with internet usage of Iranian universities. The sample included 404 students from Isfahan and medical universities during the educational year of 2009-2010. The results indicated that there was positive and significant relation between students' attitudes subscales with four domains of internet usage such as: using email, downloading files, chartrooms and searching purposes. Students who had higher level of self efficacy used internet in different domains and their perceived enjoyment were higher than students with low self efficacy. © 2011 Published by Elsevier Ltd.
Research in Developmental Disabilities (18733379)33(4)pp. 1183-1193
The effects of 14 weeks of Kata techniques training on stereotypic behaviors of children with autism spectrum disorders (ASD) were investigated. The study included 30 eligible (diagnosed ASD, school age) children with ages ranging from 5 to 16 years whom they assigned to an exercise (. n=. 15) or a no-exercise control group (. n=. 15). Participants of the exercise group received Kata techniques instruction four times per week for 14 weeks (56 sessions). Stereotypy was assessed at baseline (pre-intervention), week 14 (post-intervention), and at one month follow up in both groups. Results showed that Kata techniques training significantly reduced stereotypy in the exercise group. Following participation in Kata techniques training, stereotypy decreased from baseline levels by a . M of 42.54% across participants. Interestingly, after 30 days of no practice, stereotypy in the exercise group remained significantly decreased compared to pre-intervention time. The participants of the control group did not show significant changes in the stereotypy. Teaching martial arts techniques to children with ASD for a long period of time consistently decreased their stereotypic behaviors. © 2012 Elsevier Ltd.
Malekpour, M.,
Isfahani, A.S.,
Amiri, S.,
Faramarzi, S.,
Heidari, T.,
Shahidi, M.A. British Journal of Developmental Disabilities (9697950)58(2)pp. 120-127
The purpose of this research was to determine the effect of adapted play training on motor development of students with intellectual disabilities. The statistical population of this study included all students with intellectual disability in preschool and students in grades 1, 2, and 3. The sample included 80 students (40 boys and 40 girls) who were randomly selected from three special schools in Isfahan City. Then they were randomly assigned into two groups: the experimental and control groups. The instrument used in this research was, Lincoln Oseretsky Test of Motor Proficiency and Adapted Games Training. The pre-test was administered to both the experimental and control groups. Then adapted play training was employed on the experimental group for 12 sessions. A post-test was administered to both groups at the end of training. The results showed that there was a significant difference between the mean scores of Lincoln Oseretsky Test of Motor Proficiency in the experimental and the control groups in the post-test (P<0.01). Also, the results showed that there was no significant difference between girl's and boy's mean scores of Lincoln Oseretsky Test of Motor Proficiency. The finding showed that the adapted play training could increase motor development in students with intellectual disabilities (P<0.0001). © The British Society of Developmental Disabilities 2012.
Journal of Military Medicine (17357667)15(2)pp. 143-148
Research in Autism Spectrum Disorders (17509467)7(9)pp. 1054-1061
The purpose of the present study was to investigate the effects of long term Kata techniques training on social interaction of children with autism spectrum disorders (ASD). We assigned 30 school aged children with ASD to an exercise (n = 15) or a no-exercise group (n = 15). We required participants of the exercise group to exercise Kata techniques for 14 weeks, while participants of the control group received no exercise. We evaluated the social interaction of the participants at baseline, post-intervention (week 14), and at one month follow up. Results revealed that Kata techniques training significantly improved social dysfunction in the exercise group. Interestingly, at one month follow up improvement in social deficiency in the exercise group remained unchanged compared to post-intervention time. The social deficiency of participants of the control group was not changed across the experimental period. We concluded that teaching martial arts techniques to children with ASD leads to significant improvement in their social interaction. © 2013 Elsevier Ltd. All rights reserved.
Yousefi, M.R.,
Shahbodaghi, M.R.,
Ghamarani, A.,
Jalaei, S.,
Ardani, A.S.,
Akbari, M.,
Farahani, A. Middle East Journal of Scientific Research (discontinued) (19998147)18(9)pp. 1366-1370
The importance of a multi-dimensional approach in assessment of stuttering individuals has been more specified in recent years. Affective reaction check list provides facility to assess aspects of this disorder. Recent study has been carried out by affective reaction check list in order to assign age effect of stuttering students on emotions and outlooks related to speech. This study has been done on 43 students in Tehran at different ages, ranging 6-11. Students were asked to fill out a questionnaire based on their viewpoint and thought. Kruskall-wallis parametric tests were used to analyze data. In the second level of affective reaction test, there is a significant difference between scores of stuttering students of all ages. As a helping tool, this questionnaire enables us to examine cognitive, emotive and behavioral problems of stuttering students thus, specify age-appropriated therapies and be able to perform needed speech and behavioral changes. © IDOSI Publications, 2013.
Pourmohamadrez-tajrishi, M.,
Ashori, M.,
Jalilabkenar, S.S. Iranian Journal Of Public Health (22516085)42(10)pp. 1174-1180
Background: Deafness is a common neural-sensory impairment which leads to lower life quality, withdrawal, social activities reduction, and rejection feeling. So, it is important to plan suitable training programs for mental health pro-motion of deaf children. Emotional intelligence training is one of these programs. The present study was aimed to determine the effectiveness of emotional intelligence training on the mental health of deaf students. Methods: In this semi-experimental study with pretest and posttest design, General Health Questionnaire (GHQ) was completed in 40 randomly selected boy deaf students with mean age of (12.48) years old before and after the interven-tion. The aim of the questionnaire was obtaining information of somatic symptoms, anxiety, social dysfunction, and depression as well as general health. The students were assigned in experimental and control group randomly and in equal. Experimental group participated in 12 sessions (each session lasts for 50 minutes; twice a week) and were trained by emotional intelligence program, but control group did not. Multivariate analysis of covariance (MAN-COVA) was used for analyzing the data. Results: There was a significant difference (P<0.001) between experimental and control group according to somatic symptoms, anxiety, social dysfunction, depression and general health as a whole after participation in intervention ses-sions. Conclusion: There was a significant decrease in somatic symptoms, anxiety, social dysfunction, depression and in-crease in general health of experimental group. Our findings showed that emotional intelligence training program led to promote of general health of boy deaf students.
Behrouz b., ,
Amini k., ,
Shakhniya, F.,
Abedi, A.,
Ghasemi n., Iranian Journal of Epidemiology (17357489)9(1)pp. 58-65
Background & Objectives: Peavalu on sage sümptom, mis võib olla tõsine problem iga inimese igas vanuserühmas. Several studies have shown that the prevalence of migraine and tension-type headache (TTH) varied between different geographical regions. Since there is little known about this in the country the current research has been conducted with the aim of estimating the prevalence of these types of migraines, reporting and comparing their clinical characteristics in this region of Iran. Methods: This study conducted on 1150 admitted patients by first diagnosis of headache in Farabi hospital in Kermanshah during a period of one year from 2010 till 2011. Case definition was based on International Classification of Headache Disorders (ICHD) criteria. Among these, 350 patients were diagnosedd as headache patients and completed the International Headache Schedule form. Data were analyzed by the use of descriptive frequency and percentage SPSS 16 software. Results: The results indicate that women were stricken more than men by headache (P<0.0001). Migraine was more prevalent in the age groups of 30-41 that included 54 individual (15.4%). the tension headache was more common among the age group of 42-53 that constitute 58 people (%23.3) of the participants. A significant correlation was also reported between the position and type of the headache (P<0.0001). Findings of this research showed that 20.4% of people with migraine and nearly 9 percent (9%) of persons with tension headaches have lost their job because of their headaches. There is meaningful relation between tension headaches and experience into their second job struggling (P<0.026). Conclusion: It is concluded that migraine and tension headaches seem two separate diseases and none of them has any effect on the other. Headache requires more attention and it should be, diagnosed and managed appropriately.
International Journal of Developmental Disabilities (20473877)59(1)pp. 35-46
Working memory is defined as a cognitive system which is responsible for temporary storage and information processing. In the development of working memory, normal children by age 4 demonstrate function of diverse working memory components and by age 16, all levels of working memory performance are established. Deficiency in working memory impacts learning. This memory is important in learning disabilities such as reading disability, mathematics disability, and written expression disability as well. With regard to children's difficulties with learning disabilities in working memory, research suggest some remedial strategies for improvement of working memory. This strategies include rehearsal, chunking, and meta-cognitive strategies. © The British Society of Developmental Disabilities 2013.
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