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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.
Journal of Intellectual Disabilities (17446295)
The present research investigated the lived experiences of mothers of children with mild intellectual disabilities in a central city in Iran. The research method was qualitative and phenomenological type. Eleven families were selected from males with intellectual disabilities who were graduated from secondary vocational centers through purposeful sampling and participated in in-depth semi-structured interviews. The data was analyzed by Colaizzi method. The main themes extracted from the interviews with mothers were: employment and financial independence; physical and mental health; sexual and marriage issues; and life after the death of parents. The results showed the lived experiences of mothers and their concerns regarding employment, marriage, sexual issues, physical and mental health, and the future of their children. The results recommended that the government should take steps to remove life obstacles for adults with intellectual disabilities by modifying the methods of education and rehabilitation of people with intellectual disabilities in the country. © The Author(s) 2025.
International Journal of Play Therapy (15556824) 33(3)pp. 117-128
Emotion regulation and stress management are crucial in daily life. The present researchers aimed to investigate the effect of child–parent relationship therapy (CPRT) on emotion regulation and stress in mothers of deaf children. The present study was a semirandomized controlled trial design. Thirty mothers who had deaf children were randomly selected from deaf Schools in Isfahan, Iran. They were randomly assigned to intervention (n = 15) or control (n = 15) groups. The intervention group participated in the 10-session CPRT, while the control group did not participate in this program. Both groups completed the Emotion Behavioral Regulation Questionnaire and Parenting Stress Index–Short Form before and after the intervention. The data were analyzed using multivariate analysis of covariance. The results showed that the intervention significantly and positively influenced behavioral emotion regulation and stress in mothers of deaf children (p <.001). This study statistically suggests that the CPRT program can promote behavioral emotion regulation and stress in mothers of deaf children. Of practical significance, this program was feasible and acceptable to these mothers. © 2024 Association for Play Therapy
Current Psychology (19364733) 43(10)pp. 8740-8751
This study aimed to explore the effect of cognitive remediation on cognitive and behavioral emotion regulation of female deaf and hard-of-hearing (DHH) students. Thirty female DHH students, ages 14–16 years, were randomly selected and assigned to the treatment (n = 15) and control (n = 15) groups. The treatment group participated in ten sessions on cognitive remediation (lasts for five weeks), while the control group participated in three general placebo sessions. The participants were assessed before and after the intervention using the Cognitive Emotion Regulation Questionnaire (CERQ-short) and Behavioral Emotion Regulation Questionnaire (BERQ). The differences in cognitive and behavioral emotion regulation between the treatment and control groups were examined using a multivariate analysis of covariance. The results indicated that cognitive remediation training improved cognitive and behavioral emotion regulation in the treatment group. The cognitive remediation training was feasible and acceptable to DHH students. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.
Current Psychology (19364733) 43(30)pp. 24800-24808
Gestalt Play Therapy (GPT) is a practical form of play therapy to improve empathy in hard-of-hearing children. This study examined the effectiveness of GPT on empathy in hard-of-hearing children. Participants were recruited from the Ava rehabilitation center for mothers and hard-of-hearing children in Isfahan, Iran. The participants were 28 hard-of-hearing children who were randomly selected and divided into the control and intervention groups. The intervention group participated in 8 GPT sessions, once weekly for two months, while the control group did not participate in the program. Mothers completed the Empathy Questionnaire 2 times, at pre-test and post-test. The GPT significantly influenced empathy, prosocial actions, attention to others’ feelings, and emotional contagion in hard-of-hearing children (p <.001). The Eta square suggested that 59% of the improvement in empathy is due to participating in the research. This research highlighted the importance of GPT for empathy in hard-of-hearing children. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
Current Psychology (19364733) 43(44)pp. 34434-34443
Self-determination and personality traits play a special role in goal setting and action. This study aimed to investigate the effect of self-determination training on personality traits in adolescents with visual impairment. The current study was a randomized controlled trial design. Twenty adolescents with visual impairment took part in this study. They were randomly selected from rehabilitation centers and were placed in intervention and control groups, each comprised of 10 students. The intervention group took part in the 10-session self-determination training, while the control group did not participate in the intervention. All participants filled out the NEO Five-Factor Inventory (NEO-FFI) pre-test and post-test. The scores were analyzed using the Multivariate Analysis of Covariance (MANCOVA). The findings suggested that self-determination training significantly and positively influenced personality traits in students with visual impairment (p =.001). This study indicates that self-determination can improve personality traits in these participants. Therefore, the present research emphasizes that self-determination has favorable consequences in the daily life of adolescents with visual impairment. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
Current Psychology (19364733) 43(17)pp. 15366-15375
Emotional adjustment and problem-solving are crucial in the daily life of adolescents. This study aimed to explore the effects of emotion regulation intervention on social problem-solving skills in hard-of-hearing adolescents. The present research was a semi-randomized controlled trial design. Thirty hard-of-hearing adolescents were randomly selected from schools for the deaf in Isfahan, Iran. They were randomly allocated to control (n = 15) or intervention (n = 15) groups. The second group attended the 8-session emotion regulation training, while the first group did not attend this intervention. These groups filled out the Social Problem-Solving Inventory (SPSI) pre and post-treatment. The data were analyzed using the Analysis of Covariance (ANCOVA). The results indicated that emotion regulation positively and significantly influenced social problem-solving in hard-of-hearing adolescents (p =.001). This research suggests that emotion regulation intervention can promote problem-solving skills in hard-of-hearing adolescents. Therefore, this intervention has positive consequences and may act as a buffer against the daily problems of these adolescents. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.
International Journal of Disability, Development and Education (1465346X) 71(6)pp. 955-967
The aim of the current study was to investigate the influence of stress inoculation training (SIT) on the general health of mothers of children with visual impairments. The study population included the mothers of children with visual impairments aged 33–45 years during 2018–2019 academic year in Isfahan city. The participants were 34 mothers selected by convenient sampling method from Shahid Samani and Shahid Abedi schools. They were randomly divided into experimental (n = 17) and control (n = 17) groups. The experimental group received SIT in 10 sessions, while the control group did not. The instrument of study was General Health Questionnaire (Goldberg and Hiller, 1979). Data were analysed by using MANCOVA. The results indicated that the SIT had a significant effect on post-test scores of general health (P < 0.0001) in subjects. Based on these findings, SIT plays a critical role in the general health of the mothers of children with visual impairments. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Current Psychology (19364733) 43(3)pp. 2124-2135
There is increasing attention to behavioral emotion regulation and health-related quality of life in students with hearing loss (HL). Hence, we examined the effect of the emotional intelligence (EI) program on behavioral emotion regulation and health-related quality of life in students with HL. Thirty-four students ranging from 15 to 18 years of age participated through a random sampling method from the mainstream high schools in XXX. The participants were randomly allocated to the intervention (n = 17) and control (n = 17) groups. The intervention group participated in an EI program based on the theory of Bar-On for ten sessions. This program was implemented for one hour per session over ten weeks. All students completed the Behavioral Emotion Regulation Questionnaire (BERQ) and Short Form Health Survey-Version 2 (SF-36v2). Data analysis included ANCOVA and MANCOVA. The results revealed that intervention significantly increased the behavioral emotion regulation and health-related quality of life in students with HL. According to findings, special efforts should be made to ensure behavioral emotion regulation and health-related quality of life in people with HL. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.
International Journal of Disability, Development and Education (1465346X)
The present study aimed to explore the effect of the PERMA (Positive emotion, Engagement, Relationship, Meaning, and Accomplishment) flourishing intervention on basic psychological needs satisfaction in hard-of-hearing adolescents. This research was a quasi-randomised controlled trial design. Twenty-eight hard-of-hearing adolescents aged 14–17 years were randomly selected from the Deaf Center and Baghcheban Deaf School in Kashan, Iran. They were randomly replaced to experimental (n = 13) or control (n = 15) groups. The experimental group participated in the 10-session intervention, while the control group did not participate in this programme. Both groups completed the Basic Needs Satisfaction in General Scale (BNSG-S before and after intervention. The results showed that after intervention, scores on the subscales of basic psychological needs (competence, autonomy, and relatedness) in hard-of-hearing adolescents significantly and positively increased (p < 0.001). Therefore, the PERMA flourishing intervention was feasible and acceptable to these adolescents. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Vulnerable Children and Youth Studies (17450136) 19(4)pp. 646-660
Gratitude skills training improves the forgiveness in mothers of students with visual impairment (VI). The current study aimed to explore the effects of gratitude intervention on forgiveness in mothers of students with VI. This research was a semi-randomized controlled trial design. Thirty mothers of students with VI were randomly chosen from Special School in Gachsaran, Iran. They were randomly replaced to treatment (n = 15) and control (n = 15) groups. The treatment group participated in nine-session 90-minute gratitude training, while the control group participated in general placebo sessions. Both groups responded to the Rye Forgiveness Scale (RFS) before and after the intervention. The results of the Univariate Analysis of Variance showed that the gratitude training significantly and positively influenced the forgiveness in the treatment group in the post-test (p < 0.001). The research suggests that gratitude training can promote forgiveness in mothers of students with VI. Results of this research increase the interest of parents of these students in gratitude training. Moreover, the gratitude skills intervention can be used as an intervention for improving forgiveness in mothers of students with VI. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Iranian Rehabilitation Journal (17353602) 22(1)pp. 25-34
Objectives: Deaf and hard-of-hearing (DHH) people experience a variety of psychological distress. The quality of life (QoL), health, stress, anxiety, and depression in DHH adolescents can affect their psychological well-being. This study aimed to predict psychological well-being based on psychosocial factors in DHH adolescents. Methods: A total of 120 DHH adolescents participated in the current cross-sectional study. Adolescents were chosen through a convenient sampling method from secondary deaf schools in Isfahan, Iran in 2020. These adolescents were assessed with the KIDSCREEN-27 healthrelated QoL questionnaire, youth QoL instrument-deaf and hard of hearing (YQOL-DHH), and depression, anxiety, stress scales (DASS-21). Results: Perceived stigma, stress, anxiety, and depression had a significant and negative relationship with psychological well-being, while self-advocacy/acceptance, participation, physical well-being, social support, school environment, and parent relations had a significant and positive relationship with the psychological well-being of DHH adolescents. These variables predicted 89% of the psychological well-being of these adolescents. Discussion: Findings suggest that the QoL, health, stress, anxiety, and depression were significant predictors of the well-being of DHH adolescents. © (2024), (University of Social Welfare and Rehabilitation Sciences). All Rights Reserved.
Exceptionality (09362835) 31(3)pp. 185-197
Behavioral emotion regulation and resilience are crucial in daily life. This research aimed to investigate the impact of the Incredible Years (IY) parenting program on behavioral emotion regulation and resilience in mothers of deaf children. The present study was a quasi-randomized controlled trial design. Twenty mothers between the ages of 28 and 41 years of age who had deaf children were randomly selected from Baghcheban deaf school in Shahreza, Iran. They were randomly assigned to experimental (n = 10) or control (n = 10) groups. The experimental group participated in the 12-session IY parenting program, while the control group did not participate in this program. Both groups completed the Emotion Behavioral Regulation Questionnaire (EBRQ) and Resiliency Scale (RISC) at pre and post-intervention. The data were analyzed using the Multivariate Analysis of Covariance (MANCOVA) test. The results showed that the intervention significantly and positively influenced behavioral emotion regulation and resilience in mothers of deaf children (p <.001). This study suggests that IY parenting program can promote behavioral emotion regulation and resilience in mothers of deaf children. Therefore, this program was feasible and acceptable to these mothers. © 2022 Taylor & Francis.
Journal Of Research And Health (24235717) 13(3)pp. 153-162
Background: Since positive parenting program (Triple-P) is one of the ways to improve parent-child interaction, conducting a meta-analysis will help determine its effect size. This study aimed to use meta-analysis to examine the effect of level 4 Triple-P on parent-child interaction with special needs in Iran. Methods: The current study is a meta-analysis review study. Before analyzing the effect size of the mean differences, the PRISMA (preferred reporting items for systematic reviews and meta-analyses) method was used to investigate the decision tree model. Then, the effect size of Triple-P was investigated using the meta-analysis method. Twelve studies (out of the 37) were collected with the keywords “Triple-P” and “parent-child interaction” from Google Scholar, IranDoc, IranMedex, Magiran, and SID according to the inclusion and exclusion criteria. They were conducted in Iran during 2012-2021 and were analyzed through meta-analysis. The inclusion criteria of the articles included written in Persian, having a control group, being interventional, and using original data. The exclusion criteria included duplicate articles and non-compliance with the title with Triple-P level 4. The study instrument was a meta-analysis checklist. Funnel plot, fail-safe number, and Cochran Q test were used to assess the publication bias, expected confidence, and effect size heterogeneity, respectively. The obtained data were analyzed by comprehensive meta-analysis (CMA) software. Results: Findings showed that the effect size of the mean difference rate of level 4 Triple-P on parent-child interaction was 0.59 (P<0.0001), which is medium according to the Cohen table. Fisher’s z indicated a low standard error and no publication bias. The value of the Q test is significant, and the effect sizes are heterogeneous (P<0.0001). Conclusion: Given the moderate impact of level 4 Triple-P, this method of parenting program can play an important role in improving the interaction of parent-child with special needs. © 2023, Gonabad University of Medical Sciences. All rights reserved.
Journal of Deaf Studies and Deaf Education (14657325) 28(3)pp. 300-310
Attachment and resilience are crucial in parent-child interaction. In this study, we investigated the effect of a mindful parenting program on the attachment of deaf children and the resilience of their hearing mothers. The present study was a semi-randomized controlled trial design. Thirty mothers with deaf children were randomly selected from Deaf School in Tehran, Iran. They were randomly assigned to intervention (n = 15) and control (n = 15) groups. The intervention group participated in an eight-session mindful parenting program, while the control group did not participate in this program. Both groups completed the Kinship Center Attachment Questionnaire and Connor-Davidson Resilience Scale before and after the intervention. The data were analyzed using the repeated measures analysis of variance test. The results showed that the intervention significantly and positively influenced the attachment of deaf children and resilience in their mothers in the post-test, and the persistence of this effect was maintained in the follow-up stage (p <. 001). This study suggests that mindful parenting can promote attachment of deaf children and resilience in their mothers. In addition, the mothers attested to the social validity of the program. © 2023 The Author(s).
International Journal of Play Therapy (15556824) 32(1)pp. 10-21
The present study aimed to the effect of Adlerian play therapy (AdPT) on the alexithymia and social isolation of deaf students. This study was a quasi-randomized controlled trial design. Twenty-four deaf students aged 15–18 years were randomly selected from Ferdous School for the Deaf in Isfahan, Iran. They were randomly replaced to experimental (n = 12) and control (n = 12) groups. The experimental group participated in 60–75 min AdPT group sessions twice a week over 4 weeks (eight sessions). Both groups completed the Toronto Alexithymia Scale–20 and Social Isolation Measure before and after AdPT intervention. The results revealed that the intervention significantly and positively influenced the alexithymia and social isolation of deaf students (p <.001). AdPT improved the alexithymia and social isolation of deaf students. Despite the positive findings of the current research, it is important to continue research with other exceptional students using this treatment. © 2022 Association for Play Therapy
British Journal of Visual Impairment (17445809) 41(1)pp. 108-120
Orientation and mobility (O&M) training is a practical and helpful method to prepare people who are blind for independent living. Hence, this study aimed to survey the effect of O&M training on the quality of life in students who are blind in Iran. This research was a quasi-randomized controlled trial design. Participants were 24 third-grade to sixth-grade students from two schools for blind in Isfahan, Iran. Using cluster sampling method, one school was assigned to the experimental group (n = 12) and the other to the control group (n = 12). The experimental group participated in the 8-session O&M training program. Both groups completed a World Health Organization Quality of Life (WHOQOL-BREF) at pre-intervention and post-intervention. The obtained data were analyzed using analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) test. The results showed significant increases in quality of life and all subscales (physical health, mental health, social relationships, and environmental health) in the experimental group than in the control group. The findings suggest that O&M training can promote quality of life among students who are blind in Iran. Moreover, these findings increase the interest of children and adolescents who are blind in O&M training. © The Author(s) 2021.
Current Psychology (19364733) 42(24)pp. 20421-20429
This study aimed to investigate the relationships among social-emotional assets and resilience, empathy and behavioral problems in DHH children. One hundred and ten DHH preschool children participated in this cross-sectional research. Participants were selected by a simple random sampling method from preschool centers for the Deaf in xxx, xxx in 2021. DHH children were evaluated with the Social-Emotional Assets and Resilience Scale (SEARS), Empathy Questionnaire (EmQue), and Strengths and Difficulties Questionnaire (SDQ). Empathy, emotion contagion, prosocial actions, and prosocial behavior had a positive and significant relationship with the social-emotional assets and resilience. In contrast, peer relationship problems and behavioral problems had a negative and significant relationship with the social-emotional assets and resilience of DHH children. Empathy, prosocial actions, prosocial behavior, peer relationship problems, emotion contagion, and behavioral problems explained 67% of changes in social-emotional assets and resilience in these children. Our findings showed that empathy had the greatest role in explaining the variance of socio-emotional assets and resilience. The findings were discussed in the light of social-emotional assets and resilience in DHH children. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Journal of Otology (16722930) 17(3)pp. 130-135
Objective: Auditory-Verbal Therapy (AVT) can be considered one of the best practices for children with Cochlear Implants (CIs) who show impairments in cognitive skills such as executive functions. Hence, this research examined the impact of AVT on the executive functions in children with CIs. Methods: This was a randomized case control study with pre- and post-intervention assessments. The participants were 36 children with CIs and their mothers. They were randomly selected from rehabilitation centers and deaf pre-schools, and randomly allocated to a control (n = 18) and a study (n = 18) group. The mean age of the children in the study and control groups was 3.11 ± 0.31 years and 3.20 ± 0.29 years, respectively. Participants in the study group received 20 sessions of AVT over 10 weeks at twice a week, while those in the control group did not. All mothers completed the Behavior Rating Inventory of Executive Function Pre-school Version (BRIEF-P) before and after children in the study group completed their AVT intervention. Data were analyzed by MANCOVA. Results: The results suggest that AVT significantly influenced executive functions and all subscales including shifting, inhibition, emotional control, working memory and organization/planning in children with CIs. Conclusions: These findings suggest that AVT may be effective in resulting in positive outcomes and may play an important role in improving executive functions in children with CIs. © 2022 PLA General Hospital Department of Otolaryngology Head and Neck Surgery
International Journal of Play Therapy (15556824) 31(2)pp. 107-118
Theraplay is a useful and effective form of play therapy to improve social–emotional assets and resilience in children with hearing loss. Hence, this study examined the effect of Group Theraplay (GT) on the social–emotional assets and resilience in these children. The participants were selected from a rehabilitation center for mothers and children with hearing loss in Isfahan, Iran. The participants were 27 children with hearing loss who were selected by the convenient sampling method. They were randomly assigned into the intervention (n = 12) and control (n = 15) groups. The intervention group received 10 GT sessions, once a week for two and a half months, while the waitlist control group did not receive this intervention. Mothers of children completed the Social–Emotional Assets and Resilience Scale for Preschool two times, at pre- and post-tests. Results revealed that GT significantly influenced social competence, self-regulation, responsibility, and empathy in children with hearing loss. Therefore, participants who received GT showed a significant increase in those social–emotional assets and resilience. The findings highlight the importance of GT training for social–emotional assets and resilience in children with hearing loss. Limitations, suggestions, and implications for future research are discussed. © 2021 Association for Play Therapy
Journal of Deaf Studies and Deaf Education (14657325) 27(3)pp. 234-244
This research examined the effect of the Working Memory-based Cognitive Rehabilitation (WMCR) intervention on the spoken language development of deaf and hard-of-hearing (DHH) children. In this clinical trial study, 28 DHH children aged between 5 and 6 years were selected by random sampling method. The participants were randomly assigned to experimental and control groups. The experimental group participated in the WMCR intervention involving 11 sessions. All participants were assessed pre-and postintervention. Data were collected by the Newsha Development Scale and analyzed through MANCOVA. The results revealed a significant difference between the scores of the receptive and expressive language of the experimental group that were exposed to the WMCR intervention compared with the control group. The receptive and expressive language skills of the experimental group indicated a significant improvement after the intervention. Therefore, the WMCR intervention is an effective method that affects the spoken language skills of DHH children. These findings have critical implications for teachers, parents, and therapists in supporting DHH young children to develop their language skills. © 2022 The Author(s). Published by Oxford University Press. All rights reserved.
Pajouhan Scientific Journal (24236276) 19(2)pp. 35-42
Background and Objective: Hearing impairment affects all aspects of a person's life. This study aimed to compare executive functions, emotional intelligence, and motivated strategies for learning in adolescents with normal hearing and those with hearing impairment using either hearing aids or cochlear implantation in Tehran, Iran. Materials and Methods: This analytical-comparative study included 90 adolescent females and males aged 14-18 years old. They were randomly divided into three groups of 30 cases per group. The first and second groups were selected using the accessible sampling method, and the third group included healthy with normal hearing individuals that were selected using the random sampling. The data were collected using the Behavior Rating Inventory of Executive Functioning, Emotional Intelligence Questionnaire, and Motivated Strategies for Learning Questionnaire. Data were analyzed using one-way analysis of variance and Tukey's post hoc test. Results: There was a significant difference among the studied groups in terms of the mean values of executive functions, emotional intelligence, and motivated strategies for learning (P<0.01). Moreover, the group with normal hearing obtained higher mean scores of executive functions, emotional intelligence, and motivated strategies for learning, compared to the other two groups. Furthermore, the mean scores of executive functions, emotional intelligence, and motivated strategies for learning were higher in the adolescents with a cochlear implant, compared to those with hearing aid. Conclusion: Adolescents with normal hearing are in better condition. Individuals with hearing impairment can achieve some acquired levels of executive functions, emotional intelligence, and increased motivated strategies for learning only if they are provided with proper cognitive training, the same as their normal peers. Therefore, there is a need for a special rehabilitation program to take the necessary steps for modifying these components. © 2021 Pajouhan Scientific Journal.
Journal of Child and Family Studies (15732843) 30(3)pp. 723-732
Emotion regulation and life orientation are very important in daily life. The present study aimed to investigate the efficacy of emotion management strategies program in life orientation and cognitive emotion regulation in female deaf students. The participants were 34 female deaf students aged between 15 and 19 years selected by random cluster sampling. First, two schools were randomly selected from deaf schools in Kohkiloye and Boyer Ahmad, Iran (Shaghayegh and Nastaran Deaf Schools). The participants were then selected from these schools and randomly assigned to experimental and control groups, each comprising 17 students. The experimental group received the emotion management strategies program for eight sessions, and each session lasted 50 min, while the control group was on the waiting list. The data were collected by the Life Orientation Test (LOT) and the Cognitive Emotion Regulation Questionnaire (CERQ). The findings demonstrated that the intervention significantly influenced life orientation and cognitive emotion regulation in deaf students (p < 0.001). The eta square value showed that 68% of the change in life orientation, 51% of the change in non-adaptive strategies, and 53% of the adaptive strategies change were due to the intervention. The findings highlight the importance of emotion management strategies for positive orientation and emotion regulation in deaf students. This study suggests that emotion management strategies are essential for deaf students because such strategies foster positive attitudes. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC part of Springer Nature.
Deafness and Education International (14643154) 23(2)pp. 84-102
There is a growing interest in the quality of life and cognitive emotion regulation of deaf and hard-of-hearing (DHH) adolescents. Hence, the present study examined the effects of emotional intelligence training on quality of life and cognitive emotion regulation of DHH adolescents. The participants were 36 female DHH adolescents aged 16–20 years who were selected by a cluster random sampling method. Initially, two schools were randomly selected from DHH schools in Tehran, Iran. Subjects were selected from these schools and randomly assigned to experimental (n = 18) and control (n = 18) groups. The experimental group participated in emotional intelligence training programme for 12 sessions. The intervention was implemented for 45 min a day over six weeks. All participants completed the Youth Quality of Life Instrument–Deaf and Hard of Hearing Module (YQOL–DHH) and the Cognitive Emotion Regulation Questionnaire (CERQ-short). Data were analysed by Multivariate Analysis of Covariance (MANCOVA). The results indicated that emotional intelligence intervention significantly influenced the quality of life and cognitive emotion regulation in DHH adolescents. The findings of this research suggest that emotional intelligence training might result in effective and positive outcomes and might play a critical role in the quality of life and emotions regulation of DHH adolescents. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
International Journal of Play Therapy (15556824) 30(3)pp. 195-205
The present study examined the effect of filial therapy (FT) on interaction of deaf mothers with their hearing children. Participants were recruited from association and center of deaf people in Isfahan, Iran. The participants were 30 deaf mothers and their hearing children who were selected by convenient sampling method. They were randomly divided into the intervention and control groups and each group included 15 mothers and children. The intervention group received 11 FT weekly sessions for 3 months, while the control group did not receive the intervention. Mothers completed the Child–Parent Relationship Scale (CPRS) two times, at pre- and posttest phases. Results of multivariate analysis of covariance (MANCOVA) revealed that FT significantly influenced the interaction of mother–child scores, F(1, 29) = 42.69, p < .001. Accordingly, it can be suggested that interaction of deaf mothers with their hearing children was significantly increased following the FT intervention. (PsycInfo Database Record (c) 2021 APA, all rights reserved) © 2021 Association for Play Therapy
Iranian Rehabilitation Journal (17353602) 18(3)pp. 239-248
Objectives: Cognitive emotion regulation plays an important role in the emotional intelligence of sudents with hearing impairment. The present sudy was conducted to determine the efect of cognitive emotion regulation on emotional intelligence in sudents with hearing impairment. Methods: The present sudy was a quasi-experimental research with pre-tes-pos-tes and control group design. This sample consised of 30 sudents with a hearing impairment aged 16-20 years from the deaf school of Mir in Isfahan City, Iran in the 2018-2019 academic year. They were selected by convenient sampling method. The subjects were randomly divided into the intervention and control groups, and each group consised of 15 sudents. The intervention group received a cognitive emotion regulation program in 8 sessions (45 minutes per session), while the control group did not participate in this intervention and was kept in the waiting lis. Data gathering tools were an emotional intelligence tes, adminisered before and after the training sessions. The obtained data were analyzed using a multivariate analysis of covariance and analysis of covariance in SPSS. Results: The results indicated that cognitive emotion regulation had a positive and signifcant efect on emotional intelligence and its subscales of sudents with hearing impairment in the intervention group after the intervention (P<0.0001). Discussion: Cognitive emotion regulation improved the emotional intelligence of sudents with hearing impairment. This program facilitates the improvement of the emotional intelligence in these sudents. Thus, paying attention to the cognitive emotion regulation program is essential for sudents with hearing impairment. © 2020. Iranian Rehabilitation Journal. All Rights Reserved.
Journal of Otology (16722930) 15(2)pp. 62-66
Purpose: There is a growing interest in speech intelligibility and auditory perception of deaf children. The aim of the present study was to compare speech intelligibility and auditory perception of pre-school children with Hearing Aid (HA), Cochlear Implant (CI), and Typical Hearing (TH). Methods: The research design was descriptive-analytic and comparative. The participants comprised 75 male pre-school children aged 4–6 years in the 2017–2018 from Tehran, Iran. The participants were divided into three groups, and each group consisted of 25 children. The first and second groups were respectively selected from pre-school children with HA and CI using the convenience sampling method, while the third group was selected from pre-school children with TH by random sampling method. All children completed Speech Intelligibility Rating and Categories of Auditory Performance Questionnaires. Results: The findings indicated that the mean scores of speech intelligibility and auditory perception of the group with TH were significantly higher than those of the other groups (P < 0.0001). The mean scores of speech intelligibility in the group with CI did not significantly differ from those of the group with HA (P < 0.38). Also, the mean scores of auditory perception in the group with CI were significantly higher than those of the group with HA (P < 0.002). Conclusion: The results showed that auditory perception in children with CI was significantly higher than children with HA. This finding highlights the importance of cochlear implantation at a younger age and its significant impact on auditory perception in deaf children. © 2019 PLA General Hospital Department of Otolaryngology Head and Neck Surgery
Ashori, M. ,
Afrooz, G.A. ,
Arjmandnia, A.A. ,
Pourmohamadrez-tajrishi, M. ,
Ghobari-bonab, B. ,
Jalil-abkenar, S.S. Journal Of Research And Health (24235717) 9(4)pp. 284-293
Mental impairment has undesirable effects on the all aspect of individual's life, while the use of parenting programs has been associated with beneficial outcomes. The aim of this research was the adaptation of a positive parenting program (Triple-P) training based on the cultural values and evaluation of its effectiveness in psychological health and interaction of mother with slow paced (SP) children. This research was a semi-experimental study designed as pretest-posttest using control group. The magnitude of 40 mothers of students with SP participated in this study. They were selected according to the random cluster sampling method from exceptional schools of Tehran provinces. The participants were divided into two groups; each group consisted of 20 participants. The experimental group received Triple-P training in twelve 90-minute sessions, while no intervention was carried out on the control group. The instruments of present research were general health questionnaire and parent-child relationship scale. The results of MACNOVA showed that Triple-P had a positive significant effect on the psychological health and interaction of mothers with SP children. Since parenting skills training can lead to the enhanced psychological health and improved mother-child interaction, planning for Triple-P training based on cultural values has particular importance. © 2016 ASP Ins.
Journal of Intellectual Disabilities (17446295) 23(3)pp. 385-396
The aim of this research was to examine the effectiveness of positive parenting program (Triple-P) on the mental health of mothers of children with intellectual disability (ID). This study was a quasi-experimental research with pretest, posttest design, and a control group. Thirty-six mothers of students with ID participated in this study and were divided into two groups (intervention group and control group). Each group consisted of 18 participants. The intervention group received a parent training program during 12 sessions, each session lasting for 80 min, while the control group did not receive any special training. Multivariate analysis of covariance test was applied to analyze the obtained data using SPSS software. The results of this study indicated that Triple-P had significant effect on the somatic symptoms, anxiety, depression, social dysfunction, and mental health of mothers of children with ID. As a result, this research emphasized that parenting skills training will improve the mental health of mothers of children with ID, and therefore, planning for Triple-P training is of particular importance. © The Author(s) 2019.
American Journal of Otolaryngology - Head and Neck Medicine and Surgery (1532818X) 40(5)pp. 724-728
Linguistic information and cognitive rehabilitation has more related with auditory perception and verbal intelligibility. The aim of the present study was to assessment of the effectiveness of cognitive rehabilitation program on the auditory perception and verbal intelligibility of deaf children. This study was a quasi-experimental study with pre-test, post-test and control group design. Participants were 24 deaf children from Ava rehabilitation center of mother child in Isfahan city, Iran. Participants were selected by convenient sampling method. They were randomly divided into experimental and control groups, each group consisted of 12 children. The experimental group participated in the cognitive rehabilitation training program in 10 sessions for 45 min, while control group did not participate this program. The instruments of present research were Categories of Auditory Performance (CAP) and Speech Intelligibility Rating (SIR). The data were analyzed using multivariate analysis of covariance (MANCOVA) in 24th version of SPSS. The results of MANCOVA showed that cognitive rehabilitation program had significant effect on the auditory perception and verbal intelligibility in the experimental group at post intervention stage (P < 0/0001). There was a positive and significant increase in auditory perception and verbal intelligibility of experimental group. Our findings showed that Cognitive rehabilitation program training led to promote of auditory perception and verbal intelligibility of deaf children. © 2019 Elsevier Inc.
Iranian Journal Of Public Health (22516085) 48(11)pp. 2100-2102
Ashori, M. ,
Zarghami, E. ,
Ghaforian, M. ,
Jalil-abkenar, S.S. Iranian Rehabilitation Journal (17353602) 16(3)pp. 317-324
Objectives: Sensory integration training plays a crucial role on the attention span and motor skills of students with Down syndrome. The present research aimed to investigate the effect of sensory integration training on the attention span and motor skills of students with Down syndrome. Methods: This was a quasi-experimental research with a pretest, posttest design and control group. Participants were 28 male students with Down syndrome from two exceptional schools in Tehran. The samples were selected by convenience sampling method. Students were randomly divided into the control and experimental groups and each group consisted of 14 students. A 10-session sensory integration training was provided to the experimental group, while the control group did not receive this training. The Stroop color-word test and Bruininks Oseretsky Test of Motor Proficiency were used for measuring the attention span and motor skills of the students. The obtained data were analyzed using MANCOVA. Results: MANCOVA indicated a significant difference between the attention span and motor skills in the experimental group after the training sessions (P < 0.0001). Discussion: Sensory integration training led to the improvement of attention span and motor skills of students with Down syndrome. Therefore, Sensory integration training could have positive impacts on the attention span and motor skills of students with Down syndrome. © The Author(s).
Iranian Rehabilitation Journal (17353602) 16(4)pp. 331-338
Objectives: Motor therapy plays a key role on the bilateral coordination skills and motor activities of children with Intellectual Disability (ID). The present research aimed to investigate the effectiveness of motor therapy on motor skills and bilateral coordination skills of students with ID. Methods: This was a quasi-experimental research with pre-test and post-test and control group design. The study participants were 26 male students with ID from 2 special schools in Tehran City, Iran. The samples were selected by cluster sampling method. They were randomly divided into the experimental and control groups and each group consisted of 13 students. In the experimental group, motor therapy was performed during 16 sessions, while the control group did not receive any trainings. Bruininks-Oseretsky Test of motor proficiency was used for measuring gross motor skills, fine motor skills and bilateral coordination skills of the students. The obtained data were analyzed using Multivariate Analysis of Covariance (MANCOVA). Results: MANCOVA results indicated a significant difference between the gross motor skills, fine motor skills and bilateral coordination skills in the experimental group, following the intervention (P<0.0001). Discussion: Motor therapy improved motor skills and bilateral coordination skills of students with ID. Therefore, taking motor therapy could have positive impacts on the motor skills and bilateral coordination skills of students with ID. © 2018 Iranian Rehabilitation Journal.
Ashori, M. ,
Afrooz, G.A. ,
Arjmandnia, A.A. ,
Pourmohamadrez-tajrishi, M. ,
Ghobri-bonab, B. Iranian Journal Of Public Health (22516085) 44(2)pp. 290-291
Pourmohamadrez-tajrishi, M. ,
Ashori, M. ,
Jalil-abkenar, S.S. Iranian Rehabilitation Journal (17353602) 13(4)pp. 58-62
Objectives: Self-instruction training assists students to organize thinking patterns, learning, selfassessment, and self-awareness. This study was aimed to determine the effectiveness of verbal selfinstruction training on math problem-solving of intellectually disabled male students in Tehran Provinces. Methods: This study was an experimental research with pre-test and post-test design with control group. 30 intellectually disabled male students were selected randomly through cluster sampling method from 9th grade students. They were assigned to experimental and control group equally. Experimental group participated in 8 sessions and were trained by verbal self-instruction program but control group did not. All students answered to a teacher-made math problem-solving test before and after the training sessions. Data were analyzed by analysis of covariance. Results: Findings showed that there was a significant difference between two groups according to math problem-solving performance (p < 0.002). Discussion: As the performance of math problem-solving of experimental group promoted after the intervention sessions in comparison to control group, it seems that verbal self-instruction has led students to use thinking skills for acquiring and retention of fundamental mathematics facts. It can conclude that verbal self-instruction training probably leads to promote math problem-solving performance of intellectually disabled boy students.
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.
