Mohammad Ashori currently works at the Department of Psychology & Education of People with Special Needs, University of Isfahan. He is also the first director of the Service Center for Students with Special Needs (SSS), having played an influential role in the establishment of the center and its development. Mohammad does research in psychological and education of deaf and blind people, parenting and play therapy.
Psychological and education of deaf and blind people
Parenting
Play therapy
- Bachelor, Exceptional Children, University of Farhangian [Tehran - Iran]
- Master's degree, Psychology and Education of Exceptional Children, University of Social Welfare and Rehabilitation Sciences [Tehran - Iran]
- Ph.D., Psychology and Education of Exceptional Children, University of Tehran [Tehran - Iran]
Psychology and Education of Children with Hearing Impairment
Psychology and Education of Children with Visual Impairment
Psychology and education of exceptional children
Psychology of Play
Play Therapy
Social work
Articles
Current Psychology (19364733)44(5)pp. 2895-2906
This study aimed to explore the adjustment and relationships between adolescents of typically developing siblings, deaf siblings, and blind siblings. One hundred and forty typically developing adolescents (50 adolescents of a typically developing sibling, 46 adolescents of a profoundly deaf sibling, and 44 adolescents of a profoundly blind sibling) participated in this descriptive-analytic and comparative research. Adolescents of a typically developing sibling were determined by a simple random sampling method (by chance), and adolescents of a deaf or blind sibling were determined by a convenience sampling method from high schools in Iran, Isfahan in 2022. Participants were assessed with the Strengths and Difficulties Questionnaire (SDQ) and Index of Sister and Brother Relations (ISR and IBR). The findings indicated that the adjustment and relationships in the adolescents of typically developing siblings were significantly better than the adolescents of deaf or blind siblings (p <.001). The internalizing problems in the adolescents of deaf siblings were significantly better than the adolescents of blind siblings (p <.001), while the externalizing problems in the adolescents of deaf siblings did not significantly differ from those of the adolescents of blind siblings (p =.12). Furthermore, problems in relationships in the adolescents of deaf siblings were significantly more than the adolescents of blind siblings (p =.03). Therefore, it seems that the implementation of preventive and intervention protocols will improve the adjustment and relationships between adolescents of deaf or blind siblings. These results reveal the necessity of early intervention in children of deaf or blind siblings and their parents. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.
International Journal of Disability, Development and Education (1465346X)72(2)pp. 282-294
Deafness is a common sensorineural disorder that can lead to lower quality of life and life orientation. Hence, we examined the effect of emotional intelligence (EI) on the general health and life orientation of adolescents who have a hearing impairment. The Participants were 32 adolescents aged 16–19 years selected via random sampling method from Deaf schools in Isfahan. They were randomly divided to intervention and control groups. Each group also consisted of 16 adolescents. The intervention group participated in an EI program for 12 sessions. These sessions were implemented for 45 minutes a day, two days a week for six weeks. Data were collected by a General Health Questionnaire (GHQ) and Life Orientation Test (LOT). The findings suggested that EI training significantly influenced the general health and life orientation of the experimental group, after participation in the intervention sessions. These results suggest that EI might result in positive and effective consequences and might play an important role in the improvement of general health and life orientation of the participants. For this reason, these findings have critical implications for therapists, teachers, and parents in supporting adolescents who have a hearing impairment to develop their general health and life orientation. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Vulnerable Children and Youth Studies (17450136)
Goal orientation and Positive Behavioral Intervention and Support (PBIS) are crucial in daily life. This study aimed to explore the effect of PBIS on achievement goal orientation in hard-of-hearing students. The present research was a semi-randomized controlled trial design. Thirty hard-of-hearing students were randomly selected from Deaf Schools in Isfahan, Iran. Participants were randomly assigned to control (n = 15) or intervention (n = 15) groups. The intervention group participated in the 10-session PBIS, while the control group did not participate in the intervention. Both groups filled out the Achievement Goal Questionnaire–Revised (AGQ–R) before and after the intervention. The results of Multivariate Analysis of Covariance (MANCOVA) indicated that PBIS positively and significantly influenced achievement goal orientation subscales such as mastery-approach, performance-approach, and performance-avoidance in hard-of-hearing students (p <.001). This research suggests that PBIS can promote achievement goal orientation in hard-of-hearing students. Therefore, this intervention was feasible and acceptable to these students. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Current Psychology (19364733)44(10)pp. 8436-8447
Home and school collaboration improves the social skills and resilience of children with visual impairment (VI). The current study explored the effect of home-school collaboration intervention on social-emotional competence in preschool children with VI. This research was an experimental study with pre-test, post-test and follow-up design with a control group. Thirty children with VI and their mothers were randomly chosen from Special School in Yasouj, Iran. Participants were randomly divided into treatment (n = 15) and control (n = 15) groups. The treatment group attended in a ten-session home-school collaboration intervention, while the control group attended the placebo sessions. Mothers of children with VI in both groups responded to the Social-Emotional Assets and Resilience Scale for Preschool (SEARS-Pre) three times, at pre-test, post-test, and follow-up phases. The results of Repeated Measures ANOVA showed that the main effect of the time factor on social-emotional competence in participants was significant (p =.001, η2 = 0.98), and the effect of the intervention factor was also significant (p =.001, η2 = 0.94). The research suggests home-school collaboration can promote social-emotional competence in preschool children with VI. The results of this research increase the interest of teachers and parents of these children in home-school collaboration, which indicates its scientific value. Moreover, this intervention can be used as a treatment for improving social skills and emotional assets in children with VI. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.
