تاریخ انتشار: ۲۰۱۸/۰۳/۲۱
اندازه گیری تربیتی (2252004X)(31)pp. 1-31
هدف پژوهش حاضر ساخت، روایی سنجی و اعتبار یابی مقیاس رشد زبان کودکان بود. روش پژوهش توصیفی از نوع آزمونسازی بود. در مرحله اول برای ساخت مقدماتی مقیاس رشد زبان کودکان، از مبانی نظری و تجربی و توجه به توانشهای رشدی کودکان استفاده گردید و سپس از میان نواحی ششگانه آموزشوپرورش شهر اصفهان به روش نمونهگیری چندمرحلهای 52 کودک (دختر و پسر) از مهدهای کودک، مراکز پیشدبستانی و دبستانهای شهر اصفهان انتخاب شده و مقیاس بر روی آنها اجرا و روانسنجی شد. در مرحله دوم 200 کودک به روش کوکران، از این مراکز انتخاب گردید. بهمنظور بررسی پایایی و روایی ابزار، مقیاس رشد زبانی کودکان و مقیاس رفتار سازشی واینلند بر روی گروه نمونه (200 کودک) اجرا شد. دادههای حاصل از ابزار پژوهش با استفاده از ضریب آلفای کرونباخ، روایی سازه به روش تحلیل عاملی تأییدی و روایی ملاکی تحلیل گردید. نتایج نشان داد که ضریب پایایی کل مقیاس رشد زبانی کودکان،0/98 و ضریب پایایی 2 خرده مقیاس آن 0/96 است. نتایج تحلیل عاملی تأییدی، مدل 2 عاملی (زبان دریافتی و زبان بیانی) مقیاس رشد زبانی کودکان را تأیید کرد. همچنین همبستگی بین مقیاس رشد زبانی کودکان و مقیاس رفتار سازشی واینلند 0/91 محاسبه شد که بیانگر روایی ملاکی مقیاس رشد زبانی کودکان است. مقیاسرشد زبان کودکان، از پایایی و روایی مناسب برای ارزیابی و سنجش رشد زبان دریافتی و زبان بیانی کودکان زیر 8 سال دارا میباشد
Publication Date: 2025
Journal of Applied Psychological Research (22518126)16(1)pp. 15-26
The objective of the current investigation was to investigate the perceptions of wisdom held by Iranian gifted school instructors. In order to accomplish this objective, a descriptive phenomenological methodology was implemented. The statistical population of the research consisted of teachers from gifted schools in Isfahan in 2022. Purposive sampling was implemented to identify participants, and data acquisition was maintained until saturation was achieved. The study involved 21 teachers, with interviews lasting between 30 and 45 minutes. Eight of the instructors were male and thirteen were female. Interviews were conducted in-depth to facilitate a two-way dialogical exchange and obtain a comprehensive understanding of the teachers’ perspectives. The data derived from the interviews were analyzed using Clark and Brown's six-step model. Additionally, Lincoln and Guba’s four criteria were implemented to guarantee the credibility and validity of the investigation. The results indicated that the conceptualization of wisdom by gifted school teachers is characterized by three primary themes: cognitive and rational skills, communication and interpersonal skills, and compassion and concern for others. The results of this study suggest that teachers’ perceptions reflect certain aspects of wisdom, while others, as emphasized in the literature, are underemphasized. © The Author(s).
Pouyan A.,
Ghorbanlo M.,
Eslami M.,
Jahanshahi M.,
Ziaei E.,
Salami A.,
Mokhtari K.,
Shahpasand K.,
Farahani N.,
Meybodi T.E.,
Entezari M.,
Taheriazam A.,
Hushmandi K.,
Hashemi M.,
Mohseni, A.,
Nourizadeh, S.S.,
Serri, F.,
Abedi, A.,
Boroujeni, A.J.,
Faramarzi, S.,
Vashaee, D.,
Hesabi, A.,
Karami, S. Publication Date: 2025
Molecular Cancer (14764598)(1)pp. 89-100
Glioblastoma multiforme (GBM) is the most prevalent and aggressive primary brain tumor in adults, characterized by a poor prognosis and significant resistance to existing treatments. Despite progress in therapeutic strategies, the median overall survival remains approximately 15 months. A hallmark of GBM is its intricate molecular profile, driven by disruptions in multiple signaling pathways, including PI3K/AKT/mTOR, Wnt, NF-κB, and TGF-β, critical to tumor growth, invasion, and treatment resistance. This review examines the epidemiology, molecular mechanisms, and therapeutic prospects of targeting these pathways in GBM, highlighting recent insights into pathway interactions and discovering new therapeutic targets to improve patient outcomes. © The Author(s) 2025.
Publication Date: 2025
Child: Care, Health and Development (03051862)51(5)
Background: Parent-mediated early interventions (PMEIs) benefit children with autism spectrum disorder (ASD) by improving social communication skills and enhancing parent–child interactions. However, the characteristics of a comprehensive intervention have not yet been established, and further research is necessary to identify its essential components. Therefore, the current study aimed to identify the pivotal factors of parent-mediated early intervention for children with ASD. Methods: This qualitative study employs thematic analysis method to analyse the data collected from semistructured interviews. The participants included 14 parents and eight educators of children aged 2–7 with ASD, who were interviewed in focus groups. Results: Overall, four themes were identified that need to be included in parent-based programmes to improve the communication skills of children with ASD. These themes include child-related factors, parents-related factors, environment-related factors and the use of appropriate communication strategies. These results underscore the importance of adopting a multifaceted approach to early interventions for children with ASD. Conclusion: Effective PMEIs strategies must be tailored to the unique characteristics of the child, the temperament of the parents and the specific characteristics of their living environment. By considering these multiple dimensions, interventions can be optimized to support the developmental needs of children with ASD. © 2025 John Wiley & Sons Ltd.
Soostani S.B.,
Ranjbar M.,
Memarian, A.,
Mohammadi M.,
Yaghini Z.,
Hassanzadeh, F.,
Akrami, L.,
Behzadnezhad, N.,
Rahmati adarmanabadi e., ,
Jafari e., E.,
Malekpour, M.,
Marandi, S.M.,
Nourmohammadi abadchi, A.,
Zarei, S.,
Faramarzi, S.,
Feiz m.h., M.H.,
Abedi, A.,
Sadeghi-aliabadi, H.,
Lanki, M.,
Bardia, F. Publication Date: 2025
BMC Plant Biology (14712229)(1)pp. 228-237
Chitosan, a non-toxic and biodegradable compound, enhances plant growth and secondary metabolite production, presenting innovative approaches to mitigating plant stress. Salinity, a common abiotic stress, significantly impairs plant growth and development. This study investigates the effects of chitosan on the physiological, biochemical, and gene expression responses of salt-stressed Brassica napus L. exposed to NaCl concentrations of 0, 50, 100, and 150 mM. Chitosan was applied as a foliar spray at concentrations of 0, 5 and 10 mg/L. The research focuses on gene expression changes in P5CS, PIP, and PAL genes in the roots and shoots of Brassica napus, revealing notable alterations, particularly in PIP expression under saline conditions. The study also observed enhanced PAL enzyme activity, increased chlorophyll and proline levels, and changes in iron, potassium, and nitrogen content. These findings demonstrate chitosan’s potential to improve plant resilience to salt stress. By modulating gene expression and enhancing physiological responses, chitosan presents a promising solution for enhancing plant tolerance to salinity, with valuable implications for agricultural practices. © The Author(s) 2025.
Publication Date: 2025
Journal of Child and Adolescent Trauma (19361521)18(1)pp. 209-216
The Syrian civil war became a catalyst for numerous psychological issues, especially among children who faced migration and exposure to violence. Post-Traumatic Stress Disorder (PTSD) stands out as one of the most prevalent mental health problems among these young survivors. The research outcomes to be presented in this paper aim to investigate the efficacy of art therapy through the self-narrative approach in reducing PTSD symptoms among Syrian war-affected children aged 6 to 12. The study followed a semi-experimental design with a pre-test and post-test, using a control group. Twenty Syrian children from war-affected areas were selected for high scores on the scale that measures the intensity of trauma symptoms. Half received an art therapy intervention. The results revealed that Self-Narrative Art-Therapy significantly contributed to reducing PTSD symptoms, including re-experiencing, avoidance, numbing, and arousal, in Syrian war-affected children aged 6 to 12, making it a viable psychological intervention. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.
Publication Date: 2024
Pajouhan Scientific Journal (24236276)22(2)pp. 143-152
Background and Objectives: The purpose of this study is comparing the Effectiveness of Social-Emotional Aspects of Learning (SEAL) and Parent Effective Training (PET) on Parenting-Stress, in 6-12-Year-old Children with Attention Deficit Hyperactivity Disorder (ADHD). Materials and Methods: The research method was semi-experimental and a pre-test-post-test design was used with a control-group. The statistical population of this research was all male and female students aged 6-12 with ADHD in Isfahan who were studying in the academic year of 2021-2022.The research sample consisted of 48 parents and students with ADHD who were purposefully selected and randomly assigned to experimental and control groups. Each package consisted of 8 treatment sessions for children and parents, which was package (SEAL) for children and package (PET) for parents. To analyze the data at the descriptive level, frequency tables and graphs and percentages of frequency, average and standard-deviation were calculated, and at the inferential level, univariate and multivariate analysis of covariance tests were used. Results: The findings showed that there is a significant difference between the average scores of the experimental and control groups before and after the intervention at the P<0.05 level. The parenting-stress scores in the experimental-group of the SEAL training-package were lower than the PET-group and the control-group. There is no significant difference between the parenting-stress scores of the two packages in the post-test and follow-up stages. Conclusion: The results showed that the parenting-stress after the intervention in the experimental-group is lower than in the control-group, and the educational programs reduced the parenting-stress. © 2024. Pajouhan Scientific Journal.
Publication Date: 2024
Pajouhan Scientific Journal (24236276)22(1)pp. 42-54
Background and Objectives: Language is one of the most important components of growth in children. Therefore, this study aimed to develop a language skills improvement package based on cognitive rehabilitation and determine its effectiveness on the expressive language performance of children with specific language impairment (SLI). Materials and Methods: The method of the current research was of mixed exploratory type. The statistical population in the qualitative section were scientific articles and the opinions of university professors and experts. In the qualitative phase, data were collected through deductive thematic analysis, and then a set of interventions was developed over 12 sessions, and its content validity was confirmed. The quantitative part of the research was a clinical trial, and its statistical population included all children aged 5-7 years with a specific language disorder who were referred to private speech therapy clinics in Borujerd, Iran, among which 30 children with an average age of 6.31 ± 0.92 were selected by purposive sampling method and randomly replaced in two experimental and control groups. The instruments used in this study were the fourth version of the Wechsler Intelligence Scale for Children, a semi-structured clinical interview, and the Newcomer and Hammill language development test. Finally, the data were analyzed using SPSS software (version 24) with analysis of variance with repeated measurements. Results: Based on the obtained results, there was a significant difference between the mean expressive language scores in the pre-test, post-test, and follow-up stages (P<0.01). Conclusion: In general, it can be said that the language skills promotion package based on cognitive rehabilitation is effective in improving the expressive language of children with SLI, and therefore, this package can be used as an intervention method to improve the expressive language of children with SLI. © 2024. Pajouhan Scientific Journal.
Publication Date: 2024
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.
Publication Date: 2024
Gifted and Talented International (15332276)39(2)pp. 89-100
In this study, Iranian teachers were selected and interviewed using semi-structured interviews. The purpose of conducting interviews was to discover the perceptions of gifted school teachers about strategies for improving wisdom among Iranian students. The participants believed that teachers themselves should be wisdom role models, wisdom role models should be introduced to students, authentic Iranian stories should be narrated, events should be shown to students from different perspectives, and students should be asked to research social problems and identify wise/unwise people. More research is needed in this field to assess the views of teachers in different environments and societies and then develop an educational approach to improving wisdom. © 2024 World Council for Gifted and Talented Children.
Publication Date: 2023
Advances in Autism (20563876)9(4)pp. 309-321
Purpose: Autism spectrum disorder (ASD) refers to a group of complex neurodevelopmental disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction. Puberty is an important period for teenagers with ASD. The purpose of this study was to investigate the effect of educational program on increasing social skills (SS) and sexual knowledge (SK) in adolescent boys with high-functioning autism (HFA) disorder. Design/methodology/approach: This study was conducted using a single-subject design. Participants were three boys diagnosed with HFA disorder, selected using purposive sampling. The social skills improvement system scale and the sexual knowledge questionnaire were used to measure SS and SK. The training program consisted of 49 sessions. Findings: Results showed that, given the comparison of scores before and after the intervention, the training program was effective in improving SS and SK. Originality/value: With regard to the importance of puberty, training programs for parents and adolescents play an effective role in increasing SS and SK of adolescents with HFA disorder. © 2021, Emerald Publishing Limited.
Publication Date: 2022
Disability and Rehabilitation: Assistive Technology (17483115)17(3)pp. 268-274
Purpose: Assistive technology users may encounter challenges and inequality in having an access to health information and care during the emergency or in a crisis time. This issue seems to be understudied in most developing countries. The aim of this study was to explore the challenges faced by Iranian people with disabilities faced during the COVID-19 pandemic as far as the use of assistive technology is concerned. Method: A thematic analysis approach was employed to collect and analyse the data. We interviewed 10, 12 and 20 participants with physical, visual, and hearing disability, respectively during the pandemic between May to July 2020. A six-step thematic analysis method was used to identify categories and main themes. Results: The results revealed that people with disability were faced with some challenges in accessing information or receiving it on time during the emergency time. The lack of clear information may increase uncertainty about providing, using or maintaining assistive products. With no clear information or instruction, increased fear of infection, as well as the lack of necessary infrastructure for using available online applications, people with a disability had to rely more on others and seemed to feel disempowered. Conclusion: Assistive technology (AT) users may not receive enough care and attention during health crisis, nor may be included in crisis management programs. Actions to create preparedness plans to meet the needs of AT users in possible future crisis seem to be necessary.IMPLICATIONS FOR REHABILITATION Assistive technology users’ voice and needs should be given priority in crisis management programs. Web accessibility barriers and information accessibility challenges need more research attention in order to create effective and timely information dissemination programs. There seems to be a research gap about AT users during health crisis, and more research in this area is needed. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Publication Date: 2022
Pajouhan Scientific Journal (24236276)20(1)pp. 24-32
Background and Objectives: The aim of this study was to determine the effectiveness of purposeful reading intervention based on response to the intervention on the academic attitudes of dyslexic students in Hamadan. Materials and Methods: This research was a quasi-experimental study by pre-test, post-test design with control group. The study population included of third grade elementary school students with dyslexia. Subjects were selected by simple randomly sampling method. In this study were participated 30 students with dyslexia. Subjects were divided into two groups by randomly method (experimental and control group), each of which was consisted of 15 students. Experimental group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The instrument of present research was and Akbary Academic Attitude Survey (2004). The obtained data were analyzed by using multivariate analysis of covariance (MANCOVA) test. Results: The results of multivariate analysis of covariance showed that in the post-intervention stage, the mean scores of academic attitude of the experimental group after the intervention was significantly higher than the control group. Conclusions: The purposeful reading intervention training program improved the academic attitudes of dyslexic students. © 2022 Pajouhan Scientific Journal.
Publication Date: 2022
Journal of Autism and Developmental Disorders (15733432)52(5)pp. 2180-2186
This quasi-experimental study investigated effects of Tai Chi Chuan training on stereotypic behavior of children with autism spectrum disorder. Twenty-three participants (mean age = 9.60 ± 1.40 years) were assigned to experimental (N = 12) and control (N = 11) groups. The experimental group received 12 weeks of Tai Chi training and all participants had pre, post, and one-month follow-up assessments. Stereotypic behavior measured using Gilliam Autism Rating Scale 2 Scores, was significantly altered by ~ 25% in the Tai Chi Chuan group. Behavioral change was maintained at follow up since there was no significant difference between that and the posttest. In conclusion, Tai Chi Chuan training is a useful and appropriate intervention to modulate behavior in individuals with autism spectrum disorder. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Publication Date: 2021
Pajouhan Scientific Journal (24236276)19(4)pp. 43-51
Background and Objectives: The present study aimed to compare the academic help-seeking and meaning of education in deaf, blind, and normal students. Materials and Methods: The research method was causal-comparative. The statistical population included blind, deaf, and normal high school students in Isfahan. A total of 36 students were selected using the convenience sampling method and then divided into two groups (18 people) due to the limited statistical population of deaf and blind and input criteria. In the following step, 18 normal students were selected. Data were collected using Ryan and Pentrich's (1997) academic help-seeking and King and Smith's (2006) meaning of education (MOE) Scales and analyzed MANOVA, Tukey’s test, and SPSS Software (Version 24). Results: The results indicated that the three groups were significantly different in the avoidance of help-seeking and meaning of education (P<0.01). Furthermore, there was a significant difference in the general components of meaning of education in the profession, independence, future, learning, self, next step, social, and the world terms (P<0.05). But no significant difference was observed in the component of adaptive and escape between groups (P<0.05). Conclusions: The results revealed that deaf students avoid help-seeking and use less cognitive and metacognitive strategies when faced with academic difficulties. Blind students have also problems with the meaning of education. Therefore, based on the results, it is suggested that help-seeking strategies and improving beliefs in the meaning of education in the profession, independence, hope for the future, learning, and social interaction should be considered to promote cognitive and metacognitive processes in deaf and blind students. © 2021 Pajouhan Scientific Journal.
Publication Date: 2021
Pajouhan Scientific Journal (24236276)19(5)pp. 21-26
Aims Attention deficit / hyperactivity disorder has negative effects on children’s behavior. The aim of the present study is to compare the effectiveness of field information model and child-parent relationship therapy on reducing ADHD symptoms in children in Isfahan. Methods The present study was a randomized controlled clinical trial. The statistical population of this study was children aged 5 to 6 and their mothers living in Isfahan in 2018-2019. Thirty patients were selected as a sample by available sampling and then randomly assigned in two experimental groups and a control group were placed. The Pediatric Symptoms Questionnaire (Gadow and Sprafkin, 1984) was used to screen children. Data analysis was performed by univariate analysis of covariance and LSD test with SPSS 22 software. Findings The results showed that there was a significant difference between the experimental and control groups (F=103.100) (P ≥ 0.05). In other words, this program are effective in reducing the symptoms of attention deficit in the post-test stage. Conclusions The present study concludes that these program can be used as an effective intervention. © 2021, the Authors | Publishing Rights, ASPI.
Publication Date: 2021
Journal Of Qualitative Research In Health Sciences (26456109)10(1)pp. 23-28
Introduction: The presence of a child with a specific learning disability in the family who needs care and has special educational problems is a source of stress for mothers, affecting their mental health and adjustment. This study aimed to explore the lived experiences of mothers of children with specific learning disability (SLD). Methods: This qualitative study was conducted using a phenomenological approach. The participants were 14 mothers of children with specific learning disability (SLD) whose data were collected through semi-structured interviews. The participants were selected using purposive sampling and the collected data were analyzed via Colaizzi’s method of data analysis. Results: Analysis of the data revealed 4 main themes including “impact on family”, “the mother’s life”, “the student’s problems”, “concerns”, and “needs”, and 14 subthemes. Conclusion: The present study showed that specific learning disability has diverse effects on the child, mother, and family, and recognizing these effects can pave the way for taking supportive and therapeutic measures. © 2021 The Author(s).
Publication Date: 2021
Health Education And Health Promotion (25885715)9(1)pp. 91-98
Aims Positive psychology is a new psychology branch that focuses on positive traits leading to freshness, greater concentration, and individuals’ satisfaction. This study aimed to extract positivist psychology components and assess the effect of positivist content and theme on school education and improve teachers’ and students’ psychological capital. Materials & Methods In this hybrid (qualitative-quantitative) research, the first positivist components and themes were extracted from Seligman’s point of view using open coding, axial coding, selective coding steps, and a network of positive themes were drawn. Then, to assess the effect of positive psychological components and themes on teachers’ competencies and their mental health and students’ personal and academic abilities, the opinions of 80 high school principals in Isfahan were evaluated using a researcher-made questionnaire. Data were analyzed by comparison of means and sample t-test using SPSS 19 software. Findings 104 basic and five organizing themes were extracted from the texts of the Positive Psychology book written by Seligman; positive emotion empowerment, fascination (flow), positive relationships, meaning (goal), and achievement (success). Also, from the perspective of principals, positivist components and themes had a positive and above-average effect on improving teachers’ positive mental characteristics, teachers’ mental health and efficiency, teachers’ organizational behavior and interactions, and improving teachers’ abilities and students’ overall progress (p<0.0001). Conclusion ducational-counseling intervention programs to increase social support can increase women’s adjustment after divorce. Positive psychology has practical and useful components and themes to enhance teachers’ abilities and mental health and can be taught by teachers in various curricula. © 2021, the Authors | Publishing Rights, ASPI.
Publication Date: 2020
International Journal of Body, Mind and Culture (23455802)7(2)pp. 62-72
Background: The present study was aimed at comparing a positive emotion training program based on Fredrickson's broaden-and-build model of positive emotions with the psychodrama program in terms of emotion regulation in students with dyslexia. Methods: This experimental study was conducted with 3 groups (2 experimental groups and 1 control group), pretest-posttest design, and a follow-up. The statistical population included all fifth-grade female, middle-class, 10-11-year-old primary-school students with specific learning disabilities who were studying in public schools of the 5 educational regions of Isfahan, Iran. Multistage random sampling was used for the selection of the participants. The reading and dyslexia test was administered to identify learning disabilities in the students, and as a result, 38 students with a reading disorder were selected and randomly assigned to experimental group 1 (Fredrickson's positive emotion training program), experimental group 2 (psychodrama program), and control group. Students completed the Cognitive Emotion Regulation Questionnaire (CERQ) at pretest, posttest, and follow-up. Prior to the treatment, the students completed the CERQ. The follow-up phase of the study was conducted 3 months after the end of the treatment. The interventions consisted of 10 sessions (45 minutes each) devoted to positive emotion training and 10 sessions (45 minutes each) devoted to psychodrama program training. The data were analyzed using descriptive (mean and standard deviation) and inferential statistics (repeated measures ANOVA) in SPSS software. Results: The findings indicated that a positive emotion training program exerted a significant effect on emotion regulation, while the effect of the psychodrama training program was not statistically significant. Conclusion: It can be concluded that positive emotion training has a more significant effect than the psychodrama training program. © 2020, Vesnu Publications. All rights reserved.
Publication Date: 2020
Journal of Health System Research (27834093)15(4)pp. 272-279
Background: Dyslexia is one of the important factors affecting the lack of educational progress in elementary school students. Therefore, the purpose of this study was to evaluate the impact of perceptual-motor training on the reading performance of students with dyslexia in the girl students of the third grade of elementary school in Isfahan, Iran. Methods: This pretest-posttest study was carried out on 30 subjects selected through the convenience sampling method from the students with dyslexia who referred to the learning disorder center of Isfahan. The subjects were randomly assigned into the two groups of intervention and control with 15 participants in each group. The students of the experiment group received ten two-hour sessions of individual perceptual-motor training, while the subjects in the control group did not receive any intervention. The research instruments used for this study included reading screening test, and Wechsler Intelligence Scale for Children. The reading screening test was completed both pretest and posttest. Findings: Findings of the statistical analysis demonstrated that the total score of reading progress had a significant difference between the students of control and test groups. Moreover, it was revealed that perceptual-motor training could significantly affect diverse abilities, such as word separating, gap filling, text reading, and letter pronunciation (P<0.05). However, no significant difference was observed between the two groups of intervention and control in terms of word segmentation and spelling. Conclusion: According to the results of this study, perceptual-motor training can be applied as a technique for improving the reading performance of students with dyslexia. © 2020, Isfahan University of Medical Sciences(IUMS). All rights reserved.
Publication Date: 2020
Educational Research for Policy and Practice (15702081)19(3)pp. 261-279
Response to Intervention (RTI) is a preventive approach which is broadly implemented in the West, particularly in the USA for early identification and intervention of students with learning difficulties (LD). However, in the East, especially in the developing countries, neither has this kind of program been used extensively, nor is it even a prerequisite in any educational environment. The challenges of implementing this approach in real-life situations have been investigated in the present article, and the prerequisites, obstacles and outcomes of such a program have been taken into consideration. In this qualitative research, information was gathered by various means including semi-structured one-on-one interviews with six school staff members, three parents, informal conversations with a number of students with LD, and monitoring (with note taking) of the conditions and interactions of these students in the school environment. The findings helped shed light on the causal conditions that underlie the bases of Iran’s present educational system; the current situations with which LD students are faced in schools; the necessary strategies and actions for successful implementation of RTI in the country; the factors that can facilitate the needed strategies and actions; and the consequences of the implementation of those strategies. The implications of the findings in educational policy and practice have also been discussed. © 2020, Springer Nature Singapore Pte Ltd.
Publication Date: 2019
Folia Phoniatrica et Logopaedica (14219972)71(1)pp. 29-41
Purpose: The present study explored the effectiveness of the Lidcombe Program, the parent-child interaction therapy (PCIT) approach, and an integrated (Lid-PCIT) program on the treatment of children who stutter. Methods: The present research was a single-subject study with an alternative treatment design. Participants were 6 preschool children who were randomly assigned into three groups. Each group received the entire indirect (PCIT), direct (Lidcombe), or integrated (Lid-PCIT) program and were assessed through severity rating (SR), and percent stuttered syllables (%SS), and video analysis. Results: For all children the SR and the %SS were reduced but the percentage of non-overlapping data of the three interventions showed that it was reduced more in the Lidcombe and in the Lid-PCIT programs. Conclusions: This study provided preliminary evidence that Lidcombe, PCIT, and integrated programs were effective in reducing the SR and the %SS in preschool children who stutter. These results are potentially important as both indirect and direct interventions in the primary years can help children who stutter to overcome their disorder. © 2018 S. Karger AG, Basel.
Publication Date: 2018
Journal of Psycholinguistic Research (15736555)47(3)pp. 627-640
The present study aimed to develop the thinking maps training package and compare its training effect with the thinking maps method on the reading performance of second and fifth grade of elementary school male dyslexic students. For this mixed method exploratory study, from among the above mentioned grades’ students in Isfahan, 90 students who met the inclusion criteria were selected by multistage sampling and randomly assigned into six experimental and control groups. The data were collected by reading and dyslexia test and Wechsler Intelligence Scale for Children-fourth edition. The results of covariance analysis indicated a significant difference between the reading performance of the experimental (thinking maps training package and thinking maps method groups) and control groups (p<. 01). Moreover, there were significant differences between the thinking maps training package group and thinking maps method group in some of the subtests (p<. 01). It can be concluded that thinking maps training package and the thinking maps method exert a positive influence on the reading performance of dyslexic students; therefore, thinking maps can be used as an effective training and treatment method. © 2017, Springer Science+Business Media, LLC, part of Springer Nature.
Publication Date: 2017
International Journal of Developmental Disabilities (20473877)63(1)pp. 45-51
Objectives: The current study aimed at examining the effectiveness of group logotherapy to enhance psychological well-being of mothers of children with intellectual disabilities. Method: The methodology adopted in this study was quasi-experimental incorporating pre-test, post-test, and control group. The population comprised all mothers of children with intellectual disabilities in Bushehr City, Iran. To this end, 26 mothers of children with intellectual disabilities were chosen using multi-stage sampling and were randomly divided into two groups of 13 as experimental and control groups. To gather data, Ryff’s psychological well-being inventory was employed, and then the experimental group was treated by eight sessions of logotherapy group counseling each of which lasted 90 min. There was no intervention for the control group and both groups were post-tested. Results: Analyzed by statistical covariance, the results demonstrated that group logotherapy leads to increased psychological well-being and its subscales including positive relationships with others, autonomy, personal growth, and environmental mastery. Conclusion: According to the findings, it is concluded that group instruction with logotherapy approach influences the psychological well-being of mothers of children with intellectual disabilities and one can use this style to help improve parents’ mental health. © 2016 The British Society of Developmental Disabilities.
Publication Date: 2016
Neuropsychiatria i Neuropsychologia (18966764)11(1)pp. 1-5
Aim of the study: Sensory integration is the process by which information from our senses (touch, sight, hearing, taste, smell, as well as balance) is interpreted by the brain so that we can respond appropriately to our environment. Attention deficit hyperactivity disorder (ADHD) is a complex neurological condition that is characterized by developmentally inappropriate levels of inattention, hyperactivity, and impulsive behavior. The aim of the current research was to investigate the effect of sensory integration training on executive functions of children with attention deficit hyperactivity disorder. Material and methods: In order to conduct this study, 20 students with attention deficit hyperactivity disorder were randomly selected from the elementary school student population of Isfahan, Iran, using the random cluster sampling method, and they were assigned randomly to experimental and control groups (each group consisted of 10 students). The design was experimental, and sensory integration training was performed in the experimental group. The research instruments were Conner's Rating Scale (teacher and parent forms) and Conner's Neuropsychology Test. Data were analyzed by multivariate covariance analysis of variance. Results: The results indicated that sensory integration can improve executive functions of students with ADHD. Conclusions: Thus, it can be concluded that sensory integration training affects children's executive functions. We suggest that this method can be used in rehabilitation and education of children with attention deficit hyperactivity disorder and it can be recommended to therapists and trainers.
Publication Date: 2015
Mediterranean Journal of Social Sciences (discontinued) (20392117)6(1S1)pp. 61-67
The present study was an attempt to predict academic progress of fifth-grade girl students of elementary schools in Isfahan city based on self-discipline and demographic variables. The research methodology was descriptive correlational. To this end, 196 students were elected from fifth-grade girl students of elementary school by multistage sampling method and in line with the entry requirements of the research. To collect data a demographic questionnaire and a researcher-made self-discipline questionnaire were employed. The obtained data were analyzed through regression statistical methods and correlation coefficients with the aid of SPSS 18 software. The findings revealed that students' academic progress is positively and significantly attributed to their mothers’ self-discipline and education; further, there is no significant relationship between the variables of parents’ age, father’s education, parents’ occupation, family’s economic status, the number of family members and students’ academic progress. The results of stepwise multivariate regression demonstrated that the variables of mother’s education and self-discipline were the best and most significant predictors of students’ academic progress, respectively. These findings prove the role of self- discipline and mother's education in students' academic progress and highlight the necessity to reinforce students’ self- discipline and to elevate mothers' education. © 2015, Mediterranean Center of Social and Educational Research. All rights reserved.
Farahani, A.,
Faramarzi, S.,
Akbari, M.,
Raoufi, M.,
Yousefi, E.,
Ranjbar, A. Publication Date: 2014
World Journal of Medical Sciences (discontinued) (19904061)10(1)pp. 26-31
The aim of this study is a comparative investigation upon hearing impairment among students, behavioral characteristics, feeling loneliness and rejection. The study is a science- comparative one. The sample was composed of hearing impaired high school students in integrated and atypical students of Shiraz.One hundred students were chosen as sample. Means of data collection were Ratter behavioral questionnaire (teacher form), children loneliness index and peers rejection questionnaire. Data were analyzed by SPSS software and t-test. According to teachers, results showed no significant differences between hearing impaired students in integrative and atypical schools in terms of behavioral characteristics and abnormalities. Also students in integrative schools feel more loneliness and rejection feeling than students in atypical schools. © IDOSI Publications, 2014.
Publication Date: 2014
Neuropsychiatria i Neuropsychologia (18966764)9(2)pp. 48-54
Objective: There are many children who have dyscalculia. The aim of the current research was to investigate the effectiveness of basic neuropsychological interventions in improving mathematics performance of girl students (8-9 years old) with dyscalculia (mathematics learning disabilities) in Isfahan city of Iran. Material and methods: The research method was experimental with pretest, posttest and a control group. To this end, the statistical population of this study comprised second grade girl students (8-9 years old) of elementary school during 2011-2012. Considering the entry requirements for the research, 30 girl students were selected by multi-stage sampling and were randomly assigned to two groups, experimental and control. To gather data, the Wechsler Intelligence Scale for children (WISC-III-R), Keymath test, math academic performance test and clinical interview were used. The obtained data were analyzed by covariance analysis and using SPSS18 statistical software. Results: The results revealed a significant difference between the mathematics performance of the experimental and control groups, girl students with dyscalculia, in pretest and posttest stages with p = 0.001 significance level. Conclusions: According to the results of the research, it is suggested that neuropsychological interventions can improve mathematics performance of students with dyscalculia and this method can be used for curing and assisting this group of students. © 2014 Termedia Sp. z o.o.
Publication Date: 2014
Advances in Environmental Biology (19950756)8(13)pp. 716-721
Recent estimates have shown that approximately one million children annually experience the divorce of their parents and many of the studies on divorce likewise signify that children of divorced parents are at a greater risk of psychological, behavioral, and educational problems.Objectives: Therefore, The present investigation was carried out to study the effectiveness of optimismgroup intervention on psychological symptoms (depression, anxiety, and stress) of adolescent girls of divorced families in line withthe concept of attribution style. Method: The participants were 30 middle school students of Isfahan city. In order to select the sample, cluster random sampling was usedinitially and one district (cluster) was selected among 5 educational districts of Isfahanand one school was chosen out of this district. Subsequently, available sampling method was utilized for selectingtheparticipants. 15 participants were placed in experimental group which were alike the control groupin respect of gender, age, and school and they filled out the scale of depression, anxiety, and stress (DASS-42) prior to and following the intervention. Data were analyzed by making use of Covariance analysis (MANCOVA) of SPSS 16. Results:The results of Covariance analysis demonstrated that totally teaching optimism has a meaningful effect on the degree of depression, anxiety, and stress symptoms of adolescent girls in post-test and follow up stage (P<0.05). Conclusion: Teaching optimism incurs the decrease of depression, anxiety, and stress symptoms of adolescent girls. © 2014 AENSI Publisher All rights reserved.
Malekpour, M.,
Isfahani, A.S.,
Amiri, S.,
Faramarzi, S.,
Heidari, T.,
Shahidi, M.A. Publication Date: 2012
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.
